European Journals of Education Studies
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HOMEWORK IN ELEMENTARY SCHOOL
Get PDFThe foundation of academic success is often laid during the years when students first encounter a structured learning environment. An essential part of this process is, undoubtedly, homework. Well-planned assignments not only reinforce the retention of knowledge learned in the classroom but also help students develop a sense of responsibility and contribute to the improvement of time management skills from an early age. Additionally, homework supports the development of problem-solving and critical thinking skills while also strengthening students’ academic discipline and self-regulation abilities. On the other hand, critics of homework argue that assignments create excessive stress for children, reduce family interaction time, and raise questions about whether they genuinely enhance academic achievement. This study aims to examine teachers' perspectives on homework practices in primary schools, focusing on how classroom teachers conceptualize and implement homework. A qualitative research approach was adopted in the study, which was designed based on the phenomenological pattern. The study participants consisted of 23 elementary teachers selected through a purposive sampling method. Data were collected through e-interviews, where a 12-question interview form was sent via email to participants, and their responses were obtained. The collected data were analyzed using content analysis. According to the study results, the primary reasons for assigning homework include reinforcing and reviewing learned knowledge. Additionally, ensuring that homework is appropriate for the students’ level was identified as a significant factor. The findings also indicate that research-based and observational assignments are more commonly given, that homework should not take up excessive student time, and that the primary factors preventing students from completing their homework include TV, tablet, and smartphone use. Furthermore, another significant finding highlights that parental support plays a crucial role in overcoming issues related to homework. Article visualizations
NEEDS ANALYSIS AS THE CORNERSTONE OF AN ESP CLASS OF THE MERCHANT MARINE ACADEMY
Get PDFNeeds analysis is a crucial element in designing effective English for Specific Purposes (ESP) courses, particularly for adult learners in professional or academic settings. This study explores the importance of needs analysis in an ESP course for Merchant Marine Academy students, focusing on their linguistic, professional, and personal goals in learning Maritime English. Given that English serves as a lingua franca in the maritime industry, proficiency in the language is essential for both academic success and career advancement. The study examines the current ESP teaching situation, highlighting the challenges posed by the mandated curriculum and course materials. While the designated textbook covers technical maritime terminology and professional communication, its difficulty level often exceeds students' proficiency, necessitating a more tailored approach to instruction. Needs analysis helps bridge this gap by identifying both objective needs—such as language tasks required in real-world maritime contexts—and subjective needs, including learners’ attitudes, expectations, and motivations. Findings suggest that incorporating learner input through surveys, interviews, and self-assessments leads to a more student-centered syllabus, increasing engagement and motivation. As adult learners with prior maritime experience, these students can actively contribute to shaping their curriculum, making learning more relevant and effective. Ultimately, this study underscores the role of needs analysis in enhancing ESP instruction and calls for future research on its impact on student performance in Maritime English. Article visualizations
EXAMINATION OF VIEWS OF TEACHERS OF GIFTED STUDENTS ON UNIVERSAL DESIGN FOR LEARNING
Get PDFUniversal Design for Learning (UDL), a contemporary educational approach, is recognized as a multidimensional and comprehensive framework for learning. Grounded in research across neuroscience, education, and technology, UDL has gained increasing scholarly attention in various countries. The primary objective of this study is to explore the perspectives of teachers working in Science and Art Centers in Ankara, Türkiye, regarding UDL. The study employs a phenomenological research design, a qualitative methodology, to capture participants' experiences and insights. Participants were selected using a combination of purposive sampling methods, specifically criterion sampling and snowball sampling. The study sample comprised teachers holding master’s and doctoral degrees. Semi-structured interviews were conducted with 21 postgraduate-educated teachers who voluntarily participated in the research. Qualitative data were analyzed using content analysis techniques to identify emerging themes. Findings indicate that teachers associate the contributions of the UDL approach to teaching and learning processes with the concepts of "flexibility and diversity," "equity and accessibility," and "motivation." Furthermore, teachers recommended the UDL approach to their colleagues as a means to enhance student achievement. Additionally, they expressed consensus on the potential benefits of UDL for the education of gifted students. Article visualizations
ENHANCING BRAIN RESILIENCE: THE SYNERGISTIC ROLE OF COGNITIVE RESERVE, PHYSICAL FITNESS, AND PSYCHOLOGICAL WELL-BEING IN LIFELONG HEALTH AND LONGEVITY
Get PDFObjective: Cognitive Reserve (CR) is a critical concept in understanding cognitive aging, resilience against neurodegenerative diseases, and overall brain adaptability. Method: This paper explores the interplay between CR, physical fitness, and psychological well-being, highlighting their combined impact on cognitive health and longevity across diverse populations. Results: The research underscores how regular physical activity, cognitive engagement, and emotional well-being contribute to strengthening CR, thereby delaying cognitive decline. Furthermore, it discusses the biopsychosocial framework that integrates these factors and examines their implications for public health interventions. Given the disparities in CR development influenced by socioeconomic and cultural factors, the paper emphasizes the necessity of personalized, holistic strategies to enhance cognitive resilience. Conclusions: The findings suggest that fostering CR through an interdisciplinary approach can serve as a preventive measure against cognitive impairment, advocating for a more integrative and proactive stance in healthcare. Article visualizations
SELECTION OF PHYSICAL FITNESS DEVELOPMENT EXERCISES FOR MALE ATHLETES OF THE FIVE-A-SIDE FOOTBALL TEAMS AT KIEN LUONG HIGH SCHOOL, KIEN LUONG DISTRICT, KIEN GIANG PROVINCE, VIETNAM
Get PDFFootball is a highly competitive and physically demanding sport. Since football matches last for a long duration (90 minutes) on a large field, athletes must continuously move, leading to significant physical exertion. Therefore, physical fitness is a crucial and essential factor for modern football players. This study aims to select a set of exercises to enhance the physical fitness of male athletes on the five-a-side football teams at Kien Luong High School, Kien Giang Province, Vietnam. To do it, the research has employed conventional methods, including literature synthesis and analysis, interviews, pedagogical testing, pedagogical experiments, and statistical mathematics. The research subjects include 12 male athletes from the five-a-side football teams at Kien Luong High School, Kien Giang Province, Vietnam. The study identified 29 exercises to develop the physical fitness of these athletes, including 3 speed exercises, 14 strength exercises, 3 endurance exercises, 2 flexibility exercises, and 7 coordination exercises. The application of these exercises in practice showed a statistically significant improvement in the physical fitness of the subjects after the experiment (P<0.05). Article visualizations
SPECIAL CARE, SPECIAL SMILES: REDEFINING PEDIATRIC DENTAL CLINIC
Get PDFDental anxiety often stems from fear of treatment, pain, uncertainty, and interactions with dental professionals. For children with developmental disorders, these challenges are compounded by motor, sensory, cognitive, and behavioral difficulties, making dental visits and oral hygiene routines more challenging. Traditional dental settings can be overwhelming due to heightened sensitivity to sensory stimuli. To mitigate this, there are many recent advancements done in dental clinics in combination with a Sensory Adapted Dental Environment (SADE), inspired by the Snoezelen approach, which was designed to create a more calming atmosphere. Thus, this article reviews the various modifications and advancements in dental clinic setup for special health care children. Article visualizations
CORRELATION BETWEEN TEACHERS' ATTITUDES, PERCEPTIONS AND CONCERNS ABOUT INCLUSIVE EDUCATION AND JOB SATISFACTION AND BURNOUT
Get PDFTeachers have been identified as a high-risk group for developing burnout syndrome, particularly those working with SEND pupils, as the responsibilities and emotional demands of the job are particularly increased. The study explored the possible association between teachers' attitudes, perceptions and concerns about the inclusion of SEND pupils and perceived levels of burnout and job satisfaction. In addition, the study examined whether there were factors that predicted teachers' burnout and job satisfaction. The sample of the present study consisted of 163 teachers and for the purposes of the study (a) the Sentiments, Attitudes, and Concerns about Inclusive Education Scale Revised (SACIE-R), (b) the Brayfield-Rothe General Index of Job Satisfaction and (c) the Maslach Burnout Inventory - Educators Survey (MBI-ES) were used. The results revealed that Greek teachers generally maintain a positive attitude towards the inclusion of SEND students. The highest levels of positive attitudes and lowest levels of concern were found in teachers with specialized studies in Special Education. A significant positive correlation was observed between positive attitudes towards inclusion and job satisfaction, suggesting that teachers who view inclusion in a positive way tend to be more satisfied with their jobs. In addition, teachers who exhibit more worries and negative attitudes tend to experience higher levels of emotional exhaustion, which may lead to burnout. Linear regression analysis identified negative emotions and concerns towards inclusion as significant predictors of emotional exhaustion. Further linear regression analysis identified positive emotions and positive attitudes towards inclusion as significant predictors of personal achievement. Finally, inclusion attitudes appeared to be a significant predictor of depersonalization. Article visualizations
STRENGTHENING COLLEGE-BASED ORGANIZATIONS: A DEVELOPMENTAL STUDY ON CULTIVATING THE INTELLECTUAL AND EMOTIONAL GROWTH OF NEOPHYTE STUDENT LEADERS
Get PDFIn the 21st century, student involvement in school organizations plays a crucial role in shaping cognitive skills, leadership capacity, and personal growth. Nevertheless, many institutions continue to lack structured systems that effectively support and sustain student leadership. This study employed a developmental research design to examine environmental factors influencing leadership development at Makilala Institute of Science and Technology in Cotabato, Philippines, and to identify evidence-based frameworks for strengthening student organizations. The quantitative phase engaged 1,580 student leaders via convenience sampling and yielded 158 valid responses, while the qualitative phase included 10 purposively selected leaders with varying levels of experience. Descriptive statistics, specifically the mean and standard deviation, were used to assess student leaders’ perceptions across six leadership dimensions. Leadership and Influence emerged as the strongest area with a mean of 3.36, while Organizational Support and Resources showed the greatest need for improvement with a mean of 2.69. To determine whether significant differences existed between groups, the Kruskal–Wallis H Test was applied across categories of leadership experience and gender. Findings revealed competent individual leadership but insufficient institutional scaffolding. Qualitative insights further indicated faculty-dominated decision-making and limited student autonomy. A comparative model analysis identified the integration of the ADKAR Change Management Model and the Logical Framework Approach as the most effective strategy. The resulting framework advances SDG 4 by promoting structured, inclusive, and sustainable leadership development in higher education. Article visualizations
IMPACT OF MANIPULATIVE-BASED INSTRUCTION ON STUDENTS’ CONCEPTUAL UNDERSTANDING OF BASIC GEOMETRY IN A SECONDARY SCHOOL
Get PDFThis research assessed the impact of manipulative-based instruction on students’ understanding of basic geometry using a quasi-experimental design with 84 Grade 7 students at a public high school in Cebu, Philippines, during the school year 2025-2026. The participants were divided into two groups: 42 participants in the experimental group were taught using manipulative-based instruction, while 42 participants in the control group were taught traditionally. Pretest and posttest scores were collected and analyzed using mean, standard deviation, paired t-test and t-test for independent samples. Results showed that both groups had fairly satisfactory performance during the pretest. During the posttest, the control group had satisfactory performance, while the experimental group had very satisfactory performance. Moreover, both groups showed a significant difference between the pretest and posttest scores of the participants. On the other hand, there was a significant mean gain difference on the pretest and posttest scores between the two groups, which indicates that the experimental group performs better than the control group. This means manipulative-based instruction helped students understand geometry concepts better than the traditional method. The study concludes that using manipulatives is an effective way to teach geometry because it gives students concrete and hands-on experiences with abstract ideas. It is recommended that teachers use manipulative-based strategies in teaching geometry and other math topics to improve students’ learning and participation. Article visualizations
AT THE HEART OF THE SYSTEM: REFRAMING TEACHER WELFARE, STRUCTURAL REFORM, AND EMERGING ISSUES IN KENYA’S EDUCATION SECTOR
Get PDFTeachers constitute the cornerstone of meaningful educational transformation, yet their welfare, professional identity, and structural positioning often remain overlooked in reform processes. In Kenya, debates around the Competency-Based Curriculum (CBC), teacher recruitment, professional development, and welfare reforms have intensified in recent years, underscoring the urgency of aligning systemic change with teacher empowerment. This conceptual paper contends that teacher welfare is not a peripheral concern but the cornerstone of sustainable reform. Drawing on global comparative cases—Finland, Rwanda, and Singapore—the study explores how structural reforms, recruitment models, gender equity, professional development, and governance arrangements influence teacher morale, retention, and instructional quality. The Kenyan case highlights tensions within the Teachers Service Commission (TSC), whose central role in employment, licensing, and regulation both stabilizes and constrains the profession. Using a conceptual-policy analysis, the article demonstrates that reforms which prioritize recognition, professional autonomy, gender equity, and systemic coherence yield stronger education outcomes. Comparative evidence shows that while Finland achieves high retention through trust-based professional autonomy, Rwanda leverages targeted professional upgrading to bridge teacher capacity gaps, and Singapore sustains excellence through structured professional growth and leadership pipelines. In contrast, Kenya’s fragmented reforms, contractualization of teachers, and underfunded professional development risk undermining teacher motivation and retention. The article concludes by recommending a recalibration of Kenya’s education reforms to position teacher welfare and empowerment as central pillars. Specific proposals include adopting inclusive professional development financing, expanding recognition systems, addressing attrition through talent management, enhancing equity in leadership promotion, and aligning TVET and higher education pipelines with school needs. Lessons from global comparators suggest that investing in teacher welfare is not a cost but a strategic foundation for national development. Article visualizations