European Journals of Education Studies
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THE IMPACT OF AUTHENTIC WRITING TASKS ON EFL STUDENTS’ WRITING PERFORMANCE
Get PDFThis study investigates the impact of authentic writing tasks on the writing performance of EFL students. Employing a quantitative, experimental design, it adopts a two-group pretest-posttest format, where the implementation of authentic writing tasks serves as the independent variable and students’ writing performance as the dependent variable. Sixty pre-intermediate learners at an English language center were randomly assigned to either a control or an experimental group. Writing performance was assessed through pretest and posttest writing tasks, evaluated using a standardized writing assessment scale. The findings revealed a statistically significant improvement in the experimental group’s writing performance compared to the control group, with content being the most notably enhanced aspect. These results suggest that incorporating authentic writing tasks can effectively enhance EFL learners’ writing skills in the local educational context. Article visualizations
OCCUPATIONAL STRESS AND BURNOUT TOWARDS TEACHERS’ TURNOVER INTENT: BASIS FOR A PROPOSED “EQUIPPING EDUCATORS FOR JOB STRESS” PROGRAM
Get PDFThis study aimed to determine whether burnout and occupational stress were predictors of teachers’ turnover intent. Utilizing a descriptive survey approach, data were collected, processed, tabulated, and analyzed using frequencies, percentages, means, and averages. A total of 105 teachers from Malapatan 2 District under the Department of Education served as respondents, selected through simple random sampling. The study revealed high levels of occupational stress, teacher burnout, and turnover intent. Results further showed a significant relationship between occupational stress and turnover intent. Among the domains, curricular stress was identified as the key predictor of turnover intent under occupational stress, while attitude towards students was the domain under burnout that predicted turnover intent. These findings established a solid foundation for future research on teacher retention. These may contribute to the body of knowledge by emphasizing the role of stress and burnout in influencing teachers’ intent to leave the profession. Article visualizations
THE RELATIONSHIP BETWEEN TEACHERS’ ATTITUDE AND THE INTEGRATION OF TECHNOLOGY IN THE IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PRIMARY SCHOOLS IN KEIYO-SOUTH SUB-COUNTY, KENYA
Get PDFThe transformation of the education sector in Kenya through the Competency-Based Curriculum (CBC) necessitates the integration of Information and Communication Technology (ICT) in teaching. However, the role of teachers’ attitudes in this integration remains underexplored, particularly in rural settings. This study examined the relationship between teachers’ attitudes and the integration of technology in the implementation of CBC in primary schools in Keiyo-South Sub-County, Elgeyo-Marakwet County. A concurrent mixed methods design was adopted, targeting 297 teachers and 26 head teachers selected from 97 primary schools. Quantitative data were collected using questionnaires and analyzed using Pearson correlation, while qualitative data from interviews were analyzed thematically. Results revealed that there was no significant relationship between teachers’ attitude and integration of technology (r=-.111, p=.072>.05). Although many teachers expressed positive attitudes, they did not adequately apply technology in their teaching. Interviewed head teachers confirmed that positive attitudes without practical ICT application had no meaningful effect on CBC implementation. These findings suggest that while teacher attitude may be positive, real integration is hindered by infrastructural and capacity-based limitations. The study recommends leveraging teachers’ positive dispositions to enhance actual technology use through training and resource provision. Article visualizations
THE LEVEL OF IMPLEMENTATION OF LEARNING CONTINUITY PLAN AMONG PUBLIC SCHOOLS IN T’BOLI 1 DISTRICT: BASIS FOR A PROPOSED INTERVENTION PROGRAM
Get PDFThis study aimed to determine the level of implementation of the learning continuity plan among all public schools in Tboli 1 District during School Year 2022-2023. This research employed a cross-sectional research design. In selecting the study’s respondents, total enumeration was used, resulting in 5 school heads, 5 district supervisors, 5 guidance advocates, 5 school PTA presidents, and 5 School Governing Council (SGC) chairmen, and stratified random sampling was used in selecting teachers’ respondents, resulting in 109 teachers in T’boli 1 District. Based on the results of the study. The following conclusions were established based on the data gathered. The level of implementation of Learning Continuity Plan (LCP) was high in terms of multiple learning modalities-online distance learning, TV/RBI, capacity building, requiring health standards in schools and workplaces-increase physical and mental resilience, reduce transmission, reduce contact, reduce duration of infection, stakeholder’s engagement and partnership, governance and operations, advocacy and awareness, and monitoring, evaluation, and adjustments. On the other hand, the level of implementation of the Learning Continuity Plan (LCP) was moderately high in terms of curriculum and learning support, multiple learning modalities-modular distance learning, and blended learning. The implementation of a learning continuity plan among public schools was significant as it ensured uninterrupted access to quality education, supported students' well-being, promoted equity, and enhanced the resilience of the education system during times of disruption. Article visualizations
PERCEIVED EFFECTS OF ACADEMIC GUIDANCE AND COUNSELLING SERVICES ON DROPOUT RISK FACTORS IN PUBLIC SECONDARY SCHOOLS IN MBEERE NORTH, EMBU COUNTY, KENYA
Get PDFSchool completion opens up numerous post-school pathways, while leaving school prematurely can potentially predispose the young generation to varied negative consequences, like unemployability, crime, poor health outcomes, and missed opportunities. Despite the importance of guidance and counselling (G&C) in helping students cope with psychological, social, and emotional difficulties and learning disengagement, the school dropout rate in Mbeere North sub-county is on the rise. This paper explored the perceived effects of academic G&C services on dropout risk factors among students in public secondary schools in Mbeere North. General Strain Theory (GST) and Rational Emotive Behaviour Therapy (REBT) provided the theoretical framework. A descriptive survey research design with a mixed methods approach was used. The target population comprised 5,784 students from forms 2 to 4, 47 guidance counsellors, 94 form 4 class teachers, and 47 principals from 47 secondary schools, totalling 5972 individuals. Yamane’s formula was used to compute a sample of 375 subjects. Fifteen schools were selected through systematic random sampling, and 15 principals, 15 guidance counsellors, and 30 class teachers through purposive sampling, and 315 students through simple random sampling. Descriptive statistics were used to analyse quantitative data, with thematic analysis being used for qualitative data. The results revealed that positive perceptions of academic G&C were associated with low levels of dropout risk factors, with 52.4% of students under the high approval category reporting reduced levels of dropout risk factors. An inverse significant relationship was established between academic G&C services and students’ scores on the state of dropout risk factors (r (309) = -.19, P= .001). The education ministry needs to integrate academic clinics, mentorship, and psycho-education as mandatory components of the school G&C policy framework. Article visualizations
TEACHING MAPEH UTILIZING INFORMATION AND COMMUNICATIONS TECHNOLOGY-BASED MATERIALS AMONG GRADE 1 LEARNERS
Get PDFThis study, entitled "Teaching MAPEH Utilizing Information and Communication Technology (ICT)-Based Supplementary Materials Among Grade 1 Learners," investigated the effectiveness of ICT-based supplementary materials in enhancing learners' performance in Music, Arts, Physical Education, and Health (MAPEH). Employing a pre-experimental, one-group pretest-posttest design within a quantitative research framework, the study involved 30 Grade 1 learners from Alegria Elementary School. To ensure the reliability of the researcher-made pretest and posttest questionnaires, the Internal Consistency method and Kuder-Richardson Formula 20 were utilized. For statistical analysis, the Wilcoxon Rank Sum Test—a nonparametric alternative to the paired t-test—was applied to assess the significance of differences between pretest and posttest scores. The findings revealed a significant improvement in learners' performance, with the total pretest score at 287 and the posttest score increasing to 479. This substantial gain underscores the effectiveness of integrating ICT-based supplementary materials in teaching MAPEH. Article visualizations
PRINCIPALS' RATIONAL AND AVOIDANCE DECISION-MAKING STYLES AND THEIR INFLUENCE ON TEACHERS' WORK MOTIVATION IN PUBLIC SECONDARY SCHOOLS IN LAIKIPIA COUNTY, KENYA
Get PDFPublic secondary school teachers’ work motivation has been considerably low in Laikipia County, Kenya. This study assessed the principals' rational and avoidance decision-making styles and their influence on teachers' work motivation in public secondary schools in the County. The decision-making model of Scott and Bruce (1995) anchored the study. A descriptive research design was employed, while 13 principals and 261 teachers constituted the sample size of 274 respondents. Interview schedules for principals and the Decision-Making Styles Questionnaire (DMSQ) for teachers were used to collect data. Data was analyzed using descriptive and inferential techniques with the aid of Statistical Package for Social Sciences (SPSS) version 26. The study revealed that principals’ rational decision-making style has a positive and significant influence on teacher motivation, with a regression coefficient of B = 0.188 (p < .05), contributing 18.8% to teacher work motivation. Conversely, the avoidance decision-making style showed a negative and significant relationship with teacher motivation, reflected by a regression coefficient of B = -0.114 (p < .05), indicating a 11.4% contribution. The study concluded that rational decision-making by principals significantly boosted teacher motivation, encouraging engagement and participation in school activities. Conversely, avoidance decision-making was least preferred, as it negatively impacted teacher morale and contribution. The study advises education authorities to promote rational decision-making by principals through evaluations and training, while discouraging avoidance strategies to enhance teacher motivation, engagement, and school productivity via participatory and intuitive leadership. Article visualizations
FROM LOCAL TO GLOBAL: PROMOTING SUSTAINABLE VALUES THROUGH COLLABORATIVE LEARNING IN A PRIMARY SCHOOL ERASMUS+ PROJECT
Get PDFThis article presents the implementation and impact of a short-term Erasmus+ KA201-SCH-061945 project entitled “Act Local, Think Global”, conducted in a Greek primary school with 4th-grade pupils. The program focused on promoting environmental awareness and sustainable behaviors through collaborative learning, intercultural exchange, and digital tools. Through partnerships with schools from Finland, Spain and Wales, students explored topics related to plastic pollution, circular economy, and everyday ecological actions. Activities included virtual exchange, co-creation of e-books, art-based expression, and participation in an international eTwinning campaign. The methodological approach emphasized project-based learning, constructivist principles, and the use of digital platforms such as Twinspace, Canva, and Padlet. Results showed increased student engagement, development of key competences, enhanced cultural understanding, and long-term impact on the school culture. The article reflects on challenges, findings, and recommendations for other schools aiming to integrate Erasmus+ opportunities into their everyday educational practice. Article visualizations
EXPLORING THE IMPACT OF STUDENTS' ATTITUDES TOWARDS COMPUTER-ASSISTED INSTRUCTION ON ENGLISH ESSAY WRITING PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN BOMET COUNTY, KENYA
Get PDFThis study examines the impact of students’ attitudes toward computer-Assisted instruction (CAI), utilizing tutorial videos to teach grammar, coherence, and mechanics, on their English essay writing performance in public secondary schools in Bomet, Kenya. The main objective is to assess how students’ perceptions of CAI influence their essay writing proficiency, focusing on essay structure, clarity, and technical accuracy. A quasi-experimental design was employed, involving 300 Form Three students from 10 public secondary schools, selected through stratified random sampling to represent both urban and rural contexts. The intervention group received CAI through tutorial videos, while the control group followed traditional instruction. Students’ attitudes toward CAI were measured using a validated questionnaire, and their essay writing performance was evaluated through a standardized rubric assessing grammar, coherence, and mechanics. Quantitative data were analyzed using regression analysis and Hayes Process Macro v4.1 to explore the relationship between attitudes and writing outcomes, as well as potential mediating factors such as technological access and teacher support. Qualitative data from student interviews complemented the findings, providing insights into perceptions of CAI’s effectiveness. The study aims to determine whether positive attitudes toward CAI correlate with enhanced essay writing skills and to identify barriers, such as limited technological infrastructure or low digital literacy, that may affect CAI implementation. The results are expected to offer evidence-based insights for educators and policymakers to optimize the use of tutorial video-based CAI in English language instruction. By highlighting the role of students’ attitudes in technology-driven education, this research contributes to strategies for improving English essay writing performance in resource-constrained settings like Bomet, with implications for broader educational technology integration. Article visualizations
DYNAMIC SYSTEM THEORY (DST) IN SECOND LANGUAGE ACQUISITION (SLA) STUDY: METHODOLOGY AND RESEARCH FOCUS
Get PDFDynamic Systems Theory (DST) is a significant framework in Second Language Acquisition (SLA) studies. Nevertheless, this domain faces fragmented experimental methods and theoretical debates. By providing a critique and highlighting the challenges in recent studies, this review serves as a critical reference for researchers and educators, aiming to foster a more unified and theoretically robust understanding of DST and provide future direction for language educational research. This study summarizes DST applications in SLA by examining 33 empirical studies published between 2020 and 2025, selected through a rigorous four-phase procedure that aligned with PRISMA 2020 guidelines. These studies are analyzed according to their focus areas, methodology (research method and data analysis model), and engagement with DST. The results highlight the prevalence of longitudinal, multi-layered, and methodologically diverse designs in these studies that aim to capture the nonlinearity, individual variability, and dynamic interactions within the framework of DST. Although the theoretical propositions of DST have been validated, limitations persist in the restricted generalizability of the results and the insufficient clarification of underlying mechanisms. The conclusion stresses the need for future studies with extended observation, dense longitudinal data, and integrated methods to produce generalizable results. This study supports researchers and educators in understanding advancements, constraints, and future directions of DST applications in SLA. Article visualizations