European Journals of Education Studies
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LEARNING GREEK AS A SECOND/FOREIGN LANGUAGE BY DISTANCE: STUDENTS’ VOICES
Get PDFThe aim of this research is to investigate the advantages, challenges and effectiveness of distance learning in teaching Greek as a second/foreign language (L2). In particular, it examines the advantages of distance learning as perceived by students who learn Greek as an L2. Moreover, this paper explores the difficulties that these Greek language students face during the lessons, as well as whether distance learning is as effective as face-to-face learning. The researchers employed a mixed-methods approach, combining qualitative and quantitative techniques in order to triangulate the research findings. Under this concept, they used an online questionnaire completed by 143 students of Greek as L2 and conducted semi-structured online interviews with 5 students who were taught Greek as L2. The results of the research indicate that the students who learn Greek through distance education identify that the most important reason for choosing it is the flexibility in their daily schedules that online courses offer (47.6%). In addition, the biggest disadvantage of learning a language through distance education is that students are physically distant from their teacher and their classmates, too (31%). Concerning the perceived effectiveness between distance and face-to-face teaching, the students stated that they prefer online courses, because they can attend lessons at any time and from any place (97.6%). Article visualizations
L’INTERFACE DE SCÉNARISATION PÉDAGOGIQUE, LEVIER D’UNE DIGITALISATION DES ENSEIGNEMENTS DE QUALITÉ AU SECONDAIRE GENERAL PUBLIC CAMEROUNAIS : LE CAS DU DISPOSITIF DE DISTANCE LEARNING DU MINISTÈRE DES ENSEIGNEMENTS SECONDAIRES
Get PDFLe présent article analyse le rôle de l’interface de scénarisation pédagogique du dispositif de Distance Learning du Ministère des Enseignements Secondaires du Cameroun, dans l’amélioration de la qualité de la digitalisation des enseignements. Reposant sur la théorie du modèle d’acceptation des technologies (TAM) et de la charge cognitive, nous avons pu montrer à travers une démarche qualitative menée auprès de de seize participants à savoir : un inspecteur pédagogique national, cinq enseignants et dix élèves de la classe de terminale de quatre lycées de la ville de Yaoundé, qu’une interface de scénarisation pédagogique ergonomique constitue le levier d’une digitalisation des enseignements de qualité. Les résultats de cette étude mettent en lumière plusieurs difficultés du dispositif, notamment un problème d’organisation et de hiérarchisation des contenus dans l’interface d'accueil. Toutefois, les participants ont évoqué la nécessité de revoir celle-ci en mettant un accent particulier sur le séquençage des leçons selon l’ordre des programmes d’étude, la mise à jour régulière des contenus, l’intégration d’une interface interactive avec réponses immédiates sans oublier une interface d’évaluation. This article analyses the role of the educational scripting interface of the Cameroon Ministry of Secondary Education's distance learning system in improving the quality of teaching digitalization. Based on the Technology Acceptance Model (TAM) and cognitive load theory, we were able to demonstrate through a qualitative study conducted with sixteen participants, namely: a national educational inspector, five teachers and ten final-year students from four secondary schools in the city of Yaoundé, that an ergonomic educational scripting interface is the key to high-quality teaching digitalization. The results of this study highlight several difficulties with the system, in particular a problem with the organisation and prioritisation of content on the home page. However, participants mentioned the need to review the interface, with a particular focus on sequencing lessons according to the order of the study programmes, regularly updating content, integrating an interactive interface with immediate responses, and, last but not least, an assessment interface. Article visualizations
NAVIGATING THE CHALLENGES: STUDENTS’ SKILLS AND CONFUSION IN INTEGER OPERATIONS
Get PDFThis research investigated the relationship between students’ skills and confusion in performing operations on integers among the Grade 8 students at a public high school in Lapu-Lapu City, Cebu, Philippines, for the school year 2024-2025 using a descriptive correlational research design. There were 187 Grade 8 learners who participated in the study, who were identified using simple random sampling. The data gathered were treated using frequency count, percentage, weighted mean, standard deviation and Pearson’s r. The results showed that most of the respondents have a satisfactory level of performance in performing operations on integers. On the other hand, the respondents have moderate confusion about the operations on integers. Interestingly, there was a significant relationship between respondents’ skills and confusion in integer operations. It is concluded that confusion towards fundamental rules and operations has a bearing on their skill level in integer operations. Hence, it is recommended that teachers utilize strategies that enhance students’ understanding of the basic rules of the operations on integers to minimize confusion in their application. Article visualizations
ASSESSING THE SCHOOL ENVIRONMENT AS A DETERMINANT OF STUDENTS’ LEARNING WITHIN ARMED CONFLICT CONTEXT: THE CASE OF THE UNIVERSITY OF BAMENDA, CAMEROON
Get PDFThis study examines the effects of the school environment on students' learning in the context of armed conflict in the North West Region of Cameroon. Due to the Anglophone crisis, students' learning abilities have been hampered by environmental insecurity. When students fail to learn appropriately, institutional inefficiency becomes redundant. A descriptive survey research design was adopted for the study, and the questionnaire was the primary data collection instrument. Using the purposive and simple random sampling techniques, a sample size of 354 students was selected from three schools of the University of Bamenda. Data was analyzed using descriptive and inferential statistics. Spearman’s rho is used to test the hypothesis of the study. The findings indicated that the physical environment positively influences students’ learning in the University of Bamenda within the armed conflict context by 54.8%. Similarly, the social environment positively influences students’ learning at the University of Bamenda during the armed conflict crisis by 51.2%. Finally, the emotional environment positively influences students’ learning at the University of Bamenda during armed conflict by 55.4%. Based on these results, we conclude that school environments within conflict areas are strong determinants of the quality of learning in the University of Bamenda. From the findings, we recommend that teachers, administrators, and students be trained to build resilience in the face of challenges. At the same time, stakeholders have been called upon to ensure environmental security for all actors on campus. Article visualizations
PRINCIPALS’ LEADERSHIP STYLES AND DECISION‑MAKING IN PUBLIC SECONDARY SCHOOLS IN BUEA
Get PDFThis article investigates how principals’ leadership styles shape decision-making processes in public secondary schools in Buea. A cross-sectional survey was completed by 629 staff (teachers and administrators) across 14 schools. Measures included a single best description of the principal’s leadership style and Likert-type items on leadership practices, teacher involvement and consultation, process effectiveness, influence on school culture, perceived student outcomes, and professional development. Transformational (39.6%) and democratic (38.2%) styles predominated; authoritarian (9.5%) and laissez-faire (12.7%) were less common. On core practices promoting contribution, providing clear directives, stressing cooperation, and communicating vision, 78–79% agreed or strongly agreed (mean≈3.67/4). Teacher involvement and consultation averaged 3.48–3.49/4, with ~78% reporting ‘Sometimes/Always’; risk-taking attracted 77.8% disagreement. Leadership style (35.0%) and teacher input (27.7%) emerged as the top decision drivers. Leadership was perceived to positively influence school culture (77.8% ‘Sometimes/Always’) and student outcomes (78.0% Positive/Very positive). The evidence is consistent with recent syntheses linking collaborative leadership with teacher engagement, organizational trust, and learning gains. Recommendations include institutionalizing professional learning communities, consultative forums, and short improvement cycles that de-risk innovation while protecting time for observation and coaching. Article visualizations
RELATIONSHIP BETWEEN TEACHERS’ FACTORS AND LEVEL OF CURRICULUM IMPLEMENTATION IN NON-FORMAL EDUCATION INSTITUTIONS IN NAIROBI COUNTY, KENYA
Get PDFEffective curriculum implementation depends on internal institutional factors. This study aimed to assess the relationship between teachers’ factors on the level of curriculum implementation in non-formal education institutions. This study employed Knowles’s theory of andragogy. The study used a descriptive research design. The target population in this study comprised 178 learning institutions, 2,200 youths and adults, 90 teachers and 120 managers/heads of non-formal education institutions in Nairobi County. The sample size for the study was 327 learners and 90 instructors/teachers. Sixteen managers were included as key informants for the study. The study adopted a questionnaire for learners and teachers/instructors and an interview schedule for managers. An observation schedule was used to check on the facilities in the non-formal education institutions. The study conducted a pilot study to pre-test the research instruments to ascertain their reliability and validity. The relationship between the dependent and independent variables was tested using the Chi-Square test for independence. On the relationship between teacher factors and curriculum implementation, the findings show that training/qualification of teachers (X_(df=6)^2=16.188; p-value=0.013), number of teachers (X_(df=6)^2=32.303; p-value<0.0001), teachers’ ability (X_(df=6)^2=20.471; p-value=0.002), interaction at classroom level (X_(df=6)^2=23.789; p-value=0.001), teachers’ attitude (X_(df=8)^2=75.653; p-value<0.0001) and turnover of teachers (X_(df=8)^2=53.050; p-value<0.0001) have a significant relationship with curriculum implementation. The study recommends that the Ministry of Education and relevant stakeholders should establish targeted training and professional development programs for teachers in NFE institutions, with emphasis on pedagogical methods suitable for out-of-school learners. Article visualizations
ENHANCING U.S. K-12 COMPETITIVENESS FOR THE AGENTIC GENERATIVE AI ERA: A FRAMEWORK FOR INTEGRATING AI IN U.S. K-12 EDUCATION
Get PDFThis paper presents a comprehensive framework for transforming K-12 education through systematic AI integration, addressing critical gaps in curriculum development and teacher preparedness. Drawing from extensive analysis of federal initiatives, including the 2025 White House Executive Order on advancing AI education, and synthesizing insights from recent scholarly and policy sources, we propose a multi-tiered approach to educational reform. This paper presents a strategic framework for transforming U.S. K-12 education through AI-integrated curriculum development and professional development programs. Our research reveals significant disparities in current implementation, with only 20-25% of educators feeling adequately prepared for AI integration despite 60-70% recognizing its importance. The framework encompasses AI literacy competencies across grade levels, differentiated professional development pathways, and a detailed technical architecture for generative AI tools in educational settings. We provide empirical evidence from international benchmarks, demonstrating that systematic approaches like Finland’s "Generation AI" project achieve 80-90% teacher participation rates compared to 30-40% in U.S. programs. The proposed model includes phased implementation strategies, resource allocation frameworks totaling $7.2 million over three years, and comprehensive assessment mechanisms. Our findings indicate that schools implementing structured AI curricula report 25-35% higher student STEM engagement and 40-50% gains in computational thinking scores. The paper addresses critical ethical considerations, equity implications, and policy recommendations to guide sustainable AI integration while maintaining human-centered educational values. The proposed model aligns with national priorities for maintaining U.S. competitiveness in global AI education landscapes while ensuring equitable access and responsible AI implementation across diverse educational contexts. All results, projections, and proposals are from cited literature. Article visualizations
AN ACTION RESEARCH ON THE DEVELOPMENT OF HEALTHY NUTRITIONAL HABITS IN PRESCHOOL STUDENTS
Get PDFThe preschool is a very important period for developing nutritional habits in adulthood. They start coming to school after acquiring certain nutritional habits. When new preschool children were observed in the feeding environment, it was observed that they avoided eating certain foods. For this reason, it was decided to conduct an action research on students' nutrition habits. The research questions What are children's food choices and eating preferences at the beginning of the semester?” and “How did students' nutrition habits change after the implementation?” were answered. The study is an action research conducted to find a solution to a problem encountered by a teacher in her lessons. The participants of the study consisted of 14 students attending a kindergarten in Amasya city centre. The data were obtained through observation forms prepared for teachers and parents to determine the food preferences of preschool students at the beginning and end of the semester. Students' preference variables for the 54 foods offered to students at the school were determined before and after the intervention. According to the findings obtained from teacher observations and parents' observations, it was concluded that children's preferences for 54 foods were effective in their positive and high-level consumption preferences. The least preferred foods at the beginning of the semester were mostly vegetables (parsley, leek, vegetable soup, green lentils, broccoli, eggplant, cauliflower, spinach). The frequency of consumption preference was high in 46 of the 54 foods offered on the school menu (f=12, f=13, and f=14). Article visualizations
ASSESSMENT OF THE ADEQUACY OF LEGAL AND POLICY FRAMEWORKS IN MANAGEMENT OF EDUCATION RESOURCES IN KENYA
Get PDFDespite the existence of legal and policy frameworks, schools face persistent challenges such as teacher shortages, inadequate infrastructure, and insufficient learning resources, particularly in marginalized regions. This raises concerns about whether legal and policy frameworks effectively ensure equitable and sustainable education resource management. The objective of the study is to evaluate the effectiveness of existing legal frameworks and policies governing the management of education resources in Kenya. The Resource Dependency Theory was used to guide analysis on how legal mandates influence resource distribution and management. Secondary data was collected from legal documents, government policy reports, international publications, and peer-reviewed academic literature. Findings revealed that while Kenya has established robust legal and policy frameworks, there are significant gaps in their implementation and enforcement. It recommends enhancing monitoring mechanisms to ensure equitable and efficient education resource management in Kenya. Article visualizations
A COMPARISON OF THE EFFECTS OF TRANSLANGUAGING STRATEGY AND LANGUAGE IMMERSION STRATEGY IN BILINGUAL LEARNERS’ ACHIEVEMENT IN ENGLISH LANGUAGE IN SUB-COUNTY SECONDARY SCHOOLS IN BUNGOMA COUNTY, KENYA
Get PDFThis paper is a report of a study that was undertaken in 2025 with the key objective to compare the effects of the Translanguaging (TL) strategy on learner achievement in the English language against those of the Language Immersion strategy in subcounty secondary schools. The study was undertaken in Sub-County Secondary Schools in Bungoma County in Kenya and was guided by Ofelia Garcia’s theory of translanguaging. The study employed the mixed methods research approach, which combined qualitative and quantitative techniques by use of a quasi-experimental test. The study population comprised 80 students from 8 schools taking the English subject in purposively selected sub-county secondary schools. A test administered to students was used in data collection. The key findings are that TL enhances second language achievement by 15.3125% more than Language Immersion does. Practical suggestions and recommendations are therefore that the Ministry of Education should revise the policy on recommended strategies for instruction in the English language to include TL as a paradigm shift in language teaching and conduct further research on the need to revise this policy. Article visualizations