Journal of Pedagogy and Education Science
Not a member yet
105 research outputs found
Sort by
Effectiveness of Inquiry and Evidence-based Pedagogies on Achievement, Retention, and 21st-Century Skills of Marketing Students in Nigeria
Full text linkIn today's professional world, mastering both 21st-century skills and technical expertise is crucial for career success. Therefore, educators, especially in Digital Marketing, are urged to adopt progressive teaching methods to facilitate skill acquisition among students. With this goal in mind, we examined the impact of inquiry and evidence-based teaching on academic achievement, retention rates, and the development of 21st-century competencies in marketing students. Using the Solomon Four design, we divided 260 students into four intact classes and conducted pre-test and post-test evaluations. Statistical analyses employing MANOVA and ANCOVA revealed significant improvements in academic achievement, retention rates, and the cultivation of 21st-century competencies among students in the experimental groups compared to those in the control groups. The findings demonstrated substantial advancements in academic knowledge retention and the acquisition of 21st-century competencies among students in the experimental groups, particularly through inquiry and evidence-based pedagogies, which outperformed traditional lecture-based approaches. While differences between the inquiry and evidence-based cohorts were minimal, both significantly surpassed the performance of lecture-based instruction. Moreover, both inquiry and evidence-based approaches facilitated the development of critical, analytical, innovative, and collaborative skills among students. Notably, male students made greater progress in critical and analytical thinking, while females showed slightly stronger collaborative abilities. In conclusion, this study emphasized innovative pedagogies for effectiveness in boosting academic performance, retention, and 21st-century skills among marketing students. Gender and age minimally impact outcomes, emphasizing the superiority of inquiry and evidence-based methods over traditional lecture-based instruction in marketing education
Visionary Leadership in Islamic Education: Transforming Practices and Enhancing Educational Governance
Full text linkThis study aims to explore the crucial role of visionary leadership in transforming educational practices within Islamic educational institutions. The research employed a qualitative method, incorporating a literature review and secondary data analysis, which began with a review of relevant journals on leadership in Islamic education. The author collected and analyzed several articles related to visionary leadership, educational governance, and the challenges faced by Islamic educational institutions in the era of globalization. The findings indicate that visionary leadership plays a central role in integrating traditional Islamic values with modern innovations, significantly enhancing educational quality, fostering community engagement, and ensuring the sustainability of Islamic educational institutions. This leadership also supports effective change management, the application of technological innovations, and the development of leadership models based on ethical principles and Islamic teachings. Furthermore, the internal and external challenges faced by leaders require adaptability, innovation, and strategic resource management to maintain the relevance of institutions in an increasingly interconnected world. This study implies that the effective implementation of visionary leadership, supported by key factors such as institutional image-building, relevant curriculum development, and strategic management practices, is essential for improving the effectiveness and sustainability of Islamic education
The Relationship between Time Management and Academic Procrastination in Students of the Faculty of Nursing
Full text linkDuring lectures, students must manage increasing assignments, leading to delays in task completion. Academic procrastination is the intentional postponement of tasks, influenced significantly by time management. This quantitative cross-sectional study analyzes the relationship between time management and academic procrastination among 141 Nursing Faculty students at Sultan Agung Islamic University, Semarang. Using simple random sampling, data were collected via questionnaires on time management (24 statements) and procrastination (14 statements). Spearman rank correlation analysis found most respondents had moderate time management (70.2%) and procrastination levels (72.3%). A significant negative correlation was identified (p = 0.000, r = -0.383), indicating that better time management reduces academic procrastination
AI-Supported Formative Assessments: Enhancing Student-Centered Learning and Teacher Perceptions
Full text linkThis study evaluates the effectiveness of AI-supported formative assessments in student-centered learning. Using a reliable questionnaire with a Cronbach's alpha of .854, the research explores teachers' views on AI tools and their impact on formative assessment practices. The findings reveal a generally positive attitude among educators, with an average score of 92.79 and a moderate standard deviation of 9.03, indicating a strong appreciation for AI's role in data collection, analysis, and the creation of innovative assessment tasks. However, the variability in responses points to differing levels of familiarity and perception regarding AI. Interestingly, there were no significant differences in opinions among teachers from public, private, or UNRWA schools, suggesting that factors beyond the type of school play a role in shaping perceptions of AI in formative assessment. Ethical concerns also emerged, including issues related to data privacy, intellectual property, and the potential effects on critical thinking skills. These concerns underscore the necessity for robust data protection policies, ethical guidelines, and comprehensive educational training to mitigate risks and foster responsible AI use. The study concludes that while AI has the potential to greatly enhance formative assessments by boosting efficiency and offering valuable insights, its integration must be approached with careful attention to ethical considerations and academic integrity. Establishing clear guidelines and training programs is crucial for effectively utilizing AI in a student-centered learning environment
Community Dispositions to Undergraduates’ Social Media Addiction and Poor Study Habits as Correlates of Undergraduates’ Low Achievement in Ogun State, Nigeria
Full text linkSocial media addiction and other variables, such as poor study habits, have been attributed to students’ low academic achievement. Students who engage more on social media will basically exhibit poor study habits and performance. This study examined the community dispositions to undergraduates’ social media addiction and poor study habits as correlates of undergraduates’ low achievement in Ogun State. This study adopted a descriptive survey research design. A sample of 100 community members was randomly selected from Ijebu-Ode, Sagamu, and Abeokuta. These include landlords/ladies, transporters, market men and women, and eatery workers. Data were collected using a validated instrument titled: students' social media addiction and study habit questionnaire (SSMA-SH, r=0.76). The three research questions were analysed using Descriptive frequency tables and means cores. There was also a significant influence of students’ social media addiction and poor study habits on low academic achievement. The study recommended that institutions should educate students about the negative influence of excessive social media and integrate academic activities, such as assignments or discussions, on social media platforms to foster a habit of using these platforms for educational purposes among students
Implementation of Vocational High School as a Center of Excellence through Digital Products to Develop Islamic Boarding School-Based Entrepreneurship
Full text linkThe rapid development of the digital era demands that vocational schools not only prepare graduates with technical skills but also foster creative, character-based, and competitive entrepreneurial competencies, especially in Islamic boarding school–based institutions. This research aims to determine the implementation, forms of activities, and role of implementing SMK centers of excellence through creative economy digital products to improve Islamic boarding school-based entrepreneurial competencies. The subject of this research is Syubbanul Wathon Vocational School, Magelang. This research method uses qualitative descriptives. Qualitative research data collection instruments include observation, interviews, and documentation. Data analysis was carried out through data collection, data reduction, data presentation, and verification or drawing conclusions. A credibility test with triangulation was used to check the validity of the qualitative data in this study. The research results show that the implementation of the Center for Excellence Vocational School program was successful through integrating Islamic boarding school values with the development of creative economy-based digital products. Main activities include technical and non-technical training, such as graphic design, social media management, application development, and digital marketing. The implementation of this program plays a significant role in forming graduates who have competitive, creative, and characterful entrepreneurial competencies. This research contributes to providing a model for strengthening entrepreneurship in vocational schools by combining pesantren values and digital creative economy development. Therefore, it is recommended that similar vocational schools adopt this integrative approach to enhance graduates’ readiness in facing the digital economy era
Assessing the Effectiveness of Traffic Education Programs on Driving Practices in Ghana
Full text linkTraffic education is crucial in enhancing driver skills, improving road safety, and reducing traffic-related accidents. This study investigates the impact of traffic education on driver behavior, focusing on differences between private and commercial drivers and the influence of driving experience across key content areas, including Traffic Laws and Regulations, Basic Driving Skills, Hazard Awareness, and Road Courtesy. The study employed descriptive and inferential statistical analyses to assess participation rates and the effectiveness of traffic education programs. The results show that Basic Driving Skills emerged as the most frequently engaged and effective content area, while Road Courtesy and Impaired Driving training received little attention. Significant disparities were observed in participation, with private drivers engaging more consistently in structured educational programs than their commercial counterparts. The analysis also indicates that drivers with fewer years of experience report higher impacts from traffic education, underscoring the importance of early and continuous engagement in training programs. Notably, the study found no significant difference in the effects of traffic education based on years of driving experience, highlighting the need for a comprehensive revision of traffic education programs to address these gaps and improve road safety outcomes
Impact of Procedural Simulation on Learning and Satisfaction of Tunisian Dental Students
Full text linkThe demand for quality and the growing ethical demand, as well as the fear of risk and its legal implications, now require a minimum acquisition of the gesture practice before its realization on the patient himself, by virtue of the founding ethical principle of teaching by simulation: "never the first time on the patient". The dental student is required to provide care and perform technical acts on patients and must be operational in his practice at the end of his university course. From this perspective, simulation-based learning is increasingly becoming an essential teaching form in higher education, both in initial and continuing training. In this context, the present study was carried out at the removable partial denture (RPD) department of the oral medicine and surgery clinic of Monastir (Tunisia) in order to explore the impact of procedural simulation on the learning of technical gestures related to the rest seat preparations for metallic RPD. We included 74 4th year dental medicine students, the assessment of students' acquisitions was carried out by comparing the results of pre-tests and post-tests, and an observation grid was specially designed to measure the mastery of technical performance relating to dental preparations acquired by students following the procedural simulation session
Understanding the Marriage Practices of the Sama Bangingi Tribe: Cultural Significance and Social Implications
Full text linkThis study examines the characteristics and cultural practices of marriage among the Sama Bangingi community in Barangay Bolong, Zamboanga City, Philippines. The study emphasizes the significance of promoting modest dowries and straightforward marriage procedures, aiming to make marriage more accessible and financially feasible. By advocating for simplified marriage customs, this research highlights the importance of parents avoiding demanding excessive dowries, which can reduce issues such as elopement and financial strain. The findings reveal that the majority of participants prefer simple, low-cost weddings, mainly due to financial limitations, and that dowries, though minimal, remain a customary aspect of marriage among the Sama Bangingi. This research provides valuable insights for prospective couples, parents, Muslim communities, other cultural groups, and future researchers
Differentiated Learning by Style Enhances Self-Regulation and Science Achievement in Fourth Grade Students
Full text linkThis study investigates the influence of differentiated instruction, tailored to students' learning styles, on self-regulation and science learning outcomes among fourth-grade elementary students. Utilizing a quasi-experimental design, the research involved an experimental group that received differentiated instruction based on students’ learning styles through Project-based Learning (PjBL) model, and a control group taught through Problem-based Learning (PBL) model. Data were collected using validated instruments and analyzed using normality and homogeneity tests, as well as independent and paired sample t-tests, through SPSS version 30. Findings indicate that differentiated instruction significantly improved students’ science learning outcomes, as evidenced by a higher posttest mean score in the experimental group compared to the control group. Although the independent t-test showed a significant difference in self-regulation between the groups, the paired sample t-test did not reveal a significant increase in self-regulation within the experimental group itself. These results suggest that while differentiated instruction effectively enhances academic achievement in science, its impact on self-regulation is less pronounced. The study underscores the value of learner-centered instructional approaches that address individual learning differences to optimize educational outcomes in primary science education