Eureka: Journal of Educational Research

Relevance of the ancient Indian curriculum and pedagogic approaches in the present context with reference to NEP 2020

2024-09-23T05:31:47+07:00

The current study's goal is to examine, using relevant literature critically, the curricula and pedagogical practices used in ancient India and, as a result, determine their applicability in the current NEP 2020 framework. Research questions about curriculum analysis, pedagogical approaches, their applicability in NEP 2020, and the difficulties that may arise from putting them into practice were formulated based on the objectives. The study is analytical in nature and is review-based. The thorough literature analysis shows that the curriculum is made up of scriptures that teach about human values and a noble existence. Tarka Shastra, Upanishads, Vedangas, Darshans, Puranas, and four Vedas make up this system. The outcome also shows that Chintan and the oral teaching approach were widely employed. Additional methods of learning included debates, lectures, storytelling, and discussions. Life-related knowledge was given. The investigation revealed that their implementation in the current NEP 2020 will be significant and productive. Life-related learning can be obtained through activities and experiential learning. Experiments will help us understand things better. Schools are able to use oral teaching methods. Sanskrit knowledge is to be taught in schools. Additionally relevant is critical thinking. Regarding the implementation, there are a number of obstacles that must be overcome, including a shortage of funding, government backing, a shortage of qualified teachers, and many more. Therefore, by overcoming them and putting the same into practice, we can provide our children with education that is effective, relevant, engaging, and student-centric.

Efficacy of periodic students’ instructor evaluation to enhance lecturer’s performance: A content analysis

2025-02-05T11:13:22+07:00

Systematic collection and analysis of data from students on lecturer’s endeavours in the instruction process is one of the crucial ways of getting feedback on lecturer’s performance. This study underscores the critical aspect of utilizing student feedback as a valuable tool for improving instructional practices and enhancing higher education pedagogical experiences for both educators and students. It focuses on the effectiveness of Periodic Students’ Instructor Evaluation (PSIE) at university level aiming at identifying common themes and areas for improvement. Using the content analysis methodology, the study utilized relevant secondary data sourced from Google web search engine for the period 2018 to 2024. Findings showed that PSIE insights are influential assessment of lecturer’s teaching effectiveness and is an important source of information to the lecturers and the administrators and it enhances quality and programme improvement. Furthermore, PSIE encourages the students’ voice and active participation in university affairs through confidential participation, thereby ensuring that the students’ experiences are fore grounded at the university learning and teaching interface. This meaningful input from students can be critical in the success of such teaching evaluation systems. The researchers also realized that PSIE should be coupled with discussions and consultations of the feedback receivers in order to maximise its utility. Researchers concluded that PSIE is not a witch-hunting exercise but, when properly done, it becomes an important tool with positive impact. This study recommends feedback survey tools that can be tailored to the specific pedagogical approaches and university learning outcomes.

The reflective factors of students’ determination for effective learning in higher education

2024-05-02T06:46:11+07:00

Promoting self-determination was identified as facilitating access to effective learning in higher education contexts. However, amidst the competitive educational climate and various contemporary educational issues, there remained a gap in understanding the factors influencing its implementation. This study explored the factors that reflected students' self-determination for effective learning. This quantitative study involved two hundred and eighty-five participants from private universities. Data were collected using a questionnaire containing twenty-three statement items to measure students' determination in their learning, and then the data were analyzed using exploratory and confirmatory factor analysis. The study revealed six factors of student determination for effective learning. They were learning control and flexibility, learning strategy development, academic ability and engagement, academic progress and evaluation management, perception of the academic environment, and collaboration and social engagement. These factors need to be considered in developing strategies and educational interventions that are truly efficient, as in a teaching scenario, to facilitate students' self-determination performance and promote academic success and student well-being.

Application of artificial intelligence in the teaching and learning of mathematics: Implication for achievement and retention

2024-11-17T14:28:51+07:00

Advances in technology, particularly artificial intelligence (AI), offer opportunities to enhance teacher-student communication and improve learning outcomes in mathematics. This study investigates the impact of AI integration in mathematics education on student achievement and retention. The population comprised of 4204 Senior Secondary Three (SS3) in Owerri Municipal Council of Imo state Nigeria. A randomized controlled trial design was employed, with pre- and post-testing of 72 sample students selected through stratified simple random sampling and purposive sampling from a private school in Owerri, Imo State. The Mathematics Aptitude Test (MAT) was used to assess student learning, with a reliability coefficient of 0.74. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data. The results show that students who learned geometry with AI did not outperform those who learned without AI. Moreover, the retention rate of students taught without AI was higher. No significant differences were found in achievement and retention rates between boys and girls learning geometry with AI. These findings suggest that teachers and students should explore effective ways to leverage AI in mathematics education. Based on the findings, it was recommended that researcher recommended that activity-based classroom should be encouraged in the teaching and learning of mathematics, the use of AI in the teaching and learning of mathematics in secondary schools should be done under closed monitoring, and that improved technologies should be provided for both teacher and students for effective application of AI.

Development of standardized mathematics achievement test instruments for measuring senior secondary school students’ learning outcomes

2024-08-22T23:00:15+07:00

This study developed a Standardized Mathematics Achievement Test (SMAT) instrument for measuring senior secondary school students’ learning outcomes in Dala education directorate, Kano State, Nigeria. The study adopted an instrumentation design. Three research questions were raised to guide the study. The population of the study comprised all 6,462 SS 3 students of the Dala education directorate. The sample size of the study was 132 SS 3 students drawn from the target population in 7 schools with a total number of 248 students using purposive sampling. Fifty multiple-choice items of the SMAT was developed by the researchers. The content validity of the SMAT was determined using a table of specifications. The reliability of the instrument was calculated using Kuder-Richardson formula 20 (KR-20). The result indicated that the content validity as presented in the table of specification of the SMAT items covered the six main sections of the Mathematics scheme. The result indicated that the internal consistency index of the SMAT was found to be a highly reliable instrument with a reliability coefficient of 0.79. The result also indicated that the difficulty index (DifI) of the SMAT items is moderately difficult, and the discriminatory power indicated that the test items distinguish between intelligent and weaker students. The study recommended that mathematics teachers and researchers should always determine the difficulty and discrimination indices of the test items before using such instruments as a tool for measuring students’ learning outcomes.

Teachers’ experiences in implementing the Zimbabwe school health policy in early childhood development classes: Barriers and drivers

2024-12-19T06:48:11+07:00

The study focused on exploring teachers’ experiences in implementing the Zimbabwe School Health Policy in Early Childhood Development (ECD) classes. It sought to determine barriers and drivers for adopting good healthy habits. The Social Ecological model provided guidance for the research. Nine ECD teachers with direct experience implementing the policy were chosen using a purposive sampling technique. This study employed a qualitative case study methodology. Data was generated through observations and key informant interviews. Results revealed that a lack of self-efficacy and resources inhibits the implementation of the School Health Policy (SHP). Inaccessible infrastructure to learners with disabilities compromised the proper implementation of SHP. One of the main drivers was that educators saw the Zimbabwe SHP as helpful and an opportunity to holistically address children's health and free up more time for their children. The study found that ECD teachers thought the SHP was essential to encouraging learners to behave well and improve their overall health. In addition, the availability of supportive Health policies was also a driver in implementing SHP. The study also revealed that the synergies between the communities, schools and Ministry of Health and Child Welfare was a driver in implementing the SHP. There is a need to involve educators in the policy-making process to ensure that the final product is practical and feasible to execute. To enhance the health and safety of ECD learners in schools, universities and colleges should also train more ECD teachers and incorporate more health, safety, and nutrition-related topics.

Gender justice and social inclusion of female learners with dwarfism: A case study in Bindura District, Zimbabwe

2024-12-25T02:05:13+07:00

This study explored social exclusion challenges experienced by female secondary school learners with dwarfism in Bindura district, Mashonaland Central province, Zimbabwe. The qualitative study used a case study research design. The study's participants were two learners with dwarfism, two administrators, four teachers, and 12 learners (who are not dwarves but attend classes with the learners with dwarfism). The participants were purposively selected because of their experiences with the phenomenon under study. Data were collected through in-depth interviews and focus group discussions. Findings revealed that learners with dwarfism have problems that begin as a result of their small stature, socially constructed as a disability by society. Other challenges include inappropriate infrastructure and furniture, stigmatization, and segregation in sporting activities. However, female learners with dwarfism face peculiar challenges because of their gender. These challenges include sexual harassment and the burden of stereotyped feminine chores in the school. The findings revealed that gender and disability remain exclusionary, and oppressive systems that affect the schooling experiences of female learners with dwarfism disproportionately. The study recommends that schools adopt an inclusive education policy that addresses issues of exclusion based on gender and disability.

Accessibility of assistive technologies among primary school learners with visual impairments in Tanzania

2025-01-19T00:48:45+07:00

This study examined the accessibility of Assistive Technologies (ATs) for Learners with Visual Impairments (LwVI) in primary schools in Tanzania. The primary aim was to scrutinize the availability of both high-tech and low-tech ATs, as well as the enabling infrastructure used to enhance the use of ATs in teaching and learning for LwVI. This study employed an exploratory case design within a qualitative approach, in which data were collected through observations and semi-structured interviews and analyzed using thematic data analysis procedures. Data was gathered from five teachers, the Deputy Head Teacher, five LwVI from one primary school, and the District Special Needs Education Officer in the district where the school is located. The study revealed that despite government efforts to promote equitable quality education within an inclusive framework, LwVI in primary schools remain marginalized due to the inadequacy of both low-tech and high-tech ATs, as well as insufficient enabling infrastructure necessary to support their use. This finding is inconsistent with the modern world's emphasis on digitizing education, particularly in ensuring equitable quality education for persons with disabilities. Therefore, a comprehensive approach is needed, including earmarking resources for AT procurement, fostering robust partnerships among stakeholders—including the government and non-governmental organizations—for the acquisition and maintenance of ATs, and upgrading the enabling infrastructure to support their sustainable use. Additionally, there is a need to develop a comprehensive framework for evaluating AT availability and a database for tracking the resources available in schools. These two components should inform policymaking practices and stakeholder decisions.

Inclusive assessment practices and their application in the inclusion of students with visual impairment in higher education in Tanzania

2024-12-30T05:19:01+07:00

The agenda for inclusive education cannot be fully realised if inclusive assessment is ignored by education systems and its practitioners. This was a qualitative study that investigated the inclusive assessment practices employed for Students with Visual Impairment (SwVI) in one selected Tanzanian higher education institution. Using an intrinsic case study design, the study answered two main research questions on what assessment practices were used when assessing SwVI and how the assessment practices were applied. Twenty participants (20) were purposively sampled to participate in interviews, and focus group discussions. Thematic analysis was used to make sense of the data. The findings revealed that there was adequate effort made by the higher education institution under study to use a variety of assessment methods to meet the needs of SwVI. Despite these efforts, students encountered a number of challenges in the application of some assessment practices. Among the main challenges was the failure of some students to read braille grade 2 and the lack of skills to use technological devices such as computers in assessment, even though computers were available. The university management should organise training programmes for SwVI in braille grade 2 and on how to use computers in assessment.

An assessment of in-service teachers’ confidence and challenges of integrating technology in Tanzanian secondary schools

2024-12-15T14:12:12+07:00

The integration of technology in education has become a global priority, with the potential to enhance teaching and learning outcomes. In Tanzania, efforts have been made to incorporate digital tools into secondary education to enhance instructional effectiveness. However, the successful adoption of technology largely depends on teachers’ confidence and their ability to overcome various challenges. This study assesses Tanzanian secondary school teachers’ confidence in using technology and the challenges they face in its integration. Using an online survey design, data were collected from teachers across different regions. Two hundred and three (N=203) in-service teachers responded to the online survey in which 80% are male. The findings indicate that prior to the intervention, 49.3% of respondents rated their ICT skills as "Average," a figure that dramatically decreased to 4% after the intervention. The findings also indicate a strong likelihood that teachers are prepared to apply Technological, Pedagogical and Content Knowledge (TPACK) principles in their teaching practices, with mean scores across various TPACK areas exceeding 4.0. Despite these positive outcomes regarding confidence to implement TPACK principles; inadequate technology infrastructure, limited technological knowledge, resistance to adopting new technologies, difficulties in aligning technological tools with their content knowledge and pedagogical strategies, and language barriers are among the challenges of applying TPACK in the classroom. By fostering an environment that supports continuous learning and adaptation among educators, Tanzania can better equip its teachers to navigate the challenges associated with effectively implementing TPACK in their classrooms.