International Journal of Education, Technology and Science

AN INVESTIGATION INTO THE INTERRELATIONSHIPS AMONG ENGLISH LANGUAGE, SELF-EFFICACY, SPEECH ANXIETY, AND SELF-ESTEEM: A CASE STUDY OF UNIVERSITY PREPARATORY STUDENTS

2025-03-15T18:48:47+00:00

Abstract

This study examines the multifaceted relationship between personality traits, foreign language speaking anxiety, and self-efficacy among university language preparatory students, regardless of departmental differences. Building upon past research, this study explores additional dimensions of linguistic anxiety and focuses on the effect of personality traits as explained in the Big Five hypothesis. The study will explain how these traits influence FLSA and FLSSE through quantitative evidence and actionable insights to bridge the knowledge gap. The study also looks at the difference between anxiety and self-efficacy levels in explaining possible relationships that might take place within the preparatory classes. Some main findings show that neuroticism is positively associated with FLSA, conscientiousness and extraversion are negatively related. Anxiety rates are also higher among female students compared with males. These results enhance knowledge of how personality traits interact with anxiety and congruence of self-efficacy and therefore, they have implications for customized interventions. We strive to contribute meaningfully to such insights that may inform customized interventions and instructional strategies toward addressing the psychological needs of English learners in the preparatory language classes through well-crafted research questions.

THE ROLE OF CHATGPT IN STEM EDUCATION: ASSESSING ITS PROSPECTS, CHALLENGES, ETHICAL IMPLICATIONS, AND INFLUENCE ON STUDENT CREATIVITY AND INNOVATION

2025-03-02T13:49:03+00:00

This study aims to explore the role of ChatGPT in STEM education, specifically examining its impact on student creativity, innovation, and engagement. The study investigates both the prospects and challenges of using ChatGPT in educational contexts, as well as the ethical implications associated with its use. A systematic review following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines was conducted. A comprehensive search was performed across multiple databases, including Google Scholar, PubMed, Scopus, and Web of Science, to identify empirical studies published after release of Chat GPT (30^th November 2022). While some studies highlighted its ability to stimulate creative thinking and support problem-solving by offering diverse perspectives, others indicated that over-reliance on the AI tool might hinder creativity, leading to passive learning behaviors. Concerns about plagiarism, the risk of reduced critical thinking, and the potential for students to adopt unoriginal ideas were also raised. Ethical implications such as data privacy issues, the authenticity of student work, and the impact of AI on student independence were discussed. ChatGPT holds promise as a tool for enhancing creativity and innovation in STEM education, but its integration must be carefully managed to mitigate challenges such as bias and over-reliance on technology. The study recommends that educators incorporate ChatGPT in ways that encourage critical thinking and independent problem-solving. This study contributes to the understanding of how AI tools like ChatGPT can influence STEM education, offering insights into both the benefits and limitations of such technologies in fostering student engagement and creativity.

EDUCATIONAL GEOGRAPHIC RESILIENCE: A GROUNDED THEORY OF HIGHLAND STUDENTS' EXPERIENCES WITH REMOTE LEARNING

2025-02-22T12:59:04+00:00

The unprecedented COVID-19 pandemic has birthed the necessity of maintaining educational delivery, thereby compelling institutions to devise innovations and alternative learning modalities such as Remote Learning. While resilience has been recognized as a powerful tool to thrive during crisis, it may vary significantly across diverse geographic contexts, such as students in the highland. This study aims generate a theory that comprehensively describes remote learning in the Highland areas. Utilizing the Grounded theory approach to investigate the phenomenon of interest, obtained data through a semi-structured in-depth interview with purposively-selected fourteen (14) students residing in the highlands of Bukidnon; using comparative and qualitative thematic analysis themes were compared with each other, and similar concepts were integrated. The themes emerged from participants’ narratives encapsulates their experiences, contextual challenges and coping mechanisms. These themes include; (1) Acceptance of a new learning modality, (2) Autonomy in Learning, (3) Access to technological Infrastructures and networks, (4)Agency of Students, and (5) Aspirations to succeed. The synergy of the themes paves the way for the development of Educational Geographic Resilience Theory.

CONCEPTUAL AND PROCEDURAL TRAJECTORIES IN TRANSFORMATION GEOMETRY: A COMPARATIVE STUDY OF TECHNOLOGY-ENHANCED AND CONVENTIONAL VAN HIELE PHASED INSTRUCTION

2025-03-30T09:40:07+00:00

This study investigates the effectiveness of Technology-Enhanced Van Hiele Phased Instruction (TVHPI) compared to Conventional Van Hiele Phased Instruction (CVHPI) in enhancing learners' conceptual understanding and procedural fluency in transformation geometry. A quasi-experimental design was employed, involving 144 secondary school learners from six schools in Uganda. Conceptual and procedural understanding was assessed from learners’ test scripts using a 5-point scale of performance, and performance across Van Hiele levels was analyzed using descriptive and inferential statistics. Results revealed that TVHPI significantly improved both conceptual understanding ( ) and procedural fluency ( ) compared to CVHPI. Performance across Van Hiele levels showed foundational tasks (Levels 1 and 2) were better supported by both strategies, while TVHPI showed an advantage at intermediate levels (Level 3). The study recommends integrating technology like GeoGebra into instructional practices to enhance learning outcomes. These findings emphasize the potential of technology-enhanced strategies to improve geometric reasoning and inform curriculum design.

AUTONOMY UNVEILED: DIGGING DEEP INTO THE INTERWOVEN REALMS OF TEACHER AND LEARNER DYNAMICS OF PROSPECTIVE TEACHERS OF ENGLISH

2025-03-04T05:32:06+00:00

The primary objective of this study is to conduct an in-depth analysis and comparison of learner and teacher autonomy concepts among prospective teachers of English (PTEs). The study intends to uncover the diverse viewpoints, attitudes, and practices surrounding autonomy in the context of EFL instruction by employing a mixed-methods approach that combines quantitative data from autonomy scales and qualitative insights from semi-structured interviews. The study intends to provide useful insights into the elements that influence both learner and teacher autonomy, with the ultimate objective of guiding teacher training programs and teaching practicum in pre-service education. The study involved 72 prospective EFL teachers, and data were collected using The Learner Autonomy Scale (2006) and The Teacher Autonomy Scale (2006), as well as through semi-structured interviews. The findings of the study revealed that participants’ learner and teacher autonomy levels were moderate. Interview results yielded teacher training programs and teaching practicum have both positive effects e.g. self-reflective activities, independence during the practicum, and negative effects, e.g. heavy workloads, lacking parts of practicum in terms of providing a flexible environment to cultivate autonomy, presence of mentors on learner and teacher autonomy of prospective teachers of English.

USE OF DIGITALIZATION IN SCIENCE EDUCATION: A CASE STUDY OF STEM TEACHERS IN IBADAN METROPOLIS, NIGERIA

2025-02-11T08:54:35+00:00

Digitalization promotes the attainment of the Sustainable Development Goals concerning education and has shown potential for advancing STEM teaching and learning. Hence, there is a need for its integration in every science classroom. This study investigated the extent to which digitalization is implemented in secondary schools in the Ibadan metropolis. This study also garnered the challenges in integrating digital technologies and suggested possible interventions. Anchored to Rogers’s Diffusion of Innovation Theory, this study adopted the descriptive survey design. Two research questions were generated for the study. 103 STEM instructors were sampled from 15 public schools within three local government areas in the Ibadan metropolis. Science Teachers’ Utilization of Digitalization Questionnaire (STUDQ)was properly validated (α = 0.89) and used to collect data. The findings are that science teachers in Ibadan seldom use digitalization in class. In addition, the attendant challenges in using digitalization include a lack of technical capacity, a lack of students’ access to digital tools, and funding issues. It was concluded that digital technologies could be effectively utilized in science teaching and learning to foster sustainability in STEM education and improve learning outcomes if teachers were trained to acquire the required skills. Other relevant suggestions have been provided in this work in line with fostering this drive.

ANALYTICAL AND NUMERICAL APPROACH IN THE COURSE MECHANICS FOR TEACHING THE DYNAMICS OF TWO-DIMENSIONAL PARABOLIC MOTION

2025-04-21T03:55:01+00:00

The concept of motion is one of the broad subjects in Mechanics in which many students still have difficulty in understanding the concept. Several factors that might contribute to this problem include the abstract nature of some of the material so that students facing difficulties in conceiving the topic and the learning method that only relies on presenting mathematical equations. Based on the current curriculum, the discussion in Mechanics usually stops at mathematical formulations, while physical case modeling falls into the realm of Computational Physics. In fact, students will gain a more complete understanding of a phenomenon if they master the mathematical formulation and can see it in a visualization. Therefore, in this work we propose to apply both analytical and numerical approach in teaching Mechanics, especially in the topic of two-dimensional parabolic motion. Analytical approach was done by formulating mathematical analysis. Meanwhile, for numerical approach, a simulation application was developed using numerical method of Euler, Feynman-Newton and Runge-Kutta to solve the governing equation of the motion.

MOTIVATIONAL DIFFERENCES IN TURKISH EFL PREP CLASSES BY GENDER AND ACADEMIC YEAR

2025-05-30T07:39:05+00:00

This research examined the English language learning motivation of B1-level Turkish preparatory class students. The research also looked at whether there was any difference in motivational level based on gender or academic year. The participants were 103 university students who were in a university English preparatory program. Participants were consisted of first-year and second-year (repeat) students. The quantitative data were collected by using Gardner’s Attitude and Motivation Test Battery (AMTB). The Kolmogorov-Smirnov test was used to check normality, and it was not met. The Mann-Whitney U test was used to examine gender and years of studying English in the preparatory program. The results revealed that students showed a moderately high motivational level for learning English. There were moderately positive attitudes shown by both male and female students, though male learners identified as being significantly more motivated than female students. Female learners identified as having a slightly higher desire to learn English, As for academic year, second-year students reported higher scores in 'desire', but more than half of the differences were not statistically significant. Overall, the study provided evidence that motivation, while present, differs according to subgroup. The study suggests that English instruction in Turkish preparatory programs needs to consider learners’ emotional needs as well as offer support for sustained effort with more personal and collective awareness. Finally, the results also point to implications for curriculum, course and classroom practices.