International Journal of Education, Technology and Science

BRIDGING SCIENCE, MATHEMATICS, AND BUSINESS EDUCATION: EFFECTS OF INTERDISCIPLINARY CASE-BASED LEARNING ON STUDENTS' ANALYTICAL AND ENTREPRENEURIAL COMPETENCIES

2026-03-07T12:02:36+00:00

The integration of business contexts into science and mathematics curricula represents a promising yet underexplored pedagogical frontier. This quasi-experimental study examined the effects of an Interdisciplinary Case-Based Learning (ICBL) approach on the analytical and entrepreneurial competencies of 242 undergraduate students across two Turkish universities. Because the study was fully embedded within routine course delivery, collected only anonymized academic performance data, and posed no foreseeable risk of harm, it was classified as exempt from formal institutional ethics committee review in accordance with the Turkish Higher Education Quality Council (YÖKAK, 2020) guidelines and the policies of both participating institutions. In keeping with principles of research integrity, all data collection was conducted on a strictly voluntary basis: students received a detailed written information sheet at the outset, were free to decline or withdraw at any time without academic penalty, and non-participants continued to receive identical instruction. Voluntary participation rates exceeded 93% at both sites, and baseline comparisons confirmed the absence of systematic self-selection bias (GPA: p = .47; gender: p = .61). Participants were assigned to either an ICBL experimental group (n = 124) or a traditional instruction control group (n = 118) at the course-section level over a 14-week intervention period. Instruments included the Analytical Competency Assessment Scale (ACAS), the Entrepreneurial Competency Inventory (ECI), and structured reflective journals analysed via thematic analysis. Findings revealed statistically significant gains across all five measured competency dimensions in the experimental group (p < .001, Cohen's d range = 0.81–1.21), substantially exceeding gains in the control group. Qualitative analysis identified three emergent themes: contextualized meaning-making, cross-disciplinary transfer, and real-world problem ownership. These results suggest that ICBL effectively cultivates both analytical rigor and entrepreneurial mindset within a transparent, participant-centred research framework, offering a replicable model for STEM educators seeking to integrate business literacy. Implications for curriculum design, teacher professional development, and future research directions are discussed.

PREDICTING EFL LEARNERS' WRITING PROFICIENCY THROUGH READING AND WRITING PRACTICES: AN ARTIFICIAL NEURAL NETWORKS APPROACH

2026-04-06T12:43:23+00:00

The current study explores the extent to which reading and writing practices predict the writing proficiency of 7th-grade EFL learners through Artificial Neural Networks. This research will fill the literature gap by embedding the Writing Process Theory and Cognitive Load Theory in order to investigate nonlinear interactions among reading comprehension, writing volume, and writing proficiency. The sample in this study consisted of 173 students, and predictive efficacy was assessed using both MLR and ANN models. The results indicate that reading comprehension and writing volume are strong predictors of writing proficiency, and ANN models perform better than traditional regression in capturing complex interdependencies. These findings have important pedagogical implications for EFL curriculum design and recommend systematic reading and writing interventions along with machine learning assessments and personalized instruction.

Keywords: writing proficiency, artificial neural networks, machine learning, EFL learners

BASIS FOR A PROPOSED PARENTAL LEARNING SUPPORT PROGRAM TOWARDS HOLISTIC DEVELOPMENT OF KINDERGARTEN PUPILS

2026-04-26T18:04:40+00:00

The study focuses on parent–child relationships, parental practices and discipline, and the household environment, as well as children’s holistic development in key learning domains. In the study, a causal-comparative research design was adopted. The participants comprised randomly selected 268 parents/guardians of kindergarten children. The data were collected via a valid and reliable scale, and were analyzed using descriptive statistics, including weighted mean and standard deviation to determine the status of family dynamics and the developmental domains of kindergarten pupils, and multiple linear regression analysis in order to examine the influence of family dynamics on child development. Findings indicated that family dynamics were generally at a high level, with positive parent–child relationships and supportive parental practices evident among families. Likewise, kindergarten pupils demonstrated high levels of development in the social-emotional, self-management, perceptual-motor, and expressive language domains. Parent–child relationships and parental practices were found to significantly influence children’s overall development, while the household environment showed a notable influence on social-emotional development. The study concludes that strong and supportive family dynamics play an essential role in promoting the holistic development of kindergarten pupils. However, areas such as emotional regulation, initiative-taking, and fine motor skills were identified as needing further support. Based on these findings, a parental learning support program is recommended to strengthen emotional guidance, encourage independence, and enhance language development at home.

POSITIVE DISCIPLINE, CLASSROOM MANAGEMENT, AND ACADEMIC PERFORMANCE IN ELEMENTARY SCHOOLS WITHIN PILA SUB-OFFICE

2026-04-10T18:15:36+00:00

This study investigated the relationship between teachers’ implementation of positive discipline, classroom management strategies, and pupils’ academic performance in public elementary schools within the Pila Sub-Office, Laguna. Grounded in Bandura’s Social Learning Theory, Restorative Justice Practices, and Vygotsky’s Sociocultural Theory, the research aimed to determine how positive discipline in everyday teaching and classroom management influence learners’ academic achievement. A quantitative correlational design was employed, involving 118 intermediate-level teachers selected through simple random sampling. Data were collected using a validated researcher-made questionnaire and analyzed using descriptive statistics and regression analysis. Findings revealed that teachers demonstrated a very high level of implementation of positive discipline across all dimensions, including problem-solving, recognition of individual differences, understanding child development, child rights principles, and pedagogical practices. Classroom management strategies—particularly in terms of student-teacher relationships, consistency, perseverance, and restorative practices—were also employed at a very high level. Learners’ academic performance was generally high, with most pupils achieving Very Satisfactory and Outstanding ratings. Regression results showed that both positive discipline and classroom management significantly influenced pupils’ academic performance. The study concludes that integrating positive discipline with effective classroom management fosters a supportive and structured learning environment that enhances academic outcomes. It is recommended that schools strengthen continuous professional development programs to sustain and further improve these practices.

Keywords: Positive Discipline; Classroom Management; Academic Performance; Elementary Education; Teacher Practices