International Journal of Education, Technology and Science

THE USE OF INSTAGRAM TO EXPAND ENGLISH VOCABULARY: CASE STUDY OF STUDENTS IN ENGLISH VILLAGE PARE

Novista Sahdea Pangestuti — 2025-12-01

This study explores the effectiveness of Instagram as a medium for learning English vocabulary in an informal learning environment, specifically in Kampung Inggris Pare, Indonesia. Vocabulary is a key element in language proficiency, yet many learners struggle to acquire it due to limited contextual exposure and lack of engagement in traditional methods. With the increasing integration of digital platforms into daily life, Instagram offers visual, interactive, and user-generated content that aligns with learners’ lifestyles. This qualitative case study involved eight purposively selected students participating in English language programs. Data were collected through vocabulary tracking sheets and structured interviews over a two-week period. The findings show that participants used Instagram for an average of 2.5 hours per day, with 40–60% of that time spent engaging with English educational content. On average, learners acquired 6–10 new words daily through features like reels with subtitles, educational image posts, and interactive stories. Most participants reported learning over 100 words in two weeks and experienced increased confidence in speaking and writing. Although 35% of participants encountered distractions from non-educational content, several managed this by using separate accounts for study purposes. The study concludes that Instagram can serve as an effective and motivating tool for vocabulary learning when used consciously and strategically. Its visual and contextual design supports incidental learning and self-regulated strategies, making it highly suitable for digital-native learners in informal learning contexts.

GENDER-RELATED DIFFICULTY OF GENERAL PHYSICS: ITS RELATIONSHIP IN ACADEMIC PERFORMANCE AMONG GRADE 12 STEM STUDENTS

John Marlon Tiongson — 2025-12-01

Many people believe that physics is a challenging and complex subject that requires a high degree of technical and mathematical expertise. This study aims to determine the degree of sex-related difficulty of General Physics 1 and 2 for Science, Technology, Engineering, and Mathematics (STEM) students in grade 12 at the College of Maasin. Employing complete enumeration, the researchers surveyed the students using their developed questionnaire subjected to validity and reliability tests. As a result of the study, both males and females perceive physics as an “easy” subject. However, it can be observed that female students marked more competencies as “exceptional” than male students. Thus, even though both sexes demonstrate exceptional academic achievement in physics, it was determined that female students face greater challenges than their male counterparts. Additionally, it was found that there is no statistical correlation on how difficult they believe Physics to be and their academic performance. This indicates that even while students perceive physics as relatively easier, their academic performance does not consistently align with this perception. The findings emphasize on fortifying the fundamentals of physics concepts to mitigate such differences among students of different sexes.

BETWEEN THE LINES OF THEORY: THE THEORY TO PRACTICE TRANSITION EXPERIENCE OF PRACTICE TEACHERS IN REAL-CLASSROOM SETTINGS

Ritchelee Alugar — 2025-12-01

The transition from theoretical coursework to actual classroom is a pivotal phase in teacher preparation. This study explored the lived experiences of pre-service teachers as they navigated the shift from academic instruction to real teaching environments. Employing a transcendental phenomenological design, data were gathered through in-depth, semi-structured interviews with 21 purposively selected practice teachers from a Teacher Education Institutions (TEI) in Mindanao, Philippines. Colaizzi’s method guided the analysis of narratives, revealing themes that captured the emotional, pedagogical, and professional dimensions of their journey. Key findings included the contrast between expectations and realities, the significant challenges faced in classroom management and adapting to learner diversity, the subsequent "growth through grit" characterized by developing coping mechanisms and crucial learnings about flexibility and student relationships, and the role of mentorship, and self-reflection in shaping confidence and teaching identity. Ultimately, the findings highlight that this transition is not merely a technical application of theory, but a deeply personal and transformative journey that shapes the perspectives and identity of these future educators.

EXAMINATION OF TEACHERS’ AND PRE-SERVICE TEACHERS’ AWARENESS LEVELS REGARDING DYSCALCULIA

Ozan Esendemir — 2025-12-01

The purpose of this study is to determine the awareness levels of teachers and pre-service teachers regarding dyscalculia and to examine whether this awareness differs according to various demographic and professional variables. The research was conducted using a descriptive survey model. The study group consisted of 353 participants in total, including 250 pre-service teachers studying at different universities in Turkey and 103 in-service middle school mathematics and classroom teachers. Data were collected using the “Dyscalculia Awareness Scale” developed by Sousa et al. (2017), and analyzed using the independent samples t-test. According to the findings, teachers and pre-service teachers demonstrated an overall moderate-to-high level of awareness regarding dyscalculia. Significant differences in awareness were found based on prior exposure to the concept of dyscalculia, participation in courses related to learning difficulties, and media interaction. No significant differences were observed in relation to gender, educational status, program type, years of experience, or participation in in-service training. The results highlight the importance of incorporating practical and experiential content into teacher education programs to enhance awareness of dyscalculia.

STRATEGIES USED BY SCHOOL MANAGEMENT TEAM IN ENHANCING TEACHERS’ RESILIENCE TO CHALLENGING SECONDARY EDUCATION IN TANZANIA: EXPERIENCE FROM MOROGORO MUNICIPALITY

Edgar Costantine — 2025-12-01

School management is essential in education development. It also supports the well-being of teachers. This study examines how SMT in enhancing teacher resilience within secondary education in Morogoro Municipality, Tanzania, grounded in pragmatism, a mixed-methods research approach was utilized to gather both qualitative and quantitative data, providing a comprehensive understanding of the dynamics influencing teacher well-being. A total of 359 participants, including 356 teachers and 3 school heads, were selected through simple random and purposive sampling techniques. Data were collected through questionnaire and interview, and analysis employed chi-square tests and binary logistic regression to explore the relationships between management support, professional development, work environment, recognition, and teacher resilience, whereas qualitative data was analyzed thematically. The data reveals significant trends regarding the impact of management support, professional development, and work environment on teacher resilience. Teachers who receive support from school management tend to feel more satisfied and empowered in their roles, indicating that a supportive leadership structure fosters a positive atmosphere. This support not only enhances teachers' emotional well-being but also enables them to address challenges more effectively. Moreover, continuous professional development plays a crucial role in equipping teachers with the necessary skills to adapt to their teaching environments. The work environment is also critical; a collaborative and supportive setting encourages open communication among staff, which is essential for sharing challenges and brainstorming solutions. Teachers who feel safe and valued in their workplace are more likely to thrive and contribute positively to student outcomes. However, while recognition and appreciation are important, their impact appears less direct compared to the other factors. Generally, merely recognizing teachers' contributions is inadequate for boosting their resilience without meaningful support and development opportunities. Overall, the findings highlight the importance of school leadership in cultivating a supportive environment that prioritizes the well-being of teachers.

ICT INTEGRATION IN THE IMPLEMENTATION OF THE AGRICULTURE AND NUTRITION CURRICULUM: ENHANCING LEARNER’S MASTERY OF POST-HARVEST PRACTICES AND FOOD HANDLING TECHNIQUES AT JUNIOR SCHOOLS IN KENYA

Robert Ndambuki — 2025-12-01

Currently, one of the main global challenges is how to ensure food security for a world growing population in order to achieve the second Sustainable Development Goal (SDG) of ending hunger. According to the Food and Agriculture Organization projection, food production will need to grow by 70% to feed the exponentially growing world population which will reach 9 billion by 2050. It is quite ironical that while the state of food insecurity especially in the developing world rises, massive quantities of food are rendered unfit for consumption due to spoilage along the agricultural value chain. Amidst emerging challenges hampering agricultural productivity such as pollution, soil degradation and climate change, an effective mechanism to reduce on food loss along the agricultural value chain is necessary. Education is considered as a catalyst for achieving social and economic change and for this reason, many nations across the globe, Kenya inclusive have adopted competence based approach to education which aims at equipping learners with skills necessary in addressing emerging societal challenges. One of the main components of the Competence Based Curriculum is ICT integration as it is known to bring a wide range of learning experiences into the classroom. This study therefore sought to explore the extent to which ICT integration in the implementation of Agriculture and Nutrition curriculum by teachers to enhance learner’s mastery of post-harvest practices and food handling techniques at the Junior school in Kenya. Descriptive survey research design was used. Simple random sampling was used to sample a total of 121 teachers of Agriculture from the 642 Junior schools in Kakamega north Sub-County. Content analysis checklist and a questionnaire were used for data collection. Data was analysed both qualitatively and quantitatively using SPSS version 26. The study established that JSS Agriculture and Nutrition curriculum designs have sufficiently recommended ICT integration on the content covering PHP and FHT. However, most agriculture teachers at Junior school were found not to have sufficiently integrated ICT when teaching Agriculture and Nutrition subject content to help learners master PHP and FHT. Therefore, this study recommended that Government of Kenya should equip JSS with enough ICT facilities to facilitate proper ICT integration when learning.

STUDENTS' OPINIONS ON THE EFFECTS OF LISTENING ACTIVITIES IN MUSIC HISTORY COURSE

Övgü Özparlak — 2025-12-01

This study aims to examine the effects of music listening activities conducted within music history courses in institutions that provide professional music education on students’ academic achievement. Within the scope of the research, the effects of these listening activities on students’ listening habits, interpretation skills, and performance in other courses were investigated. In this study, the general survey model, one of the quantitative research methods, was employed, and data were collected from undergraduate students receiving professional music education through a questionnaire form. The data were analyzed and interpreted using descriptive statistical methods. The findings of the study indicate that music listening activities significantly contribute to students’ general musical taste, daily music-listening habits, aesthetic perspectives, and motivation to discover new works. A large proportion of the students reported that the works they listened to within the course had a positive effect on their other classes. Positive effects of music listening activities carried out in music history courses were observed on students’ performances in choir, orchestra, form analysis, ear training, harmony, and individual instrument lessons. In this regard, it is recommended that music education programs be enriched to support students’ academic achievement and that students be provided with more diverse music listening experiences. Future research should examine the long-term effects of these activities and their reflections on different student groups in greater detail.