<b>INFLUENCE OF TEACHERS’ INSTRUCTIONAL STRATEGIES ON ELECTRICAL TECHNOLOGY EDUCATION STUDENTS’ PERFORMANCE IN UNIVERSITIES IN NORTH EAST NIGERIA</b>

This study investigated principals’ instructional supervision of teachers’ instructional strategies and assessment methods correlate of students’ academic performance in Business Studies in junior secondary schools in Taraba State. Two research questions and two hypotheses guided the study. The study adopted correlational survey research design using a questionnaire to collect its data. The population of this study consisted of 97 Business Studies teachers. As a result of the relative small size of the population (97), census sampling technique was adopted that allowed all the population to be used. A self-developed questionnaire titled “Principal’s Instructional Supervision of Business Studies Teachers’ Questionnaire (PISBSTQ)” was used for data collection. The instrument was validated by 3 experts from the department of Physical Sciences Education of Modibbo Adama University, Yola and trial tested using Cronbach Alpha to get a reliability co-efficient of 0.76. The data obtained were analysed using mean and standard deviation to answer the research questions; while Pearson’s Product Moment Correlation (PPMC) was used to test the hypotheses at 0.05 level of significance. The results of the study revealed that; there is a significant high positive relationship between principal’s supervision of teachers’ instructional strategies and students’ academic performance in business studies in junior secondary schools in Taraba state (r = 0.977, p < 0.05); and also that there was a significant high positive relationship between principal’s supervision of business studies teachers’ assessment method and students’ academic performance in junior secondary schools in Taraba State (r = 0.980, p < 0.05). The study concluded that principal’s instructional supervision of teachers’ instructional strategies and assessment method correlates of students’ academic performance in Business Studies. The study however recommended among others that respective stakeholders such as principals, school board, Nigerian Union of Teachers (NUT) should organise more often various professional development like seminars, symposium, workshops etc. for the improvement of business studies teachers’ instructional strategies. Keywords: Instructional Supervision; Instructional Strategies; Assessment Method; Academic Performance; Business Studies

This study examined the relationship between teachers’ instructional strategies, learners’ research skills, and academic performance among 263 teachers in the Schools Division of Iloilo Province for School Year 2024–2025. It aimed to determine the extent of teachers’ instructional strategies in teaching research, assess learners’ research skills, evaluate learners’ academic performance, identify significant differences based on teacher profile variables, and examine the relationships among the variables. A descriptive-correlational research design was employed, utilizing a researcher-developed, expert-validated, and pilot-tested questionnaire. Data were analyzed using frequency, percentage, mean, t-test, ANOVA, and Pearson r correlation at a 0.05 level of significance. Results revealed that teachers’ instructional strategies were highly evident, learners’ research skills were rated high, and learners’ academic performance was also high. Significant differences were observed in instructional strategies and research skills when grouped according to educational attainment and teaching experience, while no significant differences were found when grouped by sex and specialization. Correlation analysis indicated positive and significant relationships among instructional strategies, learners’ research skills, and academic performance. The findings underscore the vital role of effective instructional strategies in enhancing learners’ research competencies and academic outcomes, highlighting the need to strengthen teacher professional development in research-based instruction.

The teaching and learning activities of any undergraduate curriculum will have a specific set of learning outcomes that should be successfully achieved by the students. The balance between the workload of a student and the available time to achieve the learning outcomes plays a major role in achieving these learning outcomes, as well as a good student satisfaction score and excellent final grades for that particular module (Whillier & Lystad, 2013). In a traditional educational experience, a teacher stands in front of the classroom, delivers a lecture to a group of students, who sit in rows, quietly listening to the lecture and taking notes. At the end of the lecture, students are given homework or an assignment to be completed outside of the classroom environment. This characterises the principle of “sage-on-the stage”, and is synonymous with the present day term of teacher-centered learning. This is also referred to as the transmittal model (King, 1993), which assumes that the students are passive note-takers, receivers of the content or accumulators of factoids (Morrison, 2014). Usually, the teacher does not have time to interact with the students individually during the class (Hamdan, McKnight, McKnight & Arfstorm, 2013), thus neglecting those students who do not understand the lecture. The traditional didactic way of teaching is primarily unidirectional and consists of limited interactions between the source of knowledge (teacher) and the passive recipients (students). One of the main challenges faced by lecturers is the overload of academic content that needs to be taught in a relatively short period of time. Equally, the main challenge faced by the students is loss of interest or motivation to learn within the stipulated period of time (Prober & Khan, 2013). The traditional way of teaching, therefore, discourages the students from active learning and critical thinking. There is also increasing pressure from accreditation institutions, which demand “an ability to communicate effectively”, “an ability to identify, formulate and solve problems”, and “an ability to function on multidisciplinary teams” (Bishop & Verleger, 2013). As such, there is a need to transform the current pedagogical strategies, in order to enhance active learning in a more effective way (Al Faris et al., 2013). Synthesis of research on the effectiveness of lectures shows that lectures are not very effective for teaching and developing values or personal development, and may only be effective for the sole goal of transmitting information (Bligh, 2000). Taking these points together, it is important to explore methods that have the potential to maximise the use of classroom time and transform the classroom into a platform for teacher-student interactions and critical thinking (Rui et al., 2017). Numerous factors have cumulatively led to several challenges for traditional teaching in health professional education (HPE), including the availability of digital technologies, digitally-empowered learners, the prolific expansion of courses, the amount of factual knowledge that has accumulated in the courses, prolific growth of health knowledge, advancement in healthcare disciplines, and investment into the scholarship of teaching and learning. To this end, newer delivery systems encompassing active learning in HPE have been developed. Studies have reported that active participation is an effective method to improve learning and understanding (Freeman et al., 2014; McCoy et al., 2015). Thus, to enhance interaction during their learning, there are educational strategies, which promote active learning in traditional lectures by engaging students in doing things and encouraging them to think about what they are doing. A classic example of active learning is a think–pair–share discussion, in which a student thinks individually for a moment about a question posed on the lecture, then pairs up with a classmate to discuss their ideas, and subsequently shares their answer with the entire class (King, 1993). There are various modifications which can be incorporated into traditional lectures that enable active learning in the classroom, for instance; (a) the feedback lecture, which consists of two mini lectures separated by a small-group study session built around a study guide, and (b) the guided lecture, in which students listen to a 20- to 30-min presentation without taking notes, followed by their writing for 5 min on what they remember, and spending the remainder of the class duration in small groups for clarification and elaboration on the study material (Ellis, 2010; Johnson, 2013). Moreover, there are other active learning pedagogies, which include visual-based instruction (Johnson et al., 2016), small group problem based learning, cooperative learning, debates, drama, role playing and simulation and peer teaching. One innovative approach in education delivery system is the “flipped classroom,” an educational technique that consists of two parts, interactive group learning activities inside the classroom and direct personal computer-based individual instruction outside the classroom (Bishop & Verleger, 2013). As such, work typically done as homework in the didactic model (e.g., problem solving, essay writing) is better undertaken in class with the guidance of the teacher. Listening to a lecture or watching videos is undertaken at home. Hence, the term flipped or inverted classroom is used (Herreid & Schiller, 2013). The essence of a flipped classroom is that the activities carried out during traditional class time and self-study time are reversed or “flipped” (Veeramani, Madhugiri & Chand, 2015). Approaches to undergraduate teaching have improved over the years as the scholarship of learning and teaching has provided evidence of what works to improve the outcomes. However, educational delivery approaches have shown little change in many disciplines and have remained the same for the majority of the sectors (Van Vliet, Winnips & Brouwer, 2015). The flipped class is flexible itself and can be tailored (Tetreault, 2013). Historically, the concept of flipped classroom started in early 1990s. General Sylvanus Thayer created a system at West Point in USA, where a set of learning materials was given to engineering students so that they obtained core content prior to attending class. The classroom space was then used for critical thinking and group problem solving (Musallam, 2011). Many credited the rejuvenation of this idea with the development of, and increased access to, educational technologies (Moffett, 2015). For instance, the School of Business at the University of Miami proposed an ‘inverted classroom,’ which had events that traditionally took place inside the classroom now taking place outside the classroom and vice versa (Lage, Platt & Treglia, 2000). In 2000, a conference paper entitled ‘The Classroom Flip’ was presented by J Wesley Baker and the phrase ‘flipping the classroom’ was coined. Baker described how flipping the classroom could allow the trainer to become the ‘guide on the side’ rather than the ‘sage on the stage’ (Baker, 2000). In a sense, this reversal also flips the Bloom's revised taxonomy because the lower level of cognitive work/knowledge acquisition is done by the students, while educators work interactively with the students to develop the higher forms of cognition (Figure 1). To date, this approach has attracted a large amount of attention in the HPE and a subsequent surge of literature. A comparison between the traditional learning and the flipped classroom in the Bloom's taxonomy [Color figure can be viewed at wileyonlinelibrary.com] Fundamentally, a flipped classroom encompasses two established elements of education, the recorded lecture (off campus learning) and active learning (on campus learning). Lectures are given as homework, as an aid to learning. Homework is important because it is a time where students can share their learning progress with their family, reflect on their learning, and review the material as well as the educator's feedback (Fulton, 2012). The key characteristics of a flipped classroom compared to a traditional classroom and other existing teaching methods are summarised in Table 1. It has been highlighted that the flipped classroom fits into the broader context of blended learning (Tetreault, 2013). Blended learning as defined by Staker is ‘a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace and at least in part at a supervised brick-and-mortar location away from home’(Staker & Horn, 2012, p.3). The flipped classroom consists of a formal education program, and online learning as a mechanism of informal learning through educational video quizzes/games. The flipped classroom approach is connected between what the students learn online (e.g., video lecture) and what they learn face-to-face (e.g., in-class active case study), and vice versa, which is a common feature of blended learning (Tetreault, 2013). In principle, the flipped classroom assigns relatively low-level cognitive learning such as memorising and understanding, outside of the classroom and teaching in class is accomplished mostly through teacher-student interactions and cooperation between peers, thereby stimulating the students’ intellectual potential (Rui et al., 2017). The option to view video lectures (as an example) outside of classroom has beneficial effects for the learners as they can replay the videos as many times as needed to better understand the key concepts at their own pace. Furthermore, this allows each student to be able to comprehend the topics being covered to his/her satisfaction, whereas this might not be possible in the context of conventional teacher-centred teaching. This is an important pedagogical consideration for international students for whom English is their second language (Moraros, Islam, Yu, Banow & Schindelka, 2015). From the teacher's perspective, a flipped classroom setting makes it easier to engage students and empower them as active participants of their own learning. There are several theoretical constructs that are applicable for a flipped classroom. Two of these include: the technology acceptance model (TAM) (Davis, 1989) and the unified theory of acceptance and use of technology (UTAUT) (Venkatesh, Morris, Davis & Davis, 2003). These theoretical constructs provide a framework for the analysis and identification of relevant outcomes. We will outline how these two theories of flipped classroom learning can improve the learning outcomes such as student satisfaction and improved scores. TAM includes two theoretical constructs: (a) perceived usefulness and (b) perceived ease of use. These constructs are defined as "the degree to which a person believes that using a particular system would enhance his or her job performance" and "the degree to which a person believes that using a particular system would be free of effort", respectively (Davis, 1989, p320). The first theoretical construct relies on students’ prior knowledge, gained from the pre-class video lecture (for example), in enhancing their understanding (and overall learning performance) in the active in-class activities such as problem solving. The second theoretical construct is based on students' perceptions that if a flipped class room is more user friendly than the traditional teaching mode, then they would be more likely to accept it. The goal of the UTAUT model is to explain the intentions of a user to use a given information system and the subsequent behaviour of the user. The model is based on four primary constructs: 1) performance expectancy, 2) effort expectancy, 3) social influence, and 4) facilitating conditions (Venkatesh et al., 2003, p447). The first three constructs reflect the motivation of the users (i.e., students). The fourth construct reflects the characteristics of a flipped classroom setup when students engage with the pre-class materials that are uploaded on an e-learning portal. These material could be a video, an interactive presentation, a questionnaire or sometimes a recorded audio. With regard to these theoretical constructs, if students perceive that a flipped class room is user friendly and the academic environment facilitates their learning, then it will promote students' engagement, interactions and cooperation in learning, which will further improve their performance. There are potential advantages of a flipped classroom, including increased opportunities to provide individualised education to learners (Johnson, 2013; Kachka, 2012), increased student engagement with course material (Gross, Pietri, Anderson, Moyano-Camihort & Graham, 2015), and increased educator-student interaction, compared to a ‘performing’ lecture. The Kirkpatrick model of educational outcomes (Barry Issenberg, McGaghie, Petrusa, Lee Gordon & Scalese, 2005; Kirkpatrick & Kirkpatrick, 1994) comprises ‘learners’ reaction’ (to the educational experience); learning (modification of attitudes/perceptions and the acquisition of knowledge and skills); behaviour (self-reported changes in practice and observed changes in practice, including new leadership positions); and results (which refers to change at the level of the organisation) (Figure 2). For instance, regarding the 'results' outcome, the flipped classroom allows the teacher to gain advanced, real-time insight into how students learn and quickly identify and better address curriculum content that the students find most challenging. This insight can be used to better inform decisions with regard to effective curriculum organisation, structure and the delivery of future classes. Four levels of learning in Kirkpatrick's model [Color figure can be viewed at wileyonlinelibrary.com] The success of a flipped classroom approach relies on a number of assumptions. Stimulation of students’ interest in learning and guided self-study (Moraros et al., 2015), primarily depends on the opportunities to actively engage students in self-directed learning and encourage progressive improvement (Bergmann, Overmyer & Wilie, 2012; Moraros et al., 2015) in assessment performances. Thus, a flipped class will not support effective learning if students fail to engage with the assigned pre-class or in-class activities (Kachka, 2012), for reasons which might include poorly designed educational materials (e.g., long, poor audio quality) or students feeling ‘lost’ (Moffett, 2015). As such, a number of contextual and structural factors that can influence flipped classroom learning include resources (inputs to the program), activities (aspects of implementation), outputs (observable products of the completed activities) and outcomes (effects or impacts within various time frames) as depicted in the conceptual framework (Figure 3). Logic model of flipped class learning [Color figure can be viewed at wileyonlinelibrary.com] There are individual studies, which have evaluated flipped classroom in medical education, allied health education and health science education, using a pre-and post-test design or comparative designs to explore how learning outcomes are improved. Some studies showed positive outcomes with flipped classroom (Galway, Corbett, Takaro, Tairyan & Frank, 2014; Van Vliet et al., 2015), while others showed the opposite (Whillier & Lystad, 2015). For instance, a study on integrated flipped lectures with online teaching techniques assessed learning experiences and participation through active learning. The findings suggested that the students in the integrated flipped-online lectures had achieved an increase in active learning components compared to the group that were put in a didactic model (Galway et al., 2014). It is important to understand the factors that could have contributed to this difference. As an example, for balance of the safe learning environment (to be free from discomfort and fear) between the two groups of students, a comparability of the personality traits between the students in each group needs to be considered. On the other hand, another individual study, which assessed the effectiveness of flipped classroom in ophthalmology clerkship reported that the students in flipped classroom had more burden and pressure in preparing for the pre-class compared with the students in lecturer-based classroom group. Thus far, these published individual studies varied in design, sample size and outcome measures. It is unclear, if these findings would be generalised to other HPE. A non-Campbell systematic review of the flipped classroom reported how the flipped classroom has been applied in nursing education and the achieved outcomes associated with such teaching (Betihavas, Bridgman, Kornhaber & Cross, 2016). Due to the focus on a particular educational context (i.e., nursing or ophthalmology), the generalisability of their findings to other courses in undergraduate HPE is uncertain. Another non-Campbell collaborative systematic review, consisting of 82 studies reported on the effectiveness of flipped classroom in medical education where a pooled estimate of a subset of six experimental studies showed generally positive perceptions of the students to the flipped classroom. However, there were no significant changes in knowledge and skills (Cohen's d = −0.27 to 1.21, median: 0.08; Chen, Lui, & Martinelli, 2017). These systematic reviews, focused on a particular area (either nursing education or medical education) had a limited number of included studies, considerable variation in study designs, a lack of methodological quality assessment of the included studies, and the quality of evidence reported by these systematic reviews is poor. A systematic review which combines the results of interventions, using flipped classroom compared with alternative learning or traditional learning, will help us to make recommendations for the development and implementation of successful flipped classroom amongst health professionals. The current review also aims to serve as a reference for decision makers to support evidence-based approaches to flipped classroom in HPE. The primary objective of this systematic review is to assess the effectiveness of flipped classroom intervention for undergraduate health professional students on academic performance and course satisfaction. The influence of context in the design, delivery and outcomes of the flipped classroom interventions in undergraduate health professional education; The barriers and facilitators of flipped classroom learning effectiveness for undergraduate health professional students. Specifically, this review is designed to answer the following research questions: What are the effects of flipped classroom learning on undergraduate health professional students' academic performance? What are the effects of flipped classroom learning on undergraduate health professional students' course satisfaction? Do any moderator variables affect the effectiveness of flipped classroom learning on academic performance outcomes? Moderators will include (if data are available), study design, student related factors such as the amount of out-of-class preparation time, classroom availability and limited high speed internet access for rural and remote students, quality of interactive tools, and faculty related factors such as faculty members' preference to a more didactic approach. Randomised designs, which include individual-level randomised trials, cluster-level randomised trials and natural experiments, where assignment to treatment or control conditions is functionally random. Non-randomised designs, which include at least one treatment group and at least one comparison group, matching designs, two-group pre-post designs, regression discontinuity designs. We do not include qualitative research. We included all undergraduate health professional students, regardless of the type of healthcare streams (e.g., medicine, dentistry, nursing, pharmacy), duration of the learning activity (e.g., one or two semesters) or the country where the study is conducted. Any educational intervention that includes the flipped classroom as a teaching and learning activity in undergraduate programmes, regardless of the type of healthcare streams (e.g., medicine, dentistry, nursing, pharmacy) will be considered. To be included, a study must explicitly indicate that the teaching/learning activities for undergraduate students included in the flipped classroom, reversed classroom or flipping class, aiming to improve student learning and/or student satisfaction. Standard lectures and subsequent tutorial formats will not be considered as flipped classroom. Studies on flipped classroom methods among undergraduate or postgraduate students who are not from the healthcare streams (e.g., engineering, economics, computer science) will be excluded. We explored the impact of flipped classroom learning in undergraduate health professional students on academic related outcomes. The primary outcome is academic performance measured by examination scores, final grades or other formal assessment methods at immediate post-test. The secondary outcome is student satisfaction measured at immediate post-test using a self report scale, which may include the training institution's own format of assessing student satisfaction. 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This study explored the availability of laboratory resources, the implementation of instructional strategies, and their relationship to learners’ academic performance in the Calamba District of Calamba, Misamis Occidental. A descriptive correlational research design was employed with 120 public elementary and secondary school teachers. Data were gathered using a structured research instrument, and descriptive statistics, including mean and standard deviation, assessed levels of resource availability and instructional strategy implementation. Pearson’s Product-Moment Correlation Coefficient (Pearson r) was used to examine relationships between the independent variables and learners’ academic performance. Findings revealed that teachers perceived laboratory resources as highly available and reported consistently high implementation of instructional strategies. Learners’ academic performance was generally above average. However, no significant relationships were found between laboratory resource availability or instructional strategy implementation and learners’ academic outcomes. The study concludes that while schools provide ample resources and effective teaching strategies, these factors alone do not directly determine academic performance, highlighting the need for complementary student engagement and support mechanisms. School administrators and teachers may collaboratively maintain laboratory resources, strengthen instructional practices, and support learners through targeted interventions, while future studies explore how effective resource use and teaching strategies impact academic performance.

The 'flipped classroom' instructional strategy has gained much momentum in educational discourse, yet no single educational offering exists in postgraduate medical education (PME) to systematically replace the lecture element of didactic sessions. This article describes the design and implementation of Clinical Anesthesia Fundamentals, the first known textbook in PME addressing this gap in resources through the integration of full-length interactive multimedia-enhanced video lectures. The 'flipped classroom' instructional strategy has gained much momentum in educational discourse INNOVATION: The textbook was developed in alignment with the content outline for the specialty provided by the American Board of Anesthesiology. Its accompanying video lectures, produced at the Media Lab in the Department of Anesthesiology at Boston University Medical Center (BUMC), cover the topics in each chapter of the textbook and include review questions featuring explanatory feedback. Following a 5-month trial period at the BUMC Anesthesiology Residency Program, the complete resident class (25 of 25; 100%) participated in an anonymous, Institutional Review Board (IRB) -approved, five-point Likert-type scale survey assessing an underlying variable of preference for the use of multimedia learning tools. Survey results suggest that residents favour technology-enhanced learning environments in which textbooks are coupled with interactive multimedia, and the 'flipped classroom' approach is employed. Although the development of digital videos requires time and financial investment, the improved accessibility and uniform delivery of didactic content are two positive outcomes. This textbook provides an example for educators wishing to learn how to capitalise on advances in technology to further enhance learning and accessibility. Further studies could address the impact of this approach on the academic performance of residents.

Education for the girl child among pastoralist groups still faces a large challenge in public primary schools despite the big enrollment in public primary schools following the launch of Free Primary Education in Kenya more than a decade ago. It has been cited that the academic performance of the girl child in public primary schools in Turkana County is generally low. The study sought to evaluate challenges affecting girl child on academic performance on Kenya Certificate of Primary Education at Turkwel Zone in Turkana. The study objective was: analyzing school physical facilities that influence on girls’ educational performance. The study was guided by Gender Relations Theory. Descriptive study design was used to recognize the objectives. The target population was all eighteen public primary schools inside the area, 268 magnificence eight girls, 270 Members of school BOM and eighty-two teachers. Research tools were questionnaires for head teachers, teachers and interview guides for Members of school BOM. Quantitative data were collected from the respondents had been cleaned and coded consistent with the various variables and prepared for computer evaluation the use of the Statistical Package for Social Sciences (SPSS). This was presented using tables and charts. Piloting was undertaken to check and enhance gadgets validity and reliability. The study established from the respondents comprising 62.3% that physical facilities stimulated the performance of the girl child to a tremendous amount. The study concluded that there was a tremendous relationship amongst school physical facilities and girl child academic overall performance. It was concluded that extra than 50% of girls in public primary schools at Turkwel Zone in Loima Sub-County did not have good enough sanitation centers to make certain that girls do now not leave out school which in turn affects their overall performance. The study concluded that teachers’ mindset closer to girls’ impacts girls’ educational overall performance. It was concluded that girls failed in subjects that teachers had a negative attitude towards them. It was additionally concluded that the constant provision of sanitary towels in primary schools has expanded well-known school attendance and girls’ academic performance. The study recommends that similar studies be carried out with a large population than the only included on this study in other Sub-counties of Turkana. Article visualizations:

The aim of the study was to explore the effect of principals’ instructional strategies on the academic performance of teachers. Data was collected through the interview schedule, field notes and the open-ended questionnaire. Criterion purposeful sampling technique was used to select ten principals and ten teachers from ten schools. Data analysis was conducted using typological analysis, content analysis and Atlas.ti. The findings have established the effect of principals’ instructional strategies on the academic performance of teachers, the prevailing instructional strategies used and the association between instructional strategies and the existing academic performance of teachers. Principals need to study and learn the application of instructional strategies, apply instructional strategies to optimise their success and enhance the academic performance of teachers, which result in student academic performance. Principals need to use instructional strategies to enhance the academic performance of teachers. Principals’ instructional strategies affect the academic performance of teachers, which affects the schools, principals, and teachers’ performance, which results in positive or negative student academic performance.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0767/a.php" alt="Hit counter" /></p>

Flipped classroom, which is also known as “inverted classroom”, is an instructional strategy and a type of blended learning. It reverses the traditional teaching and learning approach by delivering the instructional content, often by video, outside the classroom and filling the in-class with different activities such as discussion. Since it has been coined in the late 1990s, its effect on students' learning outcomes has been fallen into a debate. Inconsistency of the use of in-class activities is one of the main reasons for the difficulties in making comparisons. This study systematically reviewed the current articles (n=12) of flipped classroom in mathematics to investigate the effect of flipped classroom (and their in-class activities adopted) on mathematics learning. Results indicated that the effect of flipped classroom in mathematics is still ambiguous in terms of students' academic performance and perceptions. Further investigation showed that effective flipped classroom, which yielded a better academic result than the traditional approach, always consists of discussion, teachers' feedbacks and peer-collaborative work. A framework of effective flipped classroom in mathematics is then suggested.

Learning and studying approaches are among the topics of great importance in medical sciences universities. Different approaches to learning can explain why some students learn better than others. This study aims to assess the relationship between learning or thinking styles and academic performance among nursing and medical students. This is a quantitative and cross-sectional study that was conducted on 364 nursing and medical students of Kermanshah University of Medical Sciences in 2022-2023. The tools used in the present study are as follows: the short version of the Approaches and Study Skills Inventory for Students, the Sternberg-Wagner Thinking Styles Inventory, the Academic Performance Index including the semester grade point average and the overall grade point average. Descriptive statistics, including mean and standard deviation were employed for data analysis. Moreover, inferential statistics such as normality or correlation coefficient, independent sample t-test, and regression analysis were used to determine the predictor coefficients. A positive and significant correlation was found between nursing and medical students' thinking or learning styles and their academic performance (P < 0.001). In addition, the two groups showed a statistically significant difference between learning styles with respect to gender (P < 0.001) and thinking styles (P < 0.001). Since the strategic approach is a predictor of academic performance, identifying and determining the types of approaches adopted by students using diagnostic evaluation is a method of evaluating students' learning styles at the beginning of the educational process so that teachers can tailor the most effective approach and instructional strategies that suit the needs of students and improve academic performance.

Nursing students often struggle with the fluids and electrolytes course because of the complexity, extensive detail, and fleeting nature of the content. Evidence indicates that the flipped classroom approach can enhance learning and performance among students in the medical professions compared to traditional methods. This study aimed to compare the effects of two teaching approaches, the flipped classroom and traditional lecture-based learning, on nursing students' academic performance and perceptions of the classroom environment. This was a single-blind, parallel-group, pretest-posttest randomized controlled trial. The study was conducted with 58 nursing students at Qom University of Medical Sciences, Iran, during the 2019-2020 academic year. Participants were randomly assigned using a computer-generated block randomization sequence to either the intervention group (flipped classroom, n = 29) or control group (lecture-based learning, n = 29). The primary outcome was academic performance, measured by researcher-developed 20-item multiple-choice knowledge test. The secondary outcome was perceptions of the classroom environment, assessed using the College and University Classroom Environment Inventory (CUCEI). Data were analyzed using descriptive and inferential statistics with SPSS version 26. All analyses followed the intention-to-treat principle and included all 58 randomized participants. There was no statistically significant difference in the mean scores of knowledge test between the two groups prior to the intervention (t = 1.265, 95% CI: [-0.30, 1.33], P = 0.211). After controlling for pretest scores, ANCOVA revealed a significant and large effect of the flipped classroom on post-test knowledge (F = 104.719, P < 0.001, partial η² = 0.65). A one-way MANOVA on the seven CUCEI subscales yielded a significant multivariate effect (Pillai's Trace = 0.93, F = 109.30, P < 0.001, partial η² = 0.93). With a Bonferroni-corrected alpha of 0.007, the flipped classroom group demonstrated significantly higher scores on Satisfaction, Involvement, Task Orientation, and Innovation, while no significant differences were found for Personalization, Student Cohesiveness, and Individualization. The findings suggest that the flipped classroom approach can improve nursing students' academic performance and perceptions of the classroom environment. These results highlight the potential value of integrating active, student-centered pedagogies into nursing curricula. However, given the small sample size, short study duration, lack of long-term follow-up to assess knowledge retention, and single-institution design, further research with larger and more diverse samples is needed to confirm these results. The study was retrospectively registered in the Iranian Clinical Trials Registry (IRCT) with the trial number IRCT20240610062078N2 on December 21, 2025.

BackgroundMembers of the nursing profession face problems in relating knowledge with practice. However, there was no study on the correlation between academic and practice performance of pediatrics nursing in Ethiopia.MethodsA cross-sectional study was conducted at Mizan-Tepi University using 396 nursing students’ academic and practice achievements on a pediatric nursing course. SPSS version 21.0 was used for analysis. Spearman’s rho correlation (rs), one way ANOVA, independent t-test and determination coefficient (R2) were computed at p<0.05.ResultsThe academic performance was strongly correlated with practice performance of the 2015 (rs (394) = 0.7, p<0.001) and 2017 (rs (394) = 0.7, p<0.001) batches of regular students. However, there was a moderate correlation between academic and practice performance for the batch of 2016 regular students (rs(394) = 0.43, p<0.001). There was a moderate correlation between academic and practice performance of the 2015 (rs (394) = 0.6) and 2016 (rs (394) = 0.51, p<0.001) batches of summer students. Linear regression analysis showed that academic performance explained 17.9% to 44.1% of variability in practice performance of the regular students. The linear regression analysis also showed that academic performance explained 26.5% to 41.2% of the variability in the practice performance of summer students. Independent T-test revealed significant mean performance difference by admission type (academic (t (144.7) = 6.43, p<0.001) and practice (t (115.5) = 5.71, p<0.001)). The mean performance difference significantly varied with sex both at academic (t (394) = 3.38, p=0.001) and practice (t (394) = 4.57, p<0.001) levels.ConclusionThere was a moderate to strong correlation between academic and practice performance. In addition to academic performance, variation in practice was also explained by other factors which deserve more study. Enhancing academic performance can further increase practice performance. In general, the achievements of regular and male students at pediatrics was statistically significantly higher than their counterparts. Hence, female and summer nursing students deserve extra support from nurse educators to enhance their performance.

This study aimed to assess the instructional strategies of teachers and the academic performance of Grade One pupils in public elementary schools in the Tanay District, Schools Division Office of Rizal, during the School Year 2025–2026. The respondents consisted of the total population of 90 Grade One teachers, described in terms of age, sex, civil status, educational attainment, length of service, position title, and in-service trainings attended. A descriptive survey research design was employed, utilizing a researcher-made questionnaire checklist to measure the extent of instructional strategies in teaching Grade One pupils, specifically differentiated instruction, cooperative learning, and explicit instruction. Documentary analysis was also conducted using the pupils’ average grades in the first quarter as a basis for academic performance.Findings revealed that most teachers were 31 years and above, female, married, and pursuing graduate education, with the majority holding positions as Teacher I or Teacher II. Most had over 10 years of teaching experience and had attended in-service trainings ranging from division to international levels. Explicit instruction was consistently used, while cooperative learning and differentiated instruction were often applied. No significant differences were found in instructional strategies based on sex, civil status, educational attainment, position title, or trainings attended; however, age and length of service showed significant differences. Pupils’ academic performance was satisfactory, and a significant relationship was observed between the extent of instructional strategies and pupils’ academic performance.The study concluded that instructional strategies are influenced by teachers’ age and length of service, and these strategies significantly affect pupils’ academic performance. It is recommended that school administrators provide continuous professional development, and teachers incorporate diverse instructional strategies to enhance students’ learning outcome

This study aimed to assess the instructional strategies of teachers and the academic performance of Grade One pupils in public elementary schools in the Tanay District, Schools Division Office of Rizal, during the School Year 2025–2026. The respondents consisted of the total population of 90 Grade One teachers, described in terms of age, sex, civil status, educational attainment, length of service, position title, and in-service trainings attended. A descriptive survey research design was employed, utilizing a researcher-made questionnaire checklist to measure the extent of instructional strategies in teaching Grade One pupils, specifically differentiated instruction, cooperative learning, and explicit instruction. Documentary analysis was also conducted using the pupils’ average grades in the first quarter as a basis for academic performance.Findings revealed that most teachers were 31 years and above, female, married, and pursuing graduate education, with the majority holding positions as Teacher I or Teacher II. Most had over 10 years of teaching experience and had attended in-service trainings ranging from division to international levels. Explicit instruction was consistently used, while cooperative learning and differentiated instruction were often applied. No significant differences were found in instructional strategies based on sex, civil status, educational attainment, position title, or trainings attended; however, age and length of service showed significant differences. Pupils’ academic performance was satisfactory, and a significant relationship was observed between the extent of instructional strategies and pupils’ academic performance.The study concluded that instructional strategies are influenced by teachers’ age and length of service, and these strategies significantly affect pupils’ academic performance. It is recommended that school administrators provide continuous professional development, and teachers incorporate diverse instructional strategies to enhance students’ learning outcome

This study investigated how to foster students' academic performance using cognitive conflict instructional strategy and conceptual change pedagogy on Senior Secondary (SS2) two in thermal physics in Kogi East Education Zone of Kogi State. The study adopted a quasi-experimental design, specifically, pretest-posttest non-equivalent-control group type. The study population was all the 7380 senior school two physics students in 153 co-educational secondary schools during the 2018/2019 academic session. The sample consisted of 294 SS two physics students (187 males and 107 females) drawn from six secondary schools using a multi-stage sampling technique. Thermal Physics Performance Test (TPPT) with reliability coefficients of 0.79 was used for data collection. Data collected were analyzed using mean, standard deviation, and bar graphs to answer the eight research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 level of confidence. The study's findings revealed that there was a significant difference in mean academic performance among students taught thermal physics using cognitive conflict instructional strategy, conceptual change pedagogy, and traditional instructional strategy. The result equally revealed that cognitive conflict instructional strategy enhances students' academic performance more than conceptual change pedagogy. In addition, male and female students taught using cognitive conflict instructional strategy differ significantly in academic performance scores F (1, 99) = 24.409; p = 0.000 < 0.05. Likewise the male and female students taught using conceptual change pedagogy differ significantly in academic performance scores at F(1,95) = 33.974, p = 0.000 < 0.05. Furthermore the finding revealed that there is significant interaction effect of strategy and gender on students’ mean academic performance scores F (2, 293) = 6.307; p = 0.002 < 0.05. It was also found that both cognitive conflict instructional strategy and conceptual change pedagogy foster students' academic performance in Physics more than traditional instructional strategy. Based on the findings, it was recommended that Physics teachers be encouraged to use both cognitive conflict instructional strategy and conceptual change pedagogy to teach Physics in secondary schools to enhance students' academic performance.

The purpose of this study was to investigate students' self-assessment demonstration-based flipped classroom instructional strategies on pre-degree students' achievement in Physics in the Ilorin metropolis. A quasi-experimental non-equivalent pretest-posttest control group design was performed to measure the effect of flipped classrooms on high school physics performance using a mixture of qualitative and quantitative methods. The sample included two specially selected intact physics classes of Advanced Level II (S.S. 2), each containing 30 participants. The experimental group was taught using a flipped classroom model and the control group was taught using conventional teaching methods. Studies have found no significant difference in performance between students taught using a demonstration-based flipped classroom and students taught using traditional methods. As a result, it was found that the use of demonstration classes did not significantly affect the improvement of students' academic performance. The study also found that some students felt confident that they were responding positively on pretests and posttests to their flipped curriculum performance. It was recommended to conduct physics teaching and learning in an engaging and learner-centered manner, and demonstration-based-flipped learning instructional strategy should be adopted and encouraged among teachers and students.