This paper investigated Quality Assurers and teachers’ perspectives on quality assurance practices in rural community secondary schools in Wanging’ombe district of Njombe Region in southern Tanzania. It sought to determine the relevance of quality assurance (QA) and the role of QA in improving school teaching and learning practices and the challenges of QA in rural Tanzanian community secondary schools. Mixed approach and cross-sectional research design were used. Thematic and descriptive data analysis were employed. The study demonstrates that the focus of QA practices includes elements like time management, lesson plans, school infrastructure, examination setting, scheme of work, teachers’ records, and students’ academic reports. It identifies the lack of funds and transport facilities and the limited accessibility of some schools as key challenges, and it concludes that it is necessary to provide QAs with adequate resources to enable regular school visits.

In this study, we explored the integration of play-based learning into the instructional delivery of tutors/lecturers in Ghana. Sixteen tutors/lecturers (12 males; 4 females) selected through homogenous sampling technique completed this current study. The findings indicated tutors/lecturers generally perceived play-based learning as an engaging and effective medium for teaching and learning. Tutors/lecturers affirmed play was crucial in motivating learners, fostering active participation, and connecting abstract ideas to real-world experiences. Relative to the application of play-based learning, tutors/lecturers had a preference for the guided approach. They primarily assumed a facilitator role during play-based learning and encouraged exploration, collaboration, and active learning. Limited use of play-based usage in assessment, classroom space constraints, time limitations, and large class sizes were some inhibitory factors impeding the application of play-based learning. Despite these challenges, tutors/lecturers recognize the potential of play-based learning to facilitate enjoyable, self-directed, and effective learning experiences and advocated for its broader adoption.

It is a significant step that the Department of Basic Education has taken to integrate educational coding and robotics into the mainstream school curricula in a world where technology is a normal element of everyday life. A deeper examination of the schools' and teachers' readiness to adopt this new curriculum is significant to improve learning and boost active teaching techniques. The article aimed to examine the teachers’ preparedness, interests, knowledge, and self-confidence in implementing the newly introduced learning area – Educational coding and robotics in the mainstream school curriculum. This study was framed in the Unified Theory of Acceptance and Use of Technology. Using a systematic review approach, articles obtained from PubMed, Embase, Google Scholar, Scielo, Scopus, and ERIC were critically analyzed to identify descriptive themes and analytical themes. The review showed that the attitudes of South African teachers on ECR hinge on the availability of resources, pedagogical computer skills, teachers’ technological beliefs, and the management team's influences on technology. DBE needs to work closely with the teachers’ training institutions and pedagogical experts to meet the needs of teachers and learners regarding educational coding and robotics curriculum. Engagement with teachers may increase their knowledge, skills, attitudes, and values for them to have a meaningful contribution to the educational coding and robotics curriculum.

Code-switching, the practice of alternating between languages or dialects within a conversation, plays a multifaceted role in multilingual contexts, particularly in education, communication, and cultural identity. This systematic review synthesizes existing research to explore the affordances of code-switching across diverse linguistic and sociocultural settings. The article examines its roles in enhancing comprehension, fostering learner engagement, and bridging cultural gaps, while also addressing its cognitive, pedagogical, and sociolinguistic impacts. Key findings reveal that code-switching serves as a powerful tool for facilitating bilingual and multilingual education, supporting identity negotiation, and promoting inclusivity in diverse environments. However, challenges such as stigmatization, policy constraints, and unequal power dynamics between languages are also highlighted. By analyzing patterns, trends, and implications from empirical studies, this review offers insights into best practices for leveraging code-switching as a resource in multilingual settings. It emphasizes the need for context-sensitive approaches and interdisciplinary collaborations to maximize its benefits while mitigating associated challenges.

This study investigated the teachers’ pedagogical skills, students’ readiness, and achievement in data processing in senior secondary schools in the Ibadan metropolis, Oyo State. The correlational design was adopted in this study to establish the relationship among the variables of concern. We used a multi-stage sampling procedure to select samples. Data was gathered using the pedagogical skills rating scale, the student's readiness questionnaire and the data processing achievement test. Data collected from the respondents were analysed using frequency, percentage, graph, Pearson product-moment correlation, and multiple regression analysis. The study revealed the pattern of teachers’ pedagogical skills with regard to communication skills, evaluation skills, adaptability skills, inclusivity skills, and compassion skills, with compassionate skills having the greatest percentage of value. The results further show the composite contributions of teachers’ pedagogical skills and students’ readiness, having a significant contribution to achievement in data processing. Also, there was no significant relative contribution of teacher pedagogical skills, while there was a significant contribution of student readiness to achievement in data processing. It was recommended that the government should not relent in providing appropriate training and seminars to improve teacher pedagogical skills, while students should work hard to attain positive achievement in data processing.

Assessment must be conducted so that the result is reliable and valid. However, in Ghana, standardised tests are not available for use by classroom teachers, therefore, classroom teachers depend on their little knowledge in conducting classroom assessments. The study explored teachers’ conceptualization of validity and reliability in classroom assessment in public senior high schools in the Kumasi Metropolis in the Ashanti Region of Ghana. The quantitative descriptive survey design was used for the study. The purposive sampling method was used to select 200 teachers for questionnaire responses on teachers’ conceptualization of validity and reliability. The data collection instrument was the questionnaire. The Cronbach’s coefficient alpha for the items on the questionnaire was 0.85. The data analysis procedure utilized means and standard deviations. Findings showed that teachers’ conceptualization of validity and reliability enabled them to align the content of tests with learning outcomes of the curriculum unit and construct test items to solicit different types of information to make judgements of what students know. It was recommended that heads of senior high schools together with assessment experts give periodic training to teachers on congruent validity. Teachers’ conceptualization of validity and reliability will enable them to construct effective test items, and administer, grade and interpret results to enhance students’ learning.

Student performance in chemistry remains below expectations despite the subject’s importance in advancing fields such as medicine and technology. Traditional teaching methods have been criticised for limiting engagement and critical thinking. This study investigates the impact of the open inquiry instructional strategy on secondary school students’ academic achievement and conceptual knowledge in chemistry. A quasi-experimental design was adopted, involving 322 Senior Secondary School 1 science students drawn from intact classes of the selected schools. Students were divided into experimental and control groups and were taught using open inquiry and the traditional lecture method, respectively. Data were collected using the Chemistry Academic Achievement Test (CAAT) and Chemistry Conceptual Knowledge Test (CCKT), both of which were validated before use. Analysis of Covariance (ANCOVA) was used to test the hypotheses. The findings revealed that students taught using open inquiry significantly outperformed those taught using the traditional lecture method in academic achievement (F(1, 317) = 29.083, p < .001) and conceptual knowledge (F(1, 317) = 60.574, p < .001). However, gender differences were not statistically significant for both academic achievement (F(1, 317) = 0.704, p = .402) and conceptual knowledge (F(1, 317) = 2.634, p = .106). The study concludes that open inquiry is a more effective instructional strategy for improving students’ learning outcomes in chemistry, regardless of gender. It recommends the integration of open inquiry into science curricula and teacher training programmes to enhance student engagement and conceptual understanding.

The 21st century and the 4th Industrial Revolution have necessitated a shift in pedagogies, highlighting the importance of integrating Information and Communication Technology (ICT) into education. This study explored Engineering Graphics and Design (EGD) teachers’ perspectives on the use of ICT in EGD classrooms, aiming to recommend strategies for effective integration using the Technological Pedagogical and Content Knowledge (TPACK) framework. Using a qualitative approach, data were collected from nine EGD teachers across secondary schools in the uMgungundlovu district of KwaZulu-Natal, South Africa, through semi-structured interviews and classroom observations. Thematic and descriptive analyses revealed that ICT plays a vital role in enhancing EGD instruction. Teachers demonstrated strong Technological Knowledge (TK) and effectively used tools such as AutoCAD and simulations to facilitate learners’ understanding of complex concepts. They also showed competence in aligning technology with pedagogy (TPK) and content (TCK). However, their efforts were often constrained by limited infrastructure and outdated resources. These systemic challenges hinder the full realisation of ICT’s potential in classrooms. The study recommends that the Department of Basic Education prioritize investment in ICT infrastructure and ensure equitable resource distribution. It also underscores the need for continuous professional development rooted in the TPACK framework and the creation of digital teaching resources. Furthermore, establishing professional learning communities is essential to foster collaboration and improve the integration of ICT in teaching practices. These measures are crucial for empowering teachers and preparing learners for the demands of a technologically driven world.

This systematic review examines the effectiveness of contextualized instructional strategies in the domain of cubing. Cubing, a popular puzzle-solving activity, has garnered significant attention in educational settings as a tool for enhancing spatial reasoning and problem-solving skills. However, the efficacy of different instructional approaches in facilitating cubing mastery remains underexplored. Through a comprehensive analysis of existing literature, this review synthesizes evidence on the impact of contextualized instructional strategies on learners' cubing proficiency. Drawing from a range of studies, including experimental interventions, comparative analyses, and qualitative investigations, key themes emerged regarding the benefits of contextualized instruction in enhancing learners' understanding of cubing algorithms, spatial visualization abilities, and overall problem-solving competence. Additionally, this review identifies gaps in the current literature and offers insights for future research directions, highlighting the importance of tailored instructional approaches that integrate real-world contexts to optimize cubing learning outcomes. Overall, this study provides valuable insights for educators, researchers, and practitioners seeking to enhance cubing instruction through evidence-based pedagogical strategies.

This study was carried out to determine the effects of two Theatre-in-Education Packages (TiEPs) (Devised-for-students and Devised-by-students) on secondary students’ knowledge of Yoruba orature in the Ibadan metropolis, Nigeria. The moderating effects of Motivation for Yorùbá Orature (MYO) was also examined. The study adopted the Quasi experimental research design of the 3X2 factorial matrix. Three Local Government Areas (LGAs), out of the five existing in the Ibadan metropolis, were randomly selected. The simple random sampling technique was used to select six secondary schools (two from each LGA), while six intact classes of Senior Secondary II students (one per secondary school) were randomly assigned to TiEP Devised-for-students (87), TiEP Devised-by-students (115) and control (90) groups. The instruments used were Yoruba Orature Knowledge Test (r=0.81), Motivation for Yoruba Orature Questionniare (r=0.73) and instructional guides for implementing the TiEPs. Treatment lasted eight weeks. Data were analysed using descriptive statistics and Analysis of covariance at 0.05 level of significance. Results showed that treatment had significant main effect on students’ knowledge of Yoruba orature, in favour of students taught using the TiEP Devised-for-Students. The main effect of MYO and the interaction effect of treatment and MYO were not significant. Therefore, Yoruba language teachers should adopt the principles of TiEP Devised-for-Students in teaching Yoruba orature to their students.