This quantitative study addressed the declining interest of young people in traditional culture and the lack of empirical evidence on innovative pedagogies to enhance student engagement and academic achievement. The research examined the efficacy of a novel 5Ds design thinking-based pedagogy—discover, define, design, develop, and deploy—in enhancing students’ design thinking mindsets and academic performance in cultural project planning. The study was conducted at Shanxi University of Finance and Economics and compared the average scores of an experimental group with 42 students (EG, n=42) and a control group (CG, n=37) from five classrooms with 194 students. The EG actively engaged with the 5Ds pedagogy, progressing through each stage to collaboratively develop cultural projects, while the CG received traditional instruction. Utilizing a 30-item design thinking mindset measurement (DTMM) scale and an 88-question achievement test, the study revealed significant improvements in the EG’s human-centeredness and mindfulness. Post-intervention academic achievement scores were substantially higher in the EG (M=60.09) compared to the CG (M=47.54), with a significant difference (t=-12.114, p<0.001). These findings demonstrated the effectiveness of the 5Ds pedagogy in enhancing critical thinking, adaptability, and creativity, providing compelling evidence for integrating design thinking methodologies into higher education curricula to reinvigorate cultural education and improve student engagement.

This study developed and validated a technology-enhanced flipped classroom framework, the CREATIVE Model, to enhance undergraduate students' creative problem-solving skills (CPSS). The CREATIVE Model, based on constructivist and constructionist learning theories, employed several digital platforms to promote active and collaborative learning. The study also examined students' academic achievement (AA) and CPSS when taught under the CREATIVE Model compared to traditional instruction. Using a research and development (R&D) design, the suitability of the CREATIVE Model was validated by seven experts. Subsequently, the model was implemented among 65 undergraduate students enrolled in a Digital Photography Technology Course, selected through cluster random sampling. The participants were divided into an experimental group (n=35) and a control group (n=30). The research instruments included (1) lesson plans based on the CREATIVE Model, (2) a multiple-choice achievement test with four options, and (3) a CPSS rubric. Data analysis involved descriptive statistics and one-way MANOVA. Results indicated that the lesson plans were rated as highly suitable (M = 4.45, SD = 0.74). Additionally, there was a statistically significant difference in students' AA and CPSS scores between the experimental and control groups, with the CREATIVE Model group scoring higher on both measures at the .05 significance level. The findings confirm that the CREATIVE Model effectively enhances undergraduate students' academic achievement and creative problem-solving skills.

This study examines the academic achievement and course perception of higher education students from different academic disciplines in the context of the “Information Technologies” course. A combination of correlational survey and causal-comparative design was used in the study. The participants consisted of 90 undergraduate students studying at a state university in Türkiye. Of these, 53 were mathematics education students and 37 were social science education students. Existing classes were utilized in the study. In both classes, instruction was delivered face-to-face in a computer laboratory by the same instructor, using the same content, over 15 weeks within the framework of the curriculum. At the end of the course, students’ academic achievement was measured using a multiple-choice test developed by the instructor, while course perception was assessed using the Course Evaluation Scale. Independent samples t-test, Pearson correlation coefficient, and multiple regression analysis were employed for data analysis. The findings revealed that the academic achievement scores of mathematics students were significantly higher than social science students. While there was no significant relationship between course perception and academic achievement among mathematics students, a significant and positive relationship was observed for social sciences students. Furthermore, regression analysis indicated that the instructor-related sub-dimension of course perception was a significant predictor of academic achievement among social sciences students. The results suggest that discipline-based differences can influence academic achievement and course perceptions, and that such differences should be taken into account during instructional design. The study provides recommendations for designing common courses in a more inclusive and discipline-based manner.

This study aimed to compare the academic achievement of students with disabilities to that of students without disabilities in primary schools of South Gondar administrative towns. The target population was students with and without disabilities enrolled in the sample schools. Accordingly, the study sample consisted of 227 students with disabilities (112 females and 115 males) and 317 students without disabilities (169 females and 148 males). Quantitative data analysis methods were used to analyze the quantitative data. The results indicated that both groups (students with disabilities and students without disabilities) took a semester course in the 2023/24 academic year, with a statistically significant difference between them ( t = -14.030, df = 542, p < .05). In addition, there was no statistically significant difference between the mean achievement scores based on sex and disability ( t = 0.577, df = 255, p = .564, p > .05). That is, no significant difference was found in academic achievement scores between female students with disabilities and male students with disabilities ( t = 0.577, df = 255, p = .564). Therefore, educational resource distribution policies should prioritize inclusive infrastructure, accessible learning materials, and assistive technologies, and a policy document is designed to address systemic barriers and align with Ethiopia's Education Sector Development Program and the National Inclusive Education Strategy.

This study determined the effect of the Nandom’s Java Intelligent Tutor System (NJITS) on the academic achievement of students in Java programming language in Universities in south-east Nigeria. Population for the study is 136 students. Total population sampling technique was used. Data was collected using Java Programming Achievement Test (JPAT). The instrument was validated by five experts. Reliability index of 0.78 was established. After pretest, the experimental group was taught with NJITS and control group taught using lecture method. After the experiment, a posttest was given to both groups. Data collected were analyzed using Statistical Package for Social Science (SPSS). Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypothesis formulated at 0.05 level of significance. Findings revealed that NJITS improved students’ academic achievement in Java programming language more than lecture method. Also, male students taught Java programming language using the NJITS had higher academic achievement than the female students taught Java programming language using the same tool. A significant difference exists in the mean academic achievement scores of students of students, taught Java programming language using NJITS and those taught using the lecture method.

This study explores the influence of self-regulated learning (SRL) on academic performance within online and offline learning environments, utilizing a mixed-methods approach. A total of 660 participants (600 students and 60 teachers) from three districts in Punjab, India, were surveyed and interviewed. Quantitative analysis revealed that students in offline settings demonstrated significantly higher SRL competencies (181.3 vs. 172.7), academic achievement (15.7 vs. 13.5), and academic engagement (APS scores: 30.6 vs. 27.8) compared to their online counterparts (p < 0.001 for all). Correlation analysis showed strong positive relationships between SRL and both academic achievement (r = 0.71) and APS scores (r = 0.68), underscoring SRL’s critical role in academic success. Qualitative findings further highlighted the benefits of offline learning, such as structured environments, real-time feedback, and peer accountability, while online learners reported issues like distraction, lack of motivation, and social isolation. The study confirmed that SRL positively impacts academic outcomes in both modalities (H1), with greater efficacy in offline settings (H4), while refuting the superiority of external guidance (H2) and online SRL advantages (H3). The findings underscore the importance of integrating SRL-supportive strategies into online

This study investigates the influence of the medium of instruction on the teaching aptitude and academic achievement of B.Ed. students. With the growing emphasis on linguistic inclusivity and educational equity in teacher education, particularly under the National Education Policy (NEP) 2020, understanding how the language of instruction impacts teacher trainees is crucial. The study adopted a descriptive survey design and was conducted on a sample of 280 B.Ed. students, randomly selected from three teacher education colleges affiliated with Guru Nanak Dev University, Amritsar. To assess teaching aptitude, the Teaching Aptitude Test (2010) developed by Dr. S.C. Gakhar and Dr. Rajnish was administered. A self-constructed questionnaire was used to collect demographic and instructional data, including the medium of instruction, while academic achievement scores were obtained from institutional records. Descriptive statistical techniques such as Mean, Standard Deviation, and t-test were employed for data analysis. The objectives of the study were to examine the effect of the medium of instruction on teaching aptitude and academic achievement of B.Ed. students. The findings revealed statistically significant differences in both teaching aptitude and academic achievement based on the students’ medium of instruction. Specifically, students taught in different languages showed varying levels of aptitude and performance, suggesting that language plays a critical role in shaping teacher readiness and educational success. The results underscore the importance of considering the medium of instruction as a key factor in teacher education programs. The study concludes that instructional language not only affects how future teachers perceive and engage with the teaching profession but also influences their academic outcomes during teacher training.

There is conflicting research regarding the negative effects of electronic gaming and addictive social media use on psychological disorders and academic achievement. Therefore, we aimed to examine the association between social media use and electronic gaming addiction with depression and academic achievement. This investigation is cross-sectional. The selection process involved 800 adolescents enrolled in grades 9 and 10 across four public and private high schools in the Rajshahi City Corporation. The outcomes of interest were depression and academic performance. Addiction to playing electronic games and using social media (mainly Facebook) were exposure of interest. From the total sample, 9.3% and 28.3% reported that they were addicted to electronic games and social media use. The mean scores for depression and academic achievement were 10.2 and 3.2, respectively. For one unit increase in depression scores, the odds of addiction to playing electronic games and using social media increase by a factor of 1.14 and 1.12. Additionally, it was found that for one unit an increase in academic performance scores, the odds of addiction to playing electronic games and using social media decrease by a factor of 0.67 and 0.71. Adolescents who are more likely to engage in addictive behaviors such as playing electronic games or using social media should be the focus of public health initiatives, as they are more susceptible to depression along with poor academic accomplishment.

The study aimed to examine the impact of analysis of relevancy of secondary school curriculum with Bloom's Taxonomy in KPK. The study investigated This study investigates the relevance of the Secondary School curriculum in KP with Bloom's Taxonomy, a widely recognized framework for categorizing educational objectives across cognitive domains. Through inclusive review of curriculum content and teaching methodologies, study identifies significant gaps in the integration of higher-order cognitive skills within the curriculum in APS PMA Kakul and Burn hall school of Abbottabad. The population of the study includes all the teachers of APS PMA Kakul and Burn hall school of Abbottabad. The mean academic achievement score of teacher was calculated and compared with the teachers interaction score after making a data matrix. The data was analysed and study found that collaborative approach with the relevance of SSC science curriculum in KPK to Bloom's Taxonomy is a critical factor in shaping future of science education in the region. Addressing these gaps over curriculum reform and teacher training, as vital to ensure students’ critical thinking and problem-solving skills necessary for success in higher education and beyond.

ABSTRACT The primary objective of this study was to examine the extent of relationship between learning-centered leadership behaviors exhibited by school administrators and the academic achievement of students in primary schools. Employing a quantitative research approach, specifically a cross-sectional correlation design the study involved 275 teachers selected through stratified sampling techniques. Survey questions and students’ academic achievement scores were used. Correlation and regression analysis techniques were applied to analyze the acquired data. The results indicated a significant and positive prediction of school effectiveness, as measured by students’ academic achievement, by leaders who practiced learning-centered leadership. The largest portion of the variance in school effectiveness was attributed to the quality of instruction, followed by performance accountability and monitoring. These findings suggest that enhancing leaders’ competency in learning-centered leadership could serve as an effective strategy for improving school effectiveness, as measured by students’ academic achievement in the targeted primary schools in Ethiopia.

The rapid growth of internet usage among adolescents has raised concerns about its psychological and academic impacts. Internet addiction, characterized by excessive and uncontrolled online behavior, is increasingly linked to mental health issues such as anxiety, which may also influence academic performance. Despite growing attention globally, limited research has focused on this issue among high school EFL (English as a Foreign Language) learners in Iran. This study investigates the relationships between internet addiction, anxiety, and academic achievement among Iranian male senior high school EFL students. A sample of 70 students was randomly selected from two public high schools. Data were collected using the Zung Self-Rating Anxiety Scale (SAS, 1971), the Internet Addiction Test (IAT, Young, 1996), and a standardized academic achievement test administered by Iran’s Ministry of Education. Results revealed a significant positive correlation between internet addiction and anxiety, suggesting that higher internet use is associated with elevated anxiety levels. Additionally, both internet addiction and anxiety were negatively correlated with students’ academic achievement scores. These findings underscore the importance of monitoring students’ internet usage and addressing their mental health needs. The study contributes to the existing literature by examining this triadic relationship in a less-explored educational and cultural context.

Background and Aims: Problem-Based Learning (PBL) has emerged as a pivotal pedagogical strategy in contemporary education, aimed at fostering active learning, critical thinking, and the holistic development of learners. It emphasizes the integration of real-world problems as a foundation for knowledge construction, thereby enhancing students' ability to achieve the intended learning outcomes effectively. The present study was designed with the following objectives: (1) to examine the differences in students’ academic achievement before and after the implementation of a PBL-based instructional model in Health Education, focusing on the topic "Life Safety"; (2) to assess students’ analytical thinking and problem-solving skills following the PBL intervention, in comparison with the proficiency benchmark set at 65%; (3) to explore students’ levels of satisfaction with the PBL approach implemented in the Health Education curriculum; and (4) to investigate the extent of knowledge retention among students within 30 days after receiving PBL-based instruction. Research Methodology: This study employed a quasi-experimental research design with a single-group pretest-posttest model. The sample consisted of 30 Grade 9 students from the Demonstration School of Ramkhamhaeng University (Secondary Division) in the academic year 2023. The appropriate sample size was determined using the G*Power program and selected through cluster random sampling. The selected classroom comprised students of mixed abilities, with no significant differences in prior academic performance in Health Education across the groups. The research instruments utilized in this study included: (1) a set of parallel-form tests administered before and after instruction to measure academic achievement; (2) an assessment rubric designed to evaluate students’ analytical thinking and problem-solving abilities; and (3) a structured questionnaire to assess students’ satisfaction with the PBL approach. The data were analyzed using a dependent samples t-test to determine statistical significance, along with descriptive statistics including mean scores, standard deviations, and percentages. Results: (1) The post-instruction academic achievement scores of the students were significantly higher than their pre-instruction scores, with the improvement reaching statistical significance at the 0.05 level. (2) Students demonstrated analytical thinking and problem-solving skills that exceeded the predetermined proficiency criterion of 65%, also with statistical significance at the 0.05 level. (3) Overall, students expressed a high level of satisfaction with the PBL instructional model, indicating positive perceptions of its effectiveness and engagement. (4) The knowledge retention rate was found to be 6.44%, which is within the acceptable threshold stipulated by the study, that is, a reduction not exceeding 30% within 30 days post-instruction. Conclusion: The findings of this study underscore the effectiveness of Problem-Based Learning (PBL) as a learner-centered instructional approach in enhancing academic achievement, higher-order thinking skills, and learning retention among lower secondary school students in the domain of Health Education, particularly on the topic of "Life Safety." The integration of PBL into the instructional design not only led to significant improvements in learning outcomes but also fostered a high degree of student satisfaction, suggesting that PBL is a viable and impactful method for promoting meaningful and sustainable learning in secondary education contexts.

Flipped learning represents an unconventional approach aimed at empowering students. This study sought to assess the impact of an enrichment supervisory program utilizing flipped learning on enhancing motivation for learning and academic achievement. The sample comprised 348 third and fourth-year students majoring in school counseling at a government university in Jordan. Among them, 40 students exhibiting low motivation and achievement levels were identified and evenly split into 20 experimental groups, taught via flipped learning, and 20 control groups, taught through traditional methods.The counseling supervisory program implemented the flipped learning strategy through 8 enrichment sessions. Results indicated significant differences in both motivations for learning and academic achievement scores between the experimental and control groups, favoring those exposed to flipped learning. Key study recommendations include developing enrichment programs across all courses, particularly those with practical applications, leveraging flipped learning strategies, and creating a comprehensive guide to assist teachers in effectively implementing this approach.

This research investigated if secondary school students’ interest and achievement in the context of qualitative analysis could be enhanced using predict-observe-explain-explore (POEE) or demonstrate-observe-explain (DOE) instructional strategies. The study was conducted in Kogi Central Education zone of Kogi State, Nigeria. The study adopted quasi-experimental design. 1489 senior secondary three (SS3) students offering chemistry was the population of the study. The sample of the study was 206 students offering chemistry drawn from the population using purposive sampling technique. Qualitative Analysis Interest Questionnaire (QAIQ) and Qualitative Analysis Academic Achievement Test (QAAAT) were the instruments used for data collection. Cronbach’s Alpha was used to calculate the reliability coefficient of QAIQ which yielded 0.93 while the Kendell Coefficient of Concordance was used to calculate the inter-rater reliability of the QAAAT which yielded 0.86. Mean and standard deviation were used to answer the four research questions while analysis of co-variance (ANCOVA) was used to test the four null hypotheses that guided the study. The finding revealed that that the mean difference in the interest rating between the groups (POEE group and DOE group) was significant in favour of POEE group [F1, 205=4.604, P<0.05]. It was further revealed that the mean difference in the academic achievement scores between the groups was statistically significant in favour of POEE [F1, 205=89.004, P<0.05]. Thus, it was recommended that in-service chemistry teachers should be encourage to adopt POEE strategy in order to enhance students’ interest and academic achievement in the context qualitative analysis.

Abstract: This study examined teachers’ competencies as predictor of SS 2 students’ academic achievement in Accounting in public secondary schools in Anambra State. The study was guided by two research questions and two hypotheses. The study adopted correlational research design. The population of the study comprised 569 senior secondary students (SS2) students in Accounting (217 males and 352 females) in 267 public secondary schools in the six Education Zones of Anambra State. The sample comprised 569 Accounting students. The entire population of the Accounting students was adopted because of the manageable size. One instrument was used for data collection: Teachers’ Competencies Questionnaire (TCQ). The instrument contained 20 items spread across the clusters, A and B. The items were placed on 4-point scale of Strongly Agree (SA) – 4 points, Agree (A) - 3 points, Disagree (D) – 2 points and Strongly Disagree (SD) – 1 point. The range of scores was weighted as 4, 3, 2 and 1 respectively. On the other hand, Students’ Academic Achievement Scores (SAAS) measured the students’ academic achievement in public secondary schools in Anambra State. Academic Achievement was measured with termly scores in Accounting which were collected from Records Department, Post Primary School Service Commission (PPSSC), Awka Anambra State (2024). The coefficient value of 0.85 for teachers’ adaptability; 0.83 for teachers’ classroom management was obtained. This gives an average coefficient value of 0.84 and was considered reliable for the study. The instrument was administered to the respondents by the researcher with the help of three (3) research assistants. It was ‘on the spot hand delivery’ for the administration and retrieval of the instrument. Simple linear regression analysis was used for data analysis at 0.05 level of significance. The study found that Teachers with deep subject mastery can simplify complex concepts, provide relevant examples, and address misconceptions, leading to improved student comprehension and performance. Additionally, classroom management was found to be a strong predictor of students’ success in Accounting. A well-organized learning environment minimizes disruptions, enhances student engagement, and fosters discipline. While effective classroom management is crucial, some scholars argue that other factors, such as instructional quality and teacher-student relationships, also play essential roles in academic achievement. The study recommended that the Ministry of Education and school administrators should organize regular training programs, workshops, and professional development courses to improve teachers’ mastery of Accounting concepts.

This study concerns the effectiveness of Native and Non-native Korean Speaking Teachers’lessons on the academic achievement of KFL learners. In this quantitative study, the subjects were 64 KFL learners in 4 basic Korean language courses at a King Sejong Institute located within A University in Thailand and their scores of achievement test collected in school year 2024. They were used to empirically verify the deviations in overall and language skills’ achievement scores among groups with independent samples t-test approach. First, the academic achievement scores of 64 students were analyzed quantitatively. Then, for qualitative research, an analysis was conducted on the results of the satisfaction survey completed by 55 out of the 64 students who took the achievement test. The results of the analysis showed that the teacher variable, whether the teacher was a native or non-native speaker, did not have a significant effect on overall achievement scores of KFL learners but on Korean language skills’ achievement scores, there were statistically significant differences in listening and speaking. Additionally, the satisfaction with pronunciation and speaking classes taught by native-speaking teachers was higher than that of non-native-speaking teachers, and there was a statistically significant difference in class satisfaction between two groups

Deep learning is effective for learners to understand and associate information instead of memorizing it, making learning more meaningful and permanent, and achieving higher-level learning outcomes. Previous research has identified a relationship between academic achievement and both gender, a biological variable, and interest in the arts, a social variable. This study aims to examine the mediating effect of deep learning on the relationship between gender, interest in an art discipline, and academic achievement. The study group consisted of 1264 high school students, and data were collected using a personal information form and the Learning Approaches Inventory. As a result of the study in which path analysis was used, it was seen that both the general academic achievement averages and the mean scores of female students toward deep learning were significantly higher than male students. Students interested in an art field had significantly higher deep learning scores compared to those who were not interested, while the general academic achievement scores of students interested in an art field were found to be significantly lower. Finally, it was determined that deep learning played a mediating role in the relationship between gender and interest in art and academic achievement

This study aims to analyze the relationship between parental involvement and academic achievement of high school students by comparing schools in urban and rural areas. A comparative quantitative approach with correlational survey method was employed, involving 100 eleventh-grade students (50 from urban schools and 50 from rural schools). Data were collected through questionnaires measuring parental involvement based on Epstein's theory and documentation of report card scores for academic achievement. Results revealed a significant positive correlation (r = 0.621; p < 0.05) between parental involvement and student academic achievement. Independent Samples T-Test showed a significant difference (p = 0.002) in academic achievement between urban school students (M = 86.20) and rural school students (M = 82.45). Similarly, parental involvement in urban schools demonstrated higher average scores (M = 82.14; SD = 6.43) compared to rural schools (M = 74.88; SD = 7.12). These findings confirm that geographical context influences patterns of parental involvement in education and its impact on academic achievement. This study contributes to educational policy formulation, particularly in developing effective parental involvement strategies tailored to specific school environments, and highlights the importance of collaborative programs between schools and families to address the urban-rural achievement gap.

This study aims to analyze the difference in learning achievement of boarding and non-boarding students at Ma'had al-Birr Unismuh Makassar. The research method used is a quantitative approach with the T-Test technique to compare the academic achievement scores of the two groups of students. The data collected was in the form of Final Semester Exam (UAS) scores in the Tahriri, Nahwu, Sharf, Qira'ah, and Kitabah courses. The results showed that the t_hitung of 3.07 was greater than the t_kritis of 2.24, so the hypothesis that there was a significant difference between the learning achievement of boarding and non-boarding students was accepted. The average score of boarding students is 86.91 (Jayyid Jiddan), while non-boarding students get an average score of 74.25 (Jayyid). Environmental factors, learning methods, and the level of motivation to learn are the main factors that affect these differences in achievement. Boarding students benefit from a more structured environment, more intensive academic interactions, and more accessible tutoring. In contrast, non-boarding students face challenges in terms of learning discipline and access to a conducive academic environment.

The purpose of this study was to investigate the relationship between emotional intelligence (EI) and academic achievement, with academic engagement serving as a mediator. A correlational research design was employed to achieve this objective. First-year regular undergraduate students attending Wollo University during the 2023/2024 academic year comprised the target population. The Trait Emotional Intelligence Questionnaires-Short Form (TEIQue-SF) and Utrecht Work Engagement Scale-Student Version (UWES-S) were used to collect data from 1,351 randomly selected students. The first-semester grade point average was used to assess academic achievement scores. The following analyses were performed: descriptive statistics, Pearson product–moment correlation, measurement model analysis to ascertain the reliability and validity of the measures used in the study, and structural equation modeling (SEM) analysis to test the relationships between the study variables. The results revealed that trait EI was positively related to academic engagement (r = 0.350), academic achievement (r = 0.407), and the relationship between academic engagement and academic achievement (r = 0.628). The measurement model analysis confirmed an acceptable level of reliability and construct validity for the TEIQue-SF and UWES-S measures. Findings showed that trait EI had a positive and direct effect on academic achievement and engagement. Trait EI and academic engagement accounted for 49.9% of the variance in academic achievement. Mediation analyses indicated that academic engagement partially mediates the effect of EI on students’ academic achievement (β = 0.220, p = 0.000). This suggests that the positive effect of EI on academic achievement is further enhanced by academic engagement. It is recommended that curriculum developers and educators focus on intervention strategies that foster students’ EI skills and academic engagement.