Educación XX1
type: channel
description: EDUCACIONXX1 is a peer-reviewed, international academic journal dedicated to advancing the field of education through innovative research, theoretical studies, and practical applications. The journal focuses on modern educational challenges and opportunities in the 21st century, providing a platform for the exchange of ideas, methodologies, and findings that contribute to the improvement of teaching and learning practices worldwide.
language: en
publication name: Educación XX1
issn: 1139-613X
items: Psychosocial training and university entrepreneurship in Andean worldview contexts
items: A Philosophic Inquiry Against the Rigidity of Eurocentric Research Scholarship Towards Afrocentric Epistemology
items: Teacher Professional Development under China’s Double Reduction Policy: A Systematic Review with a Framework-Informed Thematic Refinement
items: Revisiting Parental Educational Involvement Through the Lens of Family Resource Allocation: Evidence from Non-Only Child Families
items: Becoming "Unexpected Elites": A Qualitative Study on Academic Identity Formation in a Non-Elite Chinese University
items: Interactive Effects of Pride, Shame, and Guilt on Foreign Language Learning Motivation and Willingness to Communicate
items: Evaluating the reliability and validity of ChatGPT5 in assessing CFL and NC students’ Chinese writing: A preliminary study
items: Understanding and Enacting Education Policy Reform: A Grounded Theory Study of Chinese Educators’ Responses to the Double Reduction Policy
items: Development and initial validation evidence for a dual degree student satisfaction scale in an EFL context
items: A national study investigating strategies to cope with challenges in learning English as a foreign language: A Chinese college student perspective
items: The impact of community of inquiry presences on university students’ learning outcomes: Mediating role of self-regulated learning and moderating effect of knowledge-seeking intentions
items: College Students' Dyslexia Self-Assessment, Awareness, and Experiences
items: Peer assessment in CFL writing classrooms: An empirical study examining reliability, effectiveness, and teacher acceptance
items: Evaluating ChatGPT4o as a teacher assessment aid: Reliability and feedback in EFL speaking classrooms
items: Validating a Measure of Formative Assessment Practices in University English as a Foreign Language Classrooms
items: Examining ChatGPT5’s performance in EFL writing assessment and teacher acceptance in Chinese college English classrooms
items: Development of an AI-Based Digital Textbook Prototype for Students with Physical Disabilities
items: Global perspectives on students’ use of AI tools in academic writing: An international faculty comparison
items: Does AI peer assessment work in L2 writing? Investigating evidence from CFL classrooms
items: Assessing the Impact of Education on Women’s Empowerment: The Case of District Abbottabad, Pakistan
items: Hypothetical trajectory of learning (THA) for the notion of probability in students of sixth grade
items: Reading Characteristics of College Students in Public Higher Educational Institution: Basis for Computer Based Reading App
items: Exploring the Awareness and Challenges Faced by Basic Stage Teachers in Integrating Nanotechnology into Education
items: https://educacionxx1.net/index.php/edu/article/view/321
items: The Effectiveness of Using Podcasts in Social Studies to Develop Eighth-Grade Female Students’ Knowledge and Attitudes Toward the Purple Economy
items: Enhancing Conceptual Understanding in Mathematics: The Effectiveness of the Square Method for Computing Areas of Irregular Shapes Among Secondary School Students in Tanzania
items: Solving the Teaching Difficulties and Pain Points of Auxiliary Production Cost Allocation Methods with Interdisciplinary Thinking
items: E-Portfolio as a Means of Developing Learner’s Engagement and Autonomy at Secondary Schools
items: Study on the Perception of Elementary School Principals Regarding Art Education
items: An Integrated TAM–UTAUT–ECM Model for Understanding User Willingness and Satisfaction with Digital Teaching Platforms in Chinese Applied Universities

Psychosocial training and university entrepreneurship in Andean worldview contexts
type: item
description: This particular research examined the impact of psychosocial training on university students’ entrepreneurial engagement, taking into account the Andean worldviews of Ayllu, Ayni, and Pacha, which promote reciprocity, community, and harmony with nature. The main objective was to determine the impact of psychosocial training on entrepreneurial participation thru extracurricular activities at a public university in northern Peru. The sample consisted of 222 respondents who were students in the Management program at the School of Management and Tourism. A quasi-experimental pre- and post-test design was employed, evaluating psychosocial entrepreneurial competencies across the seven dimensions of Interest, Value, Educational, Disposition, Intention, Action, Mentorship, and Expectations. The results revealed significant effects on entrepreneurial participation (Z = 18.1139; p < 0.000, r = 0.54) and improvements in motivation, value, educational, action, entrepreneurial, and mentorship dimensions, with a large effect size (r² ≈ 29.2%). Therefore, the study results indicate that psychosocial training, in a culturally situated context, advocates for a transformational pedagogy based on Andean principles that promotes community and sustainability.
subject: Educational Psychology
  topic: section
subject: Psychosocial training
  topic: keywords
subject: university entrepreneurship
  topic: keywords
subject: Andean worldview
  topic: keywords
subject: sustainability
  topic: keywords
subject: reciprocity
  topic: keywords
creator: César Hernán Norabuena-Mendoza
creator: Eva Delfina Zarzosa Márquez
creator: Carlos Humberto Chunga-Antón
creator: Lorenzo Rafael Valderrama Plasencia
rights: Copyright (c) 2025 César Hernán Norabuena-Mendoza (Corresponding Author); Eva Delfina Zarzosa Márquez, Carlos Humberto Chunga-Antón, Lorenzo Rafael Valderrama Plasencia (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-06
publication date: 2025-12-06
doi: 10.5944/vol28n5a444

A Philosophic Inquiry Against the Rigidity of Eurocentric Research Scholarship Towards Afrocentric Epistemology
type: item
description: To some extent, the Western tradition of conducting research has become quite more rigid and dominant in academia, and that brings unnecessary challenges to the Afrocentric epistemic inquiry.The qualitative desktop study seeks to argue against the rigidity of Western research traditions and in favour of including Afrocentric methods within African IKS research/ inquiry.The problem of language use with the Eurocentric approach to the African indigenous knowledge has compounded to the level of blocking the proper referencing of the oral epistemic conveyance of research. The study objectives included exploring the Western research methodological principles for deeper understanding, explore the nature of challenges that African researchers face when conducting IKS inquiry in Africa, a discursively exploration of the ontological differences between African and Western indigenous knowledge systems (IKS) and a critically exploration of the dangers involved in keeping the Western methodological orthodox while conducting IKS research in Africa during the decolonisation era, and an analytically argue that African scholars must adopt and endorse the Afrocentric decolonial research methods suitable for African IKS inquiry. The significance lies in its critical examination and challenge of the dominant Eurocentric paradigms in research and philosophy, advocating instead for the recognition and incorporation of Afrocentric epistemology as an authentic and autonomous framework. This leads researchers into a situation whereby some of the claims to present Indigenous Knowledge System (IKS) while lacking proper Afrocentric reference to the collaborators in research studies. The current study purposively seeks to challenge African scholarship that fails to be Afrocentric in the presentation of research due to some Eurocentric claims of scientific orthodoxy. Ubuntu theoretical framework was adopted for the desktop qualitative study with the aim to argue for the Afrocentric reform in (I…
subject: Educational Policy
  topic: section
subject: Afrocentric epistemology
  topic: keywords
subject: Collaborators
  topic: keywords
subject: Eurocentric methodology
  topic: keywords
subject: Oral literature
  topic: keywords
subject: Indigenous Knowledge System
  topic: keywords
creator: Mohammed Xolile Ntshangase
creator: Limkani Sincuba
creator: Chrise Mutano
rights: Copyright (c) 2025 Mohammed Xolile Ntshangase (Author); Limkani Sincuba (Corresponding Author); Chrise Mutano (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-06
publication date: 2025-12-06
doi: 10.5944/vol28n5a436

Teacher Professional Development under China’s Double Reduction Policy: A Systematic Review with a Framework-Informed Thematic Refinement
type: item
description: This study examines how China’s Double Reduction Policy (DRP) shapes teacher professional development (TPD) in schools. Following PRISMA, we searched ERIC, PsycINFO, Web of Science, and CNKI (July 2021–February 2024); 62 records were screened and 28 studies were included. Using Kemal’s four domains (personal, contextual, external, resource) as an analytic scaffold, we conducted a framework-informed thematic refinement. The synthesis identifies recurrent DRP-salient themes: empowerment (most frequently reported across the corpus), teacher well-being, competitiveness, and teacher development approaches and evaluation; additional but less frequent themes include explicit policy directions, holistic collaboration, and supervision. Together, these indicate that empowering teachers and aligning development/evaluation with DRP aims are central levers for sustained TPD, alongside protecting well-being and coordinating actors across levels. Practical implications include protecting weekly PD time, aligning evaluation rubrics with DRP goals, granting middle leaders decision rights/micro-grants, and monitoring administrative load to prevent burden shifts.
subject: Teacher Education and Professional Development
  topic: section
subject: Kemal’s framework
  topic: keywords
subject: Professional development
  topic: keywords
subject: Double Reduction policy
  topic: keywords
subject: Systematic review
  topic: keywords
creator: Yanyan Miao
creator: M Akshir Ab Kadir
creator: Jagdeep Kaur
creator: Sean Lee
rights: Copyright (c) 2025 Yanyan Miao, M Akshir Ab Kadir, Jagdeep Kaur, Sean T. H. Lee (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-06
publication date: 2025-12-06
doi: 10.5944/vol28n5a428

Revisiting Parental Educational Involvement Through the Lens of Family Resource Allocation: Evidence from Non-Only Child Families
type: item
description: Children with siblings often face disadvantages in acquiring resources and fostering personal development due to intra-family competition. Therefore, this study examined whether parental involvement in education differs between only-child and non-only-child families, focusing on family resource allocation. Survey data from 4,403 parents in Hangzhou, a first-tier city in China were analyzed using OLS and PSM regression analysis, including 2,040 parents of non-only children and 2,363 parents of only children. The results reveal that, compared to parents of only children, parents of non-only children exhibit significantly lower levels of home-based involvement (H1a, p < .001), indicating a negative effect of sibling presence on home-based involvement. While no significant differences are observed in school–family communication or in-school participation (H1b and H1c, p > .05). Both family economic capital and cultural capital are positively influence parental educational involvement among non-only-child families (H2, p<0.001). Parental educational expectations and parenting stress also exert significant positive effects on home-based involvement (H3, p<0.001), with the average marginal effect on home-based involvement being greater than that of other predictors. These findings suggest that sibling presence influences different dimensions of parental involvement, partially supporting the theory of resource dilution while also suggesting a compensatory effect through intra-family resource sharing. Moreover, economic and cultural capital may reshape home-based educational resources, with parents from disadvantaged backgrounds facing greater challenges in balancing educational involvement and fertility decisions.
subject: Educational Management
  topic: section
subject: Non-only child families
  topic: keywords
subject: Parental education involvement
  topic: keywords
subject: Family resource allocation
  topic: keywords
creator: Xiaolan Mo
creator: Gaojun Shi
creator: Jianwei Li
rights: Copyright (c) 2025 Gaojun Shi (Corresponding Author); Xiaolan Mo, Gaojun Shi (Author); Jianwei Li (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-06
publication date: 2025-12-06
doi: 10.5944/vol28n5a422

Becoming "Unexpected Elites": A Qualitative Study on Academic Identity Formation in a Non-Elite Chinese University
type: item
description: Challenging institutional determinism in stratified higher education systems, this qualitative study draws on Pierre Bourdieu's concepts of field, capital, and habitus, complemented by Anthony Giddens' structuration theory, to examine how master's students at a non-elite Chinese university construct an elite academic identity despite structural constraints. Through semi-structured focus group interviews with 10 high-achieving elite master's students at an engineering university in western China, this study investigates how they negotiate academic success within a marginal institutional context, focusing on: 1) their construction of academic identity amid institutional marginality, 2) emotional drivers and pressures underlying elite identification, and 3) the emergence of a collective sense of belonging. The findings reveal that "unexpected success" often arises from low external expectations tied to non-elite educational backgrounds, with participants’ achievements catalyzing doctoral aspirations, directed toward Double First-Class universities. While participants demonstrated pride and agency through these accomplishments, their quest for elite recognition simultaneously reinforces structural inequalities within China's stratified academic system. The study argues that cultural capital can be strategically generated and validated beyond elite institutions, illuminating the dynamic interplay between structure and agency. As a result, the findings highlight the need for non-elite universities to challenge internalized narratives of mediocrity and to legitimate peripheral excellence as a meaningful form of academic achievement.
subject: Higher Education
  topic: section
subject: non-elite universities
  topic: keywords
subject: master's student academic identity
  topic: keywords
subject: cultural capital
  topic: keywords
subject: institutional stratification
  topic: keywords
subject: Chinese higher education system
  topic: keywords
subject: qualitative study
  topic: keywords
creator: Zhaodan Nie
creator: Seon-Joo Kim
rights: Copyright (c) 2025 Zhaodan Nie (Author); Seon-Joo Kim (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-06
publication date: 2025-12-06
doi: 10.5944/vol28n5a417

Interactive Effects of Pride, Shame, and Guilt on Foreign Language Learning Motivation and Willingness to Communicate
type: item
description: This study examined how self-conscious emotions—pride, shame, and guilt—relate to English learning motivation and classroom willingness to communicate (WTC) among 472 Chinese non-English-major undergraduates. Validated questionnaires measured foreign-language pride, L2 shame and guilt, learning motivation, and classroom WTC. Correlational and regression analyses were used, and mediation and moderation analyses were conducted. Results indicated that pride strongly predicted higher learning motivation, and motivation fully mediated pride’s positive effect on WTC. Guilt also increased motivation and showed a smaller direct positive association with WTC. Shame produced an inconsistent pattern: it slightly increased motivation but directly reduced WTC. Pride did not significantly buffer shame’s negative effects. Overall, pride and guilt functioned as activating emotions that supported engagement and communication, whereas shame mainly suppressed willingness to communicate. These findings suggest that fostering authentic pride while mitigating shame can enhance EFL classroom communication.
subject: Educational Psychology
  topic: section
subject: Self-conscious emotions
  topic: keywords
subject: Foreign language learning
  topic: keywords
subject: Pride
  topic: keywords
subject: Shame
  topic: keywords
subject: Guilt
  topic: keywords
subject: Learning motivation
  topic: keywords
subject: Willingness to communicate
  topic: keywords
creator: Lili Wang
creator: Jianshan Cheng
creator: Yanxuan Yang
rights: Copyright (c) 2025 Lili Wang (Author); Jianshan Cheng (Corresponding Author); Yanxuan Yang (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-06
publication date: 2025-12-06
doi: 10.5944/vol28n5a415

Evaluating the reliability and validity of ChatGPT5 in assessing CFL and NC students’ Chinese writing: A preliminary study
type: item
description: This study examined the reliability and validity of OpenAI’s GPT-5 for evaluating Chinese students’ writing in CFL (Chinese-as-a-Foreign-Language) and NC (Native Chinese) contexts using generalizability (G-) theory. The writing samples consisted of 36 HSK-6 writing samples, assessed by ChatGPT5. G-study results showed that persons accounted for 93.54% of variance in CFL scores and 80.63% in NC scores, indicating ChatGPT5 effectively distinguished between writing proficiency levels. D-study analysis revealed that ChatGPT5 achieved high reliability coefficients with just a single rater (G-coefficient = .95 for CFL; G-coefficient = .81 for NC). The results indicated high reliability for both student groups, with G-coefficients being greater than .80. In addition, ChatGPT5 generated substantial qualitative feedback and feedback relevant to the language domain, which is particularly useful for CFL learners. Even though there were no significant differences indicated for feedback in the content or organization aspect. In summary, ChatGPT5 demonstrates reliability and validity as an additional assessment tool that can provide relevant feedback based on consistent scoring that can be used to support student development in writing. Overall, the results indicate that ChatGPT5 can be a valid tool for classroom-based assessment of CFL writing.
subject: Assessment and Evaluation
  topic: section
subject: CFL
  topic: keywords
subject: NC
  topic: keywords
subject: ChatGPT5
  topic: keywords
subject: reliability of holistic scores
  topic: keywords
subject: effectiveness of qualitative feedback
  topic: keywords
creator: Rong Wang
creator: Jinyan Huang
creator: Ziying Qin
creator: Yuehan Wang
rights: Copyright (c) 2025 Rong Wang, Jinyan Huang, Ziying Qin, Yuehan Wang (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-06
publication date: 2025-12-06
doi: 10.5944/vol28n5a413

Understanding and Enacting Education Policy Reform: A Grounded Theory Study of Chinese Educators’ Responses to the Double Reduction Policy
type: item
description: This study theorizes how Chinese junior high school leaders and teachers understand and enact the Double Reduction Policy (DRP). Using procedural grounded theory, interviews with 24 educators (12 leaders, 12 teachers) from four public junior high schools across Eastern (e.g., Jiangsu) and Southern (e.g., Guangdong) China, the analysis identifies a recursive loop comprising policy understanding, enactment routines, stakeholder impacts, and experiential feedback. This study contributes to policy enactment theory by identifying stakeholder impact as a mediating mechanism that recalibrates educators’ understanding through experiential feedback. The model also specifies a boundary condition: under high-stakes selection, mixed or asymmetric payoffs are likely even when school-level enactment is coherent. Cross-national parallels (Japan, Korea, Singapore) underscore the roles of stakeholder signals and evaluation/selection alignment. Practical implications highlight transparent homework policies, high-quality after-school options, and teacher professional development focused on task design and home–school communication.
subject: Educational Policy
  topic: section
creator: Yanyan Miao
creator: M Akshir Ab Kadir
creator: Jagdeep Kaur
rights: Copyright (c) 2025 Yanyan Miao (Corresponding Author); M Akshir Ab Kadir, Jagdeep Kaur (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-06
publication date: 2025-12-06
doi: 10.5944/vol28n5a411

Development and initial validation evidence for a dual degree student satisfaction scale in an EFL context
type: item
description: In recent decades, English as a Foreign Language (EFL) education in Chinese higher education has faced several significant challenges, including difficulties in graduate employment. In response, Chinese universities have implemented English dual degree programs to improve students’ educational outcomes and employability. This study developed and validated a 27-item Dual Degree Student Satisfaction Scale (DDSSS) to assess Chinese EFL students’ satisfaction with these programs. The sample consisted of 583 undergraduate students from six dual degree programs at a Chinese university. Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to validate the scale. The results indicated that the DDSSS demonstrated strong psychometric properties, with CFA indices: χ² (df) = 836.58 (314), RMSEA = 0.076, SRMR = 0.055, CFI = 0.903, and TLI = 0.891. The internal consistency was high, with an overall Cronbach’s alpha of 0.958. The scale’s four factors—English degree curriculum and teaching, second degree curriculum and teaching, learning environment, and learning resources—were found to be valid and reliable. Educational implications for improving dual degree program design include enhancing support for learning resources, refining interdisciplinary curriculum integration, and promoting student engagement through extracurricular activities. Further research is recommended to validate the DDSSS in different educational contexts and explore longitudinal effects on student satisfaction and career outcomes post-graduation.
subject: Educational Policy
  topic: section
subject: EFL (English as a foreign language) major education
  topic: keywords
subject: Chinese EFL students
  topic: keywords
subject: dual degree programs
  topic: keywords
subject: student satisfaction scale
  topic: keywords
creator: Chaolian Tu
creator: Jianshan Cheng
rights: Copyright (c) 2025 Chaolian Tu, Jianshan Cheng (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-06
publication date: 2025-12-06
doi: 10.5944/vol28n5a405

A national study investigating strategies to cope with challenges in learning English as a foreign language: A Chinese college student perspective
type: item
description: This national study examined the coping strategies of 1,528 Chinese college students in response to challenges encountered in learning English as a foreign language (EFL). The study utilized a survey comprising a five-point Likert scale self-evaluation and three essay questions addressing students’ challenges, coping strategies, and self-assessment practices. The results revealed that students developed 24 specific strategies across eight key areas of EFL learning: listening, speaking, reading, writing, pronunciation, grammar, vocabulary, and culture. Notably, 48.4% of participants reported using specific strategies to improve their listening skills, while 39.1% focused on improving their speaking proficiency. The study extends prior research by providing national-level data on EFL coping strategies, offering insights into the frequency and diversity of strategies employed across various language skills. These findings have important implications for both Chinese college students and their English teachers, highlighting the need for targeted instructional strategies in different EFL areas. Future research should explore the long-term effects of these strategies and their application in different educational contexts.
subject: Educational Psychology
  topic: section
subject: English as a foreign language (EFL)
  topic: keywords
subject: Chinese college students
  topic: keywords
subject: learning challenges
  topic: keywords
subject: coping strategies
  topic: keywords
creator: Chen Cheng
creator: Jinyan Huang
creator: Yingying Ruan
rights: Copyright (c) 2025 Chen Cheng, Jinyan Huang, Yingying Ruan (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-06
publication date: 2025-12-06
doi: 10.5944/vol28n5a404

The impact of community of inquiry presences on university students’ learning outcomes: Mediating role of self-regulated learning and moderating effect of knowledge-seeking intentions
type: item
description: This study examines the impact of the Community of Inquiry (CoI) framework — teaching presence (TP), social presence (SP), and cognitive presence (CP) — on university students’ task performance (TKP) and online learning satisfaction (OLS). Using a moderated-mediation model, the research explores how self-regulated learning (SRL) mediates these relationships and how knowledge-seeking intentions (KSI) moderate them. A survey of 726 university students from diverse institutions in China was analyzed using partial least squares structural equation modeling (PLS-SEM) and Hayes’ PROCESS Macro. The results revealed that all three CoI presences positively influence SRL, which significantly enhances both TKP and OLS. KSI moderates the effects of TP and SP on learning outcomes through SRL, but does not significantly affect the CP-TKP/OLS relationships. These findings highlight the critical role of SRL in online learning environments and emphasize the importance of fostering knowledge-seeking behaviors to maximize the effectiveness of teaching and social presences. This study contributes to online pedagogy by offering actionable insights for educators and instructional designers to enhance student engagement and satisfaction, while also suggesting areas for future research, such as exploring the role of cultural differences and individual learner characteristics. The study’s limitations, including its cross-sectional design, suggest that future longitudinal research could provide more definitive insights into causality.
subject: Educational Psychology
  topic: section
subject: Community of inquiry (CoI)
  topic: keywords
subject: self-regulated learning
  topic: keywords
subject: knowledge-seeking intentions
  topic: keywords
subject: online learning satisfaction
  topic: keywords
subject: task performance
  topic: keywords
creator: Ping Huang
creator: Jinyan Huang
creator: Jai Kumar
rights: Copyright (c) 2025 Ping Huang, Jinyan Huang, Jai Kumar (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-06
publication date: 2025-12-06
doi: 10.5944/vol28n5a400

College Students' Dyslexia Self-Assessment, Awareness, and Experiences
type: item
description: Dyslexia presents complex challenges that extend beyond reading and writing, affecting both academic achievement and emotional well-being. Many students with dyslexia struggle not only with the condition itself but also with understanding and evaluating their own experiences. This study, grounded in Duval and Wicklund’s Self-Awareness Theory, used a mixed-methods design to explore how students perceive their condition, assess their struggles, and cope with its effects. Seventy-nine freshmen from five institutions, selected through stratified random sampling, participated in the study using pretested survey questionnaires and focus group discussions. Findings revealed that while general difficulty levels were low, specific areas such as public speaking, memory retention, and handwriting posed moderate to high challenges. These results aligned with Self-Awareness Theory, suggesting that students often evaluated their performance against their internal self-image. Qualitative data reinforced this, revealing emotional barriers like embarrassment and frustration, alongside a strong desire for improvement. Students with greater self-awareness adopted coping strategies such as daily reading, self-acceptance, and consistent practice, demonstrating how self-awareness fosters positive behavioral change. In contrast, some participants showed limited understanding of their condition, reflecting varied levels of awareness and self-perception. The study highlights the need for interventions that address both academic and emotional dimensions, promote effective coping strategies, and cultivate self-awareness in more inclusive learning environments.
subject: Special and Inclusive Education
  topic: section
subject: Dyslexia
  topic: keywords
subject: Self-Assessment
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Coping Behavior
  topic: keywords
subject: SPAMAST
  topic: keywords
creator: Ariel San Jose
rights: Copyright (c) 2025 Ariel San Jose (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-06
publication date: 2025-12-06
doi: 10.5944/vol28n5a388

Peer assessment in CFL writing classrooms: An empirical study examining reliability, effectiveness, and teacher acceptance
type: item
description: This study investigated the role of peer assessment in Chinese-as-a-foreign-language (CFL) writing classrooms by examining its reliability, effectiveness, and teacher acceptance. Twelve CFL students and six experienced teachers participated as assessors, scoring 20 CFL essays holistically and providing qualitative feedback on content, organization, and language. The findings revealed that while peer assessors showed lower initial reliability compared to teacher assessors (G-coefficients: .53 vs. .66), groups of two to three peer assessors achieved reliability comparable to that of a single teacher assessor. Peer assessors provided qualitative feedback that was as effective as teacher feedback, particularly in areas of content clarity and organizational structure. Teacher acceptance of peer assessment was positive, with all interviewees supporting its use and recognizing its benefits. These results suggest that peer assessment, when properly structured, can be a valuable tool in CFL writing classrooms, enhancing student engagement and improving writing outcomes.
subject: Assessment and Evaluation
  topic: section
subject: CFL (Chinese-as-a-foreign-language)
  topic: keywords
subject: peer assessment
  topic: keywords
subject: teacher assessors
  topic: keywords
subject: reliability
  topic: keywords
subject: qualitative feedback
  topic: keywords
subject: teacher acceptance
  topic: keywords
creator: Jinyan Huang
creator: Diandian Liu
creator: Rong Wang
rights: Copyright (c) 2025 Jinyan Huang, Diandian Liu, Rong Wang (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-06
publication date: 2025-12-06
doi: 10.5944/vol28n5a387

Evaluating ChatGPT4o as a teacher assessment aid: Reliability and feedback in EFL speaking classrooms
type: item
description: This study examines the potential of ChatGPT4o as a teacher assessment aid in EFL speaking classrooms, with a focus on its reliability in holistic and analytic scoring and the usefulness of its qualitative feedback. Thirty EFL speech samples from Chinese university students were evaluated by both ChatGPT4o and four experienced EFL speaking teachers. The results showed that while ChatGPT4o consistently provided detailed feedback across the domains of accuracy, fluency, and complexity, its scoring reliability was slightly lower than that of the human assessors. The teachers expressed a range of views on the adoption of ChatGPT4o, acknowledging its ability to deliver comprehensive feedback but also highlighting concerns about its accessibility, cost, and lack of contextual understanding. Despite these limitations, the study suggests that ChatGPT4o can be a valuable complemenatary tool for EFL speaking assessments, particularly in enhancing feedback delivery and scoring consistency. However, it is recommended that ChatGPT4o be used alongside human judgment to ensure a balanced and effective assessment approach. These findings have important implications for EFL teachers considering the integration of AI tools into their classroom practices, emphasizing the need for careful implementation and consideration of local contextual factors.
subject: Educational Technology
  topic: section
subject: ChatGPT4o
  topic: keywords
subject: EFL speaking assessment
  topic: keywords
subject: scoring reliability
  topic: keywords
subject: feedback usefulness
  topic: keywords
subject: generalizability (G-) theory
  topic: keywords
creator: Yan Zhang
creator: Jinyan Huang
creator: Yanan Deng
creator: Jun Yan
creator: Zhen Li
rights: Copyright (c) 2025 Yan Zhang (Author); Jinyan Huang (Corresponding Author); Yanan Deng, Jun Yan, Zhen Li (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-11-15
publication date: 2025-11-15
doi: 10.5944/vol28n4a379

Validating a Measure of Formative Assessment Practices in University English as a Foreign Language Classrooms
type: item
description: While formative assessment has been greatly promoted worldwide, a lack of a valid and reliable instrument for gauging learner-perceived teacher formative assessment practices in subject-specific classrooms may hinder formative assessment research. This study presents the development and validation of the Teacher Formative Assessment Practices Scale (TFAPS) in a College English course context through a series of rigorous validation procedures. Data were collected from 737 non-English major undergraduate students enrolled in a College English course. Confirmatory factor analysis and multi-group confirmatory factor analysis supported a 22-item five-factor structure of the TFAPS: 1) Sharing learning objectives and assessment criteria; 2) Engaging students in questioning and discussion; 3) Providing feedback; 4) Activating students as instructional resources for one another; and 5) Activating students as the owner of their learning. In addition, correlations between the five TFAPS factors and autonomous motivation,reading engagement, and willingness to communicate supported the concurrent validity of the TFAPS. Measurement invariance analysis further showed that the five-factor structure of the TFAPS remained invariant across gender. These results suggest that the TFAPS is a valid and reliable measure of student perceived formative assessment practices in the College English teaching context. Pedagogically, teachers can use the TFAPS to survey students’ satisfaction with these assessment practices while researchers can employ the TFAPS to examine the relationship between formative assessment practices and student academic outcomes.
subject: Educational Technology
  topic: section
subject: formative assessment
  topic: keywords
subject: scale development
  topic: keywords
subject: college English teaching
  topic: keywords
subject: English as a foreign language (EFL) teaching
  topic: keywords
subject: multi-group confirmatory factor analysis
  topic: keywords
creator: Zhengdong Gan
rights: Copyright (c) 2025 Zhengdong Gan (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-25
publication date: 2025-10-25
doi: 10.5944/vol28n4a378

Examining ChatGPT5’s performance in EFL writing assessment and teacher acceptance in Chinese college English classrooms
type: item
description: Using univariate and multivariate generalizability (G-) theory, qualitative feedback analysis, and follow-up teacher interviews, this study assessed ChatGPT5's holistic and analytic scoring reliability, feedback effectiveness, and teacher acceptance in Chinese English-as-a-foreign-language (EFL) classroom writing assessments. Thirty CET-4 (College English Test-Band 4) essays from non-English major students were scored holistically and analytically (with time intervals) by ChatGPT5 Auto and ChatGPT5 Thinking, and by four college English teachers. They also provided feedback on the essays at the levels of language, content, and organization. Finally, teachers were interviewed about their acceptance of ChatGPT5 in their college English classrooms. The findings showed that ChatGPT5 Thinking consistently achieved higher scoring reliability that ChatGPT5 Auto and human raters. Both ChatGPT5 versions provided more comprehensive feedback than teachers, particularly in content and organization. Teachers viewed ChatGPT5 positively as a complementary assessment tool, but highlighted the need for combined feedback, better accessibility, and improved usability. Implications for Chinese college English teachers and their students to adopt ChatGPT5 in EFL writing classrooms are discussed.
subject: Assessment and Evaluation
  topic: section
subject: ChatGPT5
  topic: keywords
subject: EFL writing assessments
  topic: keywords
subject: scoring reliability
  topic: keywords
subject: feedback effectiveness
  topic: keywords
subject: teacher acceptance
  topic: keywords
subject: univariate and multivariate generalizability (G-) theory
  topic: keywords
creator: Wa Hong
creator: Jinyan Huang
creator: Yaxin Dong
creator: Chen Cheng
creator: Jun Yan
rights: Copyright (c) 2025 Wa Hong (Author); Jinyan Huang (Corresponding Author); Yaxin Dong, Chen Cheng, Jun Yan (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-11-15
publication date: 2025-11-15
doi: 10.5944/vol28n4a375

Development of an AI-Based Digital Textbook Prototype for Students with Physical Disabilities
type: item
description: This study aimed to present a concrete development model of an AI-based digital textbook for students with physical disabilities, grounded in special education teachers’ needs and design principles derived from prior research. A Design-Based Research (DBR) methodology was employed, and prototypes were developed and evaluated through two iterative cycles. At each stage, the process of design, expert review, and evaluation was conducted to derive the final version. In the first cycle, an initial prototype was created that incorporated pre-diagnostic assessment, level-differentiated learning activities, real-time feedback, and evaluation functions, and was revised based on expert feedback. In the second cycle, improvements were made by refining diagnostic functions and adjusting task difficulty. The final prototype integrated pre-, in-, and post-class learning functions, providing personalized pathways, adaptive content delivery, and real-time analytics dashboards. These findings demonstrate the potential of AI-based digital textbooks to support customized learning tailored to students with physical disabilities. Unlike existing assistive digital materials, this study presents an empirically validated design model that connects AI-driven adaptivity with Universal Design for Learning (UDL) principles, offering practical implications for inclusive education. The originality of this work lies in bridging AI-based personalization with special education contexts, establishing foundational design principles for future development across diverse disability types.
subject: Educational Technology
  topic: section
subject: physical disabilities
  topic: keywords
subject: AI-based digital textbook
  topic: keywords
subject: design-based research
  topic: keywords
subject: individualized education
  topic: keywords
subject: prototype development
  topic: keywords
creator: Seolhee Lee
creator: Kyoeun Myung
creator: Gayoung Lee
rights: Copyright (c) 2025 Seolhee Lee, Kyoeun Myung (Author); Gayoung Lee (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-19
publication date: 2025-10-19
doi: 10.5944/vol28n4a367

Global perspectives on students’ use of AI tools in academic writing: An international faculty comparison
type: item
description: This study examined university instructors' perceptions of the ethical considerations surrounding students' use of AI tools, such as ChatGPT, in academic writing, with a comparative focus on China, America, Canada, and Pakistan. Utilizing a mixed-methods approach, the research gathered data through a 10-item Likert scale survey and open-ended questions, targeting 266 instructors across 68 universities. The analysis centered on three key themes: ethical responsibilities, academic integrity, and the impact of AI tools on students' originality and critical thinking. Findings revealed significant culture and contextual differences in how instructors view the role of AI in academic settings. Chinese instructors emphasized the importance of fairness, transparency, and ethical education, while instructors from Americ, Canada, and Pakistan highlighted concerns about academic dishonesty, intellectual property, and the potential for AI tools to hinder critical thinking. Despite these concerns, some instructors acknowledged the potential benefits of AI when used responsibly. The study highlighted the need for clear institutional guidelines and educational policies that address the ethical challenges of AI in academic writing, ensuring that these tools enhance learning outcomes without compromising academic integrity. The findings have significant implications for teachers, students, and institutions in navigating the evolving landscape of AI in higher education.
subject: Higher Education
  topic: section
subject: AI in academic writing
  topic: keywords
subject: ethical responsibilities
  topic: keywords
subject: academic integrity
  topic: keywords
subject: university instructors’ perceptions
  topic: keywords
subject: cross-cultural comparison
  topic: keywords
creator: Han Gao
creator: Jinyan Huang
creator: Jai Kumar
creator: Shahbaz Hussain
creator: Thomas Sheeran
rights: Copyright (c) 2025 Han Gao (Author); Jinyan Huang (Corresponding Author); Jai Kumar, Shahbaz Hussain, Thomas Sheeran (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-11-15
publication date: 2025-11-15
doi: 10.5944/vol28n4a366

Does AI peer assessment work in L2 writing? Investigating evidence from CFL classrooms
type: item
description: This study evaluated the role of ChatGPT and DeepSeek in enhancing peer assessment in Chinese-as-a-foreign-language (CFL) writing classrooms, focusing on the scoring reliability and actionability of feedback provided by ChatGPT-4o and DeepSeek-R1 compared to human peer assessors. A sample of 32 CFL learners from six universities in China participated, tasked with condensing a 1000-word narrative into a 400-word essay, mirroring HSK-6 writing assessment conditions. Ten peer assessors, ChatGPT-4o, and DeepSeek-R1 evaluated the writing samples. Using a univariate G-theory framework, this study analyzed both score variability and reliability, revealing that ChatGPT-4o and DeepSeek-R1 provided highly reliable and consistent scores, outperforming human peer assessors. Qualitative analysis of feedback showed that ChatGPT-4o and DeepSeek-R1 offered more detailed and actionable feedback than human peers. These findings suggest that AI tools like ChatGPT-4o and DeepSeek-R1 can significantly enhance the assessment process in CFL writing classrooms by providing reliable scores and actionable feedback, thus benefiting both CFL students and instructors. The study also discusses the implications for CFL learners and their Chinese instructors.
subject: Educational Technology
  topic: section
subject: ChatGPT
  topic: keywords
subject: DeepSeek
  topic: keywords
subject: CFL (Chinese-as-a-foreign-language) writing
  topic: keywords
subject: peer assessment
  topic: keywords
subject: scoring reliability
  topic: keywords
creator: Meng Shi
creator: Jinyan Huang
creator: Patrick Whipple
rights: Copyright (c) 2025 Meng Shi (Author); Jinyan Huang (Corresponding Author); Patrick Whipple (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-11-15
publication date: 2025-11-15
doi: 10.5944/vol28n4a365

Assessing the Impact of Education on Women’s Empowerment: The Case of District Abbottabad, Pakistan
type: item
description: Education is widely acknowledged as a fundamental catalyst for empowering women, fostering socio-economic progress, and enhancing decision-making abilities, adaptability, and overall quality of life. This study explored the role of education in empowering women in Abbottabad District, Pakistan. Abbottabad was explicitly chosen due to its higher female literacy rate in the province and its geography, which exhibits socio-economic diversity and cultural constraints. To capture both numerical trends and in-depth personal experiences, this research adopts a mixed-methods design, integrating quantitative and qualitative data collection and analysis. A pragmatic research approach was employed, using purposive sampling to recruit 130 respondents. Data was collected through structured questionnaires and scheduled interviews, with secondary data obtained from various academic journals, reports, and relevant institutional publications. The analysis of descriptive statistics and thematic methods revealed that 95% of respondents considered education a critical factor in women’s empowerment, significantly influencing their social and economic development. Chi-Square values and p-values indicate that the education level of women significantly affects their social empowerment in terms of decision-making power (χ2=6.02, p-value=0.025) and freedom of movement (χ2=6.93, p-value=0.016). Chi-Square values and p-values further demonstrate that the education level of women significantly affects their economic empowerment in terms of access to the job market (χ2=3.34, p-value=0.089) and equal opportunities (χ2=3.74, p-value=0.077). Women with higher education, such as Graduate or Postgraduate degrees, were found to have better job access and decision-making power. Interestingly, older women with lower educational levels had more influence in social and economic decisions, particularly regarding property matters. The findings highlight that while education is indispensable, other socio-cul…
subject: Assessment and Evaluation
  topic: section
subject: Impact of education
  topic: keywords
subject: Women empowerment
  topic: keywords
subject: Social empowerment
  topic: keywords
subject: Economic empowerment
  topic: keywords
subject: District Abbottabad
  topic: keywords
creator: Salwa Haroon
creator: Dr Arif Alam
creator: Dr Kanwal Rubab
creator: Mahnoor Rizwan
rights: Copyright (c) 2025 Salwa Haroon (Author); Dr Arif alam (Corresponding Author); Dr Kanwal Rubab, Mahnoor Rizwan (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-06
publication date: 2025-12-06
doi: 10.5944/vol28n5a362

Hypothetical trajectory of learning (THA) for the notion of probability in students of sixth grade
type: item
description: The purpose of this qualitative study was to improve classroom practices through a learning trajectory focused on the conceptualization and understanding of probabilities in sixth-grade students. This was achieved through a set of instructional activities or mathematical tasks. In this case, the tasks were designed to develop random thinking skills that allow them to understand phenomena involving chance and uncertainty. Although the tasks were developed with all students, three performance levels with differentiated abilities were chosen to analyze the students' progression in constructing and understanding the concepts. Thus, when addressing the topic with the proposed strategy, the students reached different levels of competency, such as reasoning, communication, and problem-solving. This work also highlights the achievements of a student with Special Educational Needs (SEN) and his significant progress in these competencies.
subject: Educational Research Methods
  topic: section
subject: Random Thought
  topic: keywords
subject: Probability
  topic: keywords
subject: Hypothetical Paths of Learning
  topic: keywords
subject: Qualitative Approach
  topic: keywords
subject: Investigation of Design
  topic: keywords
creator: Jhon Darwin Erazo Hurtado
creator: Francisco Gutiérrez Cardona
creator: Eliécer Aldana Bermúdez
rights: Copyright (c) 2025 Jhon Darwin Erazo Hurtado (Author); Francisco Gutiérrez Cardona (Corresponding Author); Eliécer Aldana Bermúdez (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-19
publication date: 2025-10-19
doi: 10.5944/vol28n4a342

Reading Characteristics of College Students in Public Higher Educational Institution: Basis for Computer Based Reading App
type: item
description: Despite the recognized importance of reading for academic success in higher education, college students continue to face persistent reading challenges. This preliminary descriptive study investigated specific reading difficulties among 61 first-year students aged 16 to 28, using surveys and open-ended questionnaires. Results revealed that the most prevalent general difficulties included errors in writing lists (80.3%), preference to be understood rather than encouraged (70.0%), difficulty sequencing sounds in long words (68.9%), challenges in mental computation (62.3%), and map reading. Specifically, the top reading-related issues were difficulty reading unfamiliar words (32.78%), trouble with pronunciation (32.78%), and limited word comprehension (11.47%). These findings provide empirical grounding for the development of a customized, computer-based interactive reading application aimed at improving phonological processing, enhancing visual-spatial reasoning, and strengthening comprehension strategies, while fostering inclusive and supportive learning environments tailored to the diverse cognitive needs of college students.
subject: Higher Education
  topic: section
subject: college students
  topic: keywords
subject: dyslexia
  topic: keywords
subject: reading
  topic: keywords
subject: SPAMAST
  topic: keywords
creator: Ariel San Jose
creator: Maria Gregoria Concepcion
rights: Copyright (c) 2025 Ariel San Jose, Maria Gregoria R. Concepcion, PhD (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-25
publication date: 2025-10-25
doi: 10.5944/vol28n4a335

Exploring the Awareness and Challenges Faced by Basic Stage Teachers in Integrating Nanotechnology into Education
type: item
description: This study examined the level of knowledge basic stage teachers possess regarding the use of nanotechnology in education and the challenges they face in integrating it into classroom practices. A descriptive design was employed, and data were collected from a reliable online questionnaire administered to a simple random sample of 100 teachers in basic stage schools in Amman, Jordan. The study focused on two main questions: (1) the extent of teachers’ awareness of nanotechnology tools, and (2) the challenges encountered in their application. The findings showed that teachers in private schools demonstrated relatively higher awareness of nanotechnology tools compared to those in public schools and expressed greater willingness to incorporate these tools into their teaching practices. However, several obstacles were identified, including limited resources, lack of hands-on training, and practical constraints within classrooms, which were the main barriers to effective integration of nanotechnology. Based on the results, the study recommends organizing targeted workshops and training programs to equip teachers with practical skills for using nanotechnology tools in classroom settings. Furthermore, allocating sufficient resources is essential to address the identified challenges and support the effective integration of nanotechnology in basic stage education.
subject: Educational Technology
  topic: section
subject: Awareness
  topic: keywords
subject: Challenges
  topic: keywords
subject: Basic Stage Teachers
  topic: keywords
subject: Integrating Nanotechnology
  topic: keywords
subject: E-Learning
  topic: keywords
creator: Fadi Bani Ahmad
creator: Sabah Jamil Al-Nawaiseh
creator: Asmaa Al-Nawaiseh
creator: Heba Alqawasmeh
rights: Copyright (c) 2025 Fadi Bani Ahmad (Corresponding Author); Sabah Al-Nawaiseh, Asmaa Al-Nawaiseh , Heba Alqawasmeh (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-10
publication date: 2025-10-10
doi: 10.5944/vol28n4a323

https://educacionxx1.net/index.php/edu/article/view/321
type: item
title: The Actor-Partner Interdependence Model Analysis of Attachment Anxiety and Intimacy Relationship Satisfaction among Highly Educated Couples: The Mediating Effect of Cognitive Emotion Regulation Strategies
description: To investigate the actor-partner effects of attachment anxiety in highly educated couples on intimacy relationship satisfaction and the mediating effect of cognitive emotion regulation strategies, this study surveyed 204 highly educated couples using the intimate relationship experience scale, the cognitive emotion regulation questionnaire, and the intimate relationship satisfaction Scale. Data analysis was conducted using the actor-partner interdependence model (APIM) and the actor-partner interdependence mediation model (APIMeM). The results showed: (1) Both men's and women's attachment anxiety significantly negatively predicted their own relationship satisfaction; men's attachment anxiety negatively predicted women's relationship satisfaction, while women's attachment anxiety did not significantly predict men's relationship satisfaction; (2) Adaptive emotional regulation strategies in both men and women mediated the relationship between their own attachment anxiety and relationship satisfaction; adaptive emotional regulation strategies in women mediated the relationship between men's attachment anxiety and women's relationship satisfaction; (3) Non-adaptive emotional regulation strategies in both men and women mediated the relationship between men's attachment anxiety and their own relationship satisfaction. Men's non-adaptive emotional regulation strategies mediate the effect of men's attachment anxiety on women's relationship satisfaction. Women's non-adaptive emotional regulation strategies exert a suppressor effect on the impact of women's attachment anxiety on men's relationship satisfaction. The study provides practical guidance for intimate relationship interventions, namely, by enhancing individuals' emotional regulation abilities and establishing emotional coordination mechanisms between partners to achieve targeted and systematic interventions.
subject: Sociology of Education
  topic: section
subject: Highly educated couples
  topic: keywords
subject: Attachment anxiety
  topic: keywords
subject: Intimacy relationship satisfaction
  topic: keywords
subject: Cognitive emotion regulation strategies
  topic: keywords
subject: Actor-partner interdependence model
  topic: keywords
creator: Zihan Li
creator: liwei Wu
creator: Meng Su
creator: Xintian Du
creator: Shuang Cao
creator: Xiaohong Tan
rights: Copyright (c) 2025 Zihan Li, liwei Wu (Corresponding Author); Meng Su, Xintian Du, Shuang Cao, Xiaohong Tan (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-10
publication date: 2025-10-10
doi: 10.5944/vol28n4a321

The Effectiveness of Using Podcasts in Social Studies to Develop Eighth-Grade Female Students’ Knowledge and Attitudes Toward the Purple Economy
type: item
description: This quasi-experimental study explores the effectiveness of podcast-based instruction in enhancing knowledge and attitudes among eighth-grade female students in Oman toward the Purple Economy (integrating cultural heritage with sustainable development). The experimental group (n = 40) received podcast-enriched lessons, while the control group (n = 38) received traditional instruction. Outcome assessment used three instruments developed by the researchers: the Purple Economy Knowledge Assessment Test, the Purple Economy Attitude Scale, and the Podcast Perception Scale. The results revealed statistically significant gains in the experimental group’s knowledge and attitudes across all measured domains. Students also reported high levels of engagement with the podcast format, appreciating its clarity, narrative structure, and cultural relevance. These findings underscore the value of podcasts as innovative, learner-centered tools that facilitate deeper cognitive engagement and emotional resonance. This study’s limitations include its small sample (n = 78), being specifically focused on female students, and the short duration of the intervention (three podcast episodes within a four-week program). Large-scale and longitudinal studies could strengthen and generalize these findings. Based on this study, culturally contextualized digital audio resources are recommended for formal education integration, particularly in alignment with Oman Vision 2040’s goals of sustainability, innovation, and cultural preservation.
subject: Educational Technology
  topic: section
creator: Ahmed Al Rabaani
creator: Reem Al-Yaaribi
rights: Copyright (c) 2025 Ahmed Al Rabaani (Corresponding Author); Reem Al-Yaaribi (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-09-27
publication date: 2025-09-27
doi: 10.5944/vol28n4a318

Enhancing Conceptual Understanding in Mathematics: The Effectiveness of the Square Method for Computing Areas of Irregular Shapes Among Secondary School Students in Tanzania
type: item
description: This quantitative study investigates the effectiveness of the square method for teaching secondary school students to compute the area of irregular shapes, integrating mathematics and geography within the context of the school environment. Conducted at KIHONDA and MAFIGA Secondary Schools, the research involved 200 Form Four students selected through simple random sampling. Utilizing a pre-test and post-test design, data were collected to evaluate students’ understanding before and after engaging in practical learning activities. The intervention required students to identify irregular shapes, such as broken windows and cracked tiles, within their school environment, and to compute their area using the square method by counting full and partial squares on a grid overlay. The findings reveal significant improvements in students’ skills: recognition of irregular shapes increased from 22% in the pre-test to 86% in the post-test, indicating enhanced engagement with the material. Furthermore, students demonstrated a marked improvement in selecting appropriate measuring tools and applying estimation techniques. The use of visual aids and hands-on activities facilitated the development of spatial reasoning and provided students with a better grasp of geometric concepts in practical contexts. Group-based exercises further encouraged collaborative learning and problem-solving. Despite these positive outcomes, challenges were noted, including the time-consuming nature of the method when applied to large or complex shapes and a recognized need for additional training and resources among teachers. Overall, the study concludes that the square method is an effective pedagogical strategy for improving students’ understanding of irregular area computation, advocating for its integration across subjects to foster interdisciplinary learning. Future research is encouraged to explore the incorporation of digital tools to complement this method and assess long-term retention of concepts…
subject: Pedagogy
  topic: section
subject: Square method
  topic: keywords
subject: Irregular shapes
  topic: keywords
subject: Quantitative study
  topic: keywords
subject: Mathematics education
  topic: keywords
subject: Constructivist learning
  topic: keywords
subject: Secondary education
  topic: keywords
creator: Emmanuel Deogratias
creator: Eliasifiwe Sarakikya
creator: Ernest Kira
creator: Tabitha Lupeja
creator: Geoffrey Karugila
rights: Copyright (c) 2025 Emmanuel Deogratias (Corresponding Author); Eliasifiwe Sarakikya, Ernest Kira, Tabitha Lupeja, Geoffrey Karugila (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-10
publication date: 2025-10-10
doi: 10.5944/vol28n4a309

Solving the Teaching Difficulties and Pain Points of Auxiliary Production Cost Allocation Methods with Interdisciplinary Thinking
type: item
description: The methods for allocating auxiliary production expenses are a significant challenge in teaching cost accounting courses. The principal allocation methods comprise direct allocation, reciprocal allocation, sequential allocation, planned allocation, and algebraic allocation. Both educators and learners frequently experience confusion regarding the multitude of approaches and their interrelations. This study seeks to resolve these inquiries by employing multidisciplinary approaches and methodology from economics, management, political science, and mathematics. It aims to improve the efficacy of classroom instruction regarding auxiliary production cost allocation methods and investigate the significance of interdisciplinary thinking in accounting education. The study asserts that the direct allocation method exemplifies the rational-agent paradigm from economics, the reciprocal allocation method embodies egalitarian principles from management studies, the sequential allocation method integrates an efficiency-driven perspective from political science, the planned allocation method corresponds with performance-oriented reasoning from political science, and the algebraic allocation method employs identity-based logic from mathematics. This research contributes by integrating interdisciplinary thinking into accounting education. Educators and learners not only investigate the profound implications of diverse methodologies and their interrelations but also expand and refine their interdisciplinary viewpoints. This improves instructional efficacy—facilitating instruction for educators and enhancing enjoyment for learners—while fostering the sophisticated, inventive, and rigorous character of university courses4.
subject: Educational Technology
  topic: section
subject: Interdisciplinary thinking
  topic: keywords
subject: Auxiliary production costs
  topic: keywords
subject: Cost accounting
  topic: keywords
subject: Two natures and one level
  topic: keywords
creator: Hongwei Zhao
creator: Jingyi Guo
creator: Xiaolan Qu
rights: Copyright (c) 2025 Hongwei Zhao, Jingyi Guo (Author); Xiaolan Qu (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-09-26
publication date: 2025-09-26
doi: 10.5944/vol28n4a302

E-Portfolio as a Means of Developing Learner’s Engagement and Autonomy at Secondary Schools
type: item
description: There has been a growing emphasis on engagement and autonomy in education, particularly with an increasing focus on learner autonomy. Until recently, relatively little attention has been paid to fostering autonomy at the secondary school level, including through the use of portfolios. The principal aim of this study was to examine the impact of using an electronic portfolio on learner engagement and autonomy among secondary school students. The Student Course Engagement Questionnaire was employed to collect quantitative data from 31 participants in Slovakia. The findings revealed no statistically significant differences in course engagement across four defined factors (skills, emotional engagement, participation/interaction, and performance engagement) before and after using the portfolio over a nine-month period. However, participants’ responses to open-ended questions, along with five questionnaire items, indicated generally positive attitudes toward the Mahara portfolio. Based on these findings, the study outlines suggestions for future research that could further explore the role of electronic portfolios in promoting learner engagement, autonomy and responsibility.
subject: Pedagogy
  topic: section
subject: Autonomy
  topic: keywords
subject: engagement
  topic: keywords
subject: digital portfolio
  topic: keywords
subject: self-efficacy
  topic: keywords
subject: education
  topic: keywords
subject: secondary school
  topic: keywords
subject: motivation
  topic: keywords
subject: questionnaire
  topic: keywords
subject: statistics
  topic: keywords
creator: Ivana Cimermanova
creator: Zuzana Bebcakova
rights: Copyright (c) 2025 Ivana Cimermanova (Corresponding Author); Zuzana Bebcakova (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-09-26
publication date: 2025-09-26
doi: 10.5944/vol28n4a300

Study on the Perception of Elementary School Principals Regarding Art Education
type: item
description: This study investigated the level of elementary school principals’ awareness of art subjects by conducting in-depth interviews with five current principals and analyzing the data using Giorgi's phenomenological research method. By classifying and categorizing the interview results, the current elementary school principals' awareness of art subjects was derived through 10 sub-components and 3 super-components. The components of their experiences are categorized into ‘Understanding the importance of art classes,’ ‘Disparity with reality when applying the curriculum,’ and ‘Securing art and resources for better art education’. The findings show that elementary school principals fully recognize the importance of art subjects and are aware of the current state of art education in elementary schools. However, they experience a disconnect between theory and the application of the actual curriculum. In practice, it is often difficult to effectively implement art education as outlined in textbooks or guidelines due to budget constraints or limited educational resources. It was found that while the principals are aware of various practical constraints, they actively seek alternative approaches at the school level and express their commitment to improving art education. This study is significant in that it provides empirical insight into elementary school principals’ perceptions of art education, which has not been studied before. While the practical implications for policy and teacher training remain underdeveloped, the findings of this study may contribute to curriculum development and teacher training programs to strengthen elementary school art education.
subject: Educational Leadership
  topic: section
subject: Principal, Role of the Principal
  topic: keywords
subject: Art Education
  topic: keywords
subject: Elementary Art
  topic: keywords
subject: Elementary School Principal
  topic: keywords
creator: Dameun Song
creator: Yoonjung Huh
rights: Copyright (c) 2025 Dameun Song (Author); Yoonjung Huh (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-09-21
publication date: 2025-09-21
doi: 10.5944/vol28n3a296

An Integrated TAM–UTAUT–ECM Model for Understanding User Willingness and Satisfaction with Digital Teaching Platforms in Chinese Applied Universities
type: item
description: This study developed and validated an integrated framework combining the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Expectation–Confirmation Model (ECM) to examine user willingness and satisfaction with digital teaching platforms in Chinese applied universities. Survey data from 405 faculty and students were analyzed using partial least squares structural equation modeling (PLS-SEM) to assess direct, indirect, and mediating relationships. Findings showed that perceived usefulness, effort expectancy, and satisfaction were the most significant predictors of user willingness and continuance intention, while behavioral intention had limited explanatory power. Satisfaction emerged as a key mediator, highlighting the role of emotional evaluation in sustaining engagement. The model showed strong predictive capacity, with R² values exceeding 0.60. Practical implications include improving platform usability through targeted training, incorporating emotionally intuitive design features, and establishing feedback-driven interface enhancements to support long-term adoption in applied university settings.
subject: Educational Management
  topic: section
subject: Integrated TAM–UTAUT–ECM Framework
  topic: keywords
subject: User Willingness and Satisfaction
  topic: keywords
subject: Continuance Intention of Digital Teaching Platforms
  topic: keywords
subject: Applied Universities in China
  topic: keywords
subject: Partial Least Squares Structural Equation Modeling (PLS-SEM)
  topic: keywords
creator: Fan Zhang
rights: Copyright (c) 2025 Fan Zhang (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-09-21
publication date: 2025-09-21
doi: 10.5944/vol28n3a295