Asian Journal of Contemporary Education

Predictive relationship between admission academic abilities and undergraduates’ academic achievement in Nigerian universities

2026-01-09T13:25:18+00:00

This study aimed to determine the predictive relationship between admission academic abilities and subsequent undergraduates’ academic achievement in Nigeria. This research adopted an ex post facto descriptive design. The total population consisted of 282,834 students, while the target population comprised 72,062 undergraduates in the 200 level, and the sample size was 1,524 respondents through a multistage sampling procedure. At the point of admission, students whose scores ranged from 70% to 100% were 291 (22%), 60% to 69% were 484 (36%), 50% to 59% were 471 (35%), 45% to 49% were 69 (5%), and below 44% were 31 (2%). The same undergraduates, after admission, declined in academic achievement to 129 (10%) among the first class, 428 (32%) second class upper, 543 (41%) second class lower, 218 (16%) third class, and 17 (1%) pass category, while others were on probation. The analysis (F_{(2, 1345)} = 0.934) revealed that undergraduates’ academic achievement was not significantly affected by admission academic abilities. The study recommended that undergraduates should work towards improving their academic achievement, as this will determine their future privileges. The government should encourage students to value education by improving employment opportunities for graduates, thereby fostering academic achievement in Nigeria.

Stress, meaning-making and academic engagement under extended school hours

2026-01-10T00:32:54+00:00

Extended school hours and a high academic workload have been causes of distress affecting students' well-being, which subsequently contribute to fatigue and reduced engagement. Guided by Park’s Meaning-Making Model, this study examined the relationships among extended school hours, stress, academic engagement, and meaning in life among students. A mixed-methods explanatory sequential design was employed, combining surveys and thematic analysis. Data were collected from 575 students. Quantitative results indicated high levels of academic stress, low academic engagement, and a strong presence of meaning-making in students' experiences. While stress directly reduced engagement, it simultaneously impacted meaning-making processes that partially counterbalanced its negative effects, fostering engagement and reflecting a post-traumatic growth-like response. Moreover, these findings highlighted situational contributors to stress, including extended school hours, inflexible schedules, and inadequate rest, which exacerbated fatigue and diminished engagement. These results suggest that schools should foster an environment that encourages meaningful learning opportunities through policies that allow flexible scheduling, sufficient rest, and institutional support. Such measures may help reduce stress-related disengagement while harnessing the adaptive potential of stress to promote personal and professional development. Furthermore, these findings highlight the importance of implementing evidence-based strategies such as revised timetables, wellness breaks, workload management, and counseling services to maintain student well-being and engagement.

The role of social media in developing tertiary-level learners’ English language skills

2026-01-11T05:29:44+00:00

Social media is nowadays emerging worldwide as an integral part of the youth’s interactive English learning practices, and Bangladeshi tertiary-level students are no exception. This paper studies Jashore University of Science and Technology (JUST) students’ perspectives on the incorporation of social media in developing their basic language skills. It investigates the influence of different social media platforms and content on the students’ listening, speaking, reading, and writing proficiency in English. This research used a mixed-method approach to collect and analyze data. The data were obtained from 100 undergraduate students of JUST through a structured questionnaire. The findings of this study revealed social media’s crucial role in the enhancement of the students’ English language skills. However, the respondents expressed their concerns about multiple challenges that they encountered. Social media’s effectiveness is curtailed by distraction and less structured guidance, as this study finds. This study also collected their suggestions on a better utilization of social media as an English language learning assistant. This study promotes the balanced incorporation of social media in the mainstream language learning and skills development environment. Social media’s inclusion alongside the existing traditional methods can ensure an inclusive and engaging learning experience for English language learners.

Ghanaian senior high school mathematics teachers’ beliefs about assessment purposes and practices: A mixed method approach

2026-01-23T14:54:12+00:00

Assessment is an integral aspect of teaching and learning, and its importance cannot be overemphasized; however, effective assessment relies heavily on teachers' practices. The effective use of assessment practices in the classroom is influenced by teachers' beliefs about the purposes of assessment. Studies have indicated a positive relationship between teachers' beliefs regarding assessment purposes and their assessment practices aimed at supporting students' learning. Although there are studies on teachers' beliefs about assessment purposes in Ghana, there are few studies focusing on mathematics teachers' beliefs about assessment and their practices, especially when compared to developed countries. The study explored senior high school Mathematics teachers’ beliefs about assessment purposes using a questionnaire administered to 308 senior high school Mathematics teachers, followed by interviews with 15 teachers from the Ashanti Region of Ghana. The findings indicated that teachers primarily believed assessment served purposes related to student accountability, school accountability, and improvement. However, further interviews revealed that teachers’ definitions of assessment, along with their perceptions of improvement and accountability, influenced their use of assessment practices to support students’ learning. The study highlights the importance of understanding teachers’ perceptions of assessment and how these perceptions shape their instructional practices, ultimately impacting student learning outcomes. The study offers practical applications for teachers' assessment practices in the classroom, provides policy guidelines for the Ministry of Education, and recommends professional training for Mathematics teachers on how their beliefs influence their assessment practices in Ghana.

Digital distractions and study discipline: An empirical study of academic performance in selected secondary schools in Rivers State, Nigeria

2026-02-01T07:13:14+00:00

This study investigated how digital distractions and study discipline influence the academic performance of senior secondary school students in Rumuokwurusi Local Government Area, Rivers State, Nigeria. The purpose was to determine the extent to which study hours, sleep duration, and social media use predict academic outcomes in a context where adolescent digital engagement is rapidly increasing. The design followed an ex post facto approach grounded in Self-Regulated Learning Theory and Cognitive Load Theory. A sample of 117 students was selected from three public secondary schools, and data on study habits, sleep patterns, and digital usage were collected through a structured behavioral questionnaire, while academic performance was obtained from school records. The analysis combined descriptive statistics, correlation patterns, and multiple regression. The findings show that study hours and sleep duration significantly enhance academic performance, whereas social media use significantly reduces it. The interaction between study time and social media use was positive but statistically weak, indicating that disciplined study behavior can mitigate the negative influence of digital distractions but cannot fully eliminate it. Gender did not significantly predict academic outcomes once behavioral factors were controlled. These results demonstrate that consistent study routines, healthy sleep patterns, and moderated digital engagement are essential for improving academic readiness and learning effectiveness. The practical implications point to the need for school-level digital discipline programs, enhanced parental guidance on online activity, and policies that promote structured study schedules and adequate rest to support students’ academic performance in digitally saturated environments.

The impact of generative artificial intelligence on academic assessment in Bhutanese higher education: Lecturers’ perspectives

2026-02-27T21:57:31+00:00

This study explored the impact of general artificial intelligence (GenAI) on assessment in Bhutanese higher education through lecturers’ perspectives. A mixed-methods research design was employed, combining quantitative survey responses from 76 lecturers with qualitative data from open-ended questions. The findings indicated that lecturers recognize the increasing use of GenAI tools by students in academic tasks. While many perceive educational benefits when such tools are used responsibly, there are significant concerns about potential undermining of academic integrity through plagiarism, over-dependence, and skill erosion. The results also suggest a strong willingness to adapt assessment approaches to account for GenAI; however, levels of preparedness vary due to limited familiarity with GenAI tools and institutional support. Furthermore, the study highlights a notable gap in institutional support systems. Although lecturers are open to change and innovation, institutional responses lag behind the pace of technological adoption. To ensure effective integration of GenAI in higher education, institutions must develop clear policies and invest in faculty development initiatives that promote informed use of AI technologies. The study provides a foundational understanding to inform future policies, teaching innovations, and institutional planning in the era of GenAI-advanced education in Bhutan.

Social awareness and relationship management as correlates of academics’ career performance in colleges of education in Benue State, Nigeria

2026-04-09T23:43:49+00:00

The study examined social awareness and relationship management as factors related to academics’ career performance in colleges of education in Zone C, Benue State. The study adopted a correlational research design. Three instruments were used in this study. The instruments had reliability coefficients of 0.87, 0.84, and 0.86, respectively, and were used for data collection. A multistage sampling procedure was used to select a sample of 213 academics from a population of 1,146 staff in colleges of education across Zone C, Benue State. Pearson Product-Moment Correlation (PPMC) statistics were applied to answer the research questions and test the hypotheses. The findings indicated that social awareness and relationship management have significant positive correlations with the career performance of the academic staff. It was concluded that social awareness and relationship management significantly relate to the career performance of academics in colleges of education. Professional bodies responsible for teacher education in Nigeria should liaise with the National Commission for Colleges of Education and the National Universities Commission to integrate social awareness and relationship management skills into the teacher education curriculum to train future teachers on how to cope with relationships at the workplace with students and colleagues.

Investigation of the impact of integrating digital technology into university teachers’ professional development

2026-04-09T23:49:44+00:00

Following the rapid digital transformation in higher education, integrating digital technology into university teachers’ professional development has become increasingly important. However, teachers’ perceptions in the Chinese higher education context remain underexplored. This qualitative study investigates Chinese university teachers’ views on digital technology integration and related influencing factors. Using a convenience sample of ten university teachers from diverse disciplines, data were collected through unstructured interviews and analyzed using thematic analysis with NVivo. Findings indicate that digital technology supports the development of subject knowledge, reflective practice, interdisciplinary integration, and knowledge sharing, while also enhancing pedagogical competencies such as classroom management and teamwork. Nevertheless, challenges were identified, including overdependence on technology, information overload, limited digital competence among teachers, and reduced interpersonal interaction. Teachers’ attitudes toward technology integration are shaped by both internal factors (intrinsic motivation and professional cognition) and external factors (peer influence and evaluation mechanisms). This study provides qualitative evidence on the role and impact of digital technology in teachers’ professional development and offers implications for designing effective professional development programs in Chinese higher education.

Innovate, integrate, inspire: New approaches to career development in higher secondary schools

2026-04-10T14:29:07+00:00

Higher secondary school students transition through career development to jobs or further education. While limited career counseling was available and students are influenced by societal stereotypes, the study focused on students' knowledge of, desire for, and satisfaction with career guidance at school. Using Google Forms, data was gathered from Kerala higher secondary students: Science (76%), Commerce (20%), and Humanities (4%). Students' major career aspirations were in Medical/Health Care (38%), Engineering (30%), Business/Finance (30%), and Science/Research (30%). Students also showed interest in Technology (28%) and Design (26%). The main motivations for career choices were personal interest (86%), financial security (32%), and employment stability (28%). Students relied on social media (68%) and online resources (64%) for career development information, while parents/teachers (30%) and counselors (26%) were less consulted. Key influences included online media (54%) and parents (50%). Students showed varying confidence levels in achieving their goals: very confident (34%), confident but not very (36%), and quite confident (26%). Students suggested career aptitude testing, career guidance sessions, alumni interaction, and industrial visits for career guidance. Findings indicated a need for modern career guidance programs using technology-based methods to inform students about career options.

Needs analysis for developing an Orton-Gillingham reading diphthong and digraph innovation kit in Malay for primary school pupils with dyslexia

2026-04-13T00:12:54+00:00

The Orton-Gillingham (O-G) approach is a widely recognized, structured, multisensory, and evidence-based instructional method designed to enhance reading abilities among pupils with dyslexia. However, its application remains limited in Malaysian primary schools, and a gap exists in the development of a dedicated module tailored to the phonological aspects of the Malay language. This study addresses this gap by conducting a needs analysis to evaluate the necessity of a specialized O-G–based module for teaching diphthongs and digraphs to primary school pupils with dyslexia. Using a qualitative research design, semi-structured interviews were conducted with five special education experts from the government sector. The findings reveal a strong demand for a practical and user-friendly instructional module that incorporates O-G principles into Malay language reading instruction. Key challenges identified include the absence of structured guidelines for implementing O-G techniques, limited professional training opportunities, and the lack of dyslexia-specific teaching resources. The results strongly support the development of an O-G–based innovation kit that can address these challenges and improve the effectiveness of teaching and learning diphthongs and digraphs in the Malay language. This module promises to be a valuable tool for educators, facilitating an evidence-based approach to literacy instruction for pupils with dyslexia in Malaysia.

Effect of inquiry-based learning on junior high school students’ learning outcomes in cell theory

2026-04-13T00:39:01+00:00

This study investigated the effects of Inquiry-Based Learning (IBL) on junior high school students’ conceptual understanding and retention of cell theory in Ghana. A Solomon four-group design was employed to control for possible pretest sensitization effects and to ensure the validity of the findings. Four intact classes from two public junior high schools participated in the study, yielding a total sample of 141 students. The experimental groups were taught using inquiry-based learning strategies that actively engaged students in questioning, investigating, and constructing knowledge, whereas the control groups received conventional teacher-centered instruction. Data were collected using a Cell Theory Concept Test (CTCT) administered as a pretest, posttest, and retention test. Two-way analysis of variance (ANOVA) results revealed a statistically significant main effect of instructional strategy on students’ conceptual understanding of cell theory, favoring those exposed to inquiry-based learning. There were no significant pretest or interaction effects, indicating that the observed differences were attributable to the instructional intervention rather than testing effects. Furthermore, paired-samples t-test results showed that students in the inquiry-based groups demonstrated improved or sustained retention of cell theory concepts three weeks after instruction. These findings provide strong empirical evidence that inquiry-based learning enhances both immediate conceptual understanding and longer-term retention of biological concepts. The study recommends integrating inquiry-based instructional strategies into junior high school biology classrooms in Ghana to promote meaningful learning and improve students’ academic outcomes.

Biodiversity through the lens of social representation theory: A study with preservice Japanese elementary science teachers

2026-04-13T02:42:15+00:00

Biodiversity is a significant topic to understand systems that exist within, and education is one way to raise awareness or consciousness of this concept. This study investigates how pre-service Japanese elementary science teachers conceptualize biodiversity within the framework of Social Representations Theory (SRT), based on anchoring and objectification processes. A qualitative exploratory research design was conducted through an in-depth examination in Japan. With the participation of 127 pre-service elementary science teachers from four different universities, semi-structured narratives reflecting their experiences were obtained, considering educational, ethical, and practical dimensions. The data were analyzed using deductive and inductive coding approaches depending on the SRT framework. Findings revealed that pre-service teachers internalize environmental education issues by using the complementarity of the two concepts, anchoring and objectification. While anchoring is mostly contextualized with already present schemas in their social environment, objectification is seen as concrete classroom activities like posters. Additionally, teachers’ identity, life experiences, cultural values, and scientific knowledge significantly impact the construction of the concepts of biodiversity and sustainability. Moreover, the ethical dimensions highlight awareness and their responsibility toward nature. The implications emphasize the contribution of Social Representations Theory (SRT) to environmental education and sustainability research.

Teaching transformation in the post-pandemic accounting classroom: A systematic review of hybrid, inclusive and technology-enhanced pedagogies

2026-04-13T23:48:46+00:00

The COVID-19 pandemic accelerated the transformation of higher education pedagogy, compelling institutions to rapidly adopt online, hybrid, and technology-enhanced teaching approaches. While these innovations were initially implemented as emergency responses, they have since evolved into potential long-term models for teaching and learning in accounting and business education. This systematic review synthesizes studies published between 2020 and 2025. Using the PRISMA methodology, 45 peer-reviewed articles were screened, of which 21 met the inclusion criteria. The findings reveal that hybrid and blended learning models (combined with synchronous and asynchronous delivery) enhance flexibility but require intentional design to maintain engagement and equity. Furthermore, inclusive pedagogies that incorporate responsive teaching, differentiated instruction, and accessibility tools are shown to reduce participation barriers, especially in developing economies. In addition, technology-enhanced strategies significantly improve formative assessment and real-time interaction. However, challenges persist, such as digital divide issues, faculty workload, and the need for ongoing pedagogical training. Also, contextual factors such as technological infrastructure, institutional preparedness, class size, and course level significantly influence the effectiveness of technology-enhanced pedagogy. The study also highlights critical gaps in the literature, including limited accounting-specific pedagogical research and an overreliance on perception-based measures rather than objective learning outcomes. This review proposes a synthesized conceptual framework that aligns hybrid delivery with inclusivity and technology application to foster resilient, student-centered accounting education.

Prevalence and risk factors for behavioral and emotional problems among primary school students in Thailand: A cross-sectional study

2026-04-14T00:28:07+00:00

Behavioral and emotional problems in primary school children challenge educational systems and child development globally. This cross-sectional study examined their prevalence and risk factors among Thai students aged 8-12 years. Using three-stage stratified random sampling, 500 students from Grades 3-6 in two Thai primary schools were recruited in the 2024 academic year. Teachers completed the Strengths and Difficulties Questionnaire (SDQ-Thai; α = 0.70) and Behavioral Observation Screening Scale (BOSS-Thai; α = 0.90). Binary logistic regression (p < 0.05) identified predictors. Prevalence was 21.8% (n = 109), with risks of 10.0% ADHD (n = 50), 3.0% ASD (n = 15), 11.8% LD (n = 59), and 5.6% ID (n = 28). The sample had 50.2% females, a mean age of 10.30 years (SD = 1.22), 55.2% in Grades 5-6, and 80.2% from low-income families (<30,000 THB/month). ADHD risk (OR = 8.96, 95% CI [4.11-19.51], p < 0.001), ID risk (OR = 3.51, 95% CI [1.22-10.07], p = 0.020), and older age (OR = 1.83, 95% CI [1.45-2.31], p < 0.001) independently predicted problems. Integrated screening and interventions are needed to mitigate long-term psychosocial risks.

Impact of abolition of punishment in schools: Teachers’ perceptions from elementary education

2026-04-16T06:41:03+00:00

The abolition of punishment in schools has been introduced in many education systems with the intention of promoting child-friendly and non-punitive learning environments. However, the actual impact of this reform depends largely on teachers’ experiences and perceptions in everyday school contexts. The present study examined teachers’ perceptions of the impact of abolishing punishment in elementary schools across four dimensions: school environment, student–teacher relationships, student motivation and study habits, and teacher behaviour. Using a descriptive survey design, data were collected from 160 elementary school teachers through a self-constructed questionnaire comprising statements related to the perceived effects of the no-punishment policy. The data were analysed using frequency and percentage analysis. The findings indicate that a substantial proportion of teachers perceived no visible change in school environment, student motivation, and teacher behaviour following the abolition of punishment. In contrast, perceptions regarding student–teacher relationships were predominantly negative, with many teachers reporting signs of degradation. Although some teachers perceived improvements across the studied dimensions, these views were not dominant. Overall, the results suggest that the abolition of punishment, as perceived by teachers, has produced mixed and largely neutral outcomes, with particular challenges evident in maintaining student–teacher relationships. The study highlights the complexity of discipline reform and underscores the importance of contextual and institutional factors in shaping the perceived impact of no-punishment policies in elementary education.