Journal of Learning and Development Studies
Journal of Learning and Development Studies (ISSN: 2752-9541) is an international open-access journal published by Al-Kindi Center for Research and Development. It aims to provide a forum for practitioners and academics working in education and development to share knowledge and experience. With its uniquely broad coverage, all published articles are freely available online immediately to anyone, anywhere, with no subscription or access fees, allowing authors to share their research and maximise its impact.
Al-Kindi Center for Research and Development
The Influence of Play Behavior on the Motor Skills of Preschoolers
This study explored the relationship between play behavior and motor skill development among preschoolers. Using a descriptive-correlational research design, the study assessed 100 preschool learners across multiple play behavior types reticent, solitary-passive, solitary-active, social, and rough play and measured their gross and fine motor skills using a questionnaire adapted from the Philippine ECCD Checklist. Results revealed that social and solitary-active play behaviors were highly evident among the children, while rough play was observed to a moderate extent. Both gross and fine motor skills were generally developed at high levels, with activities involving climbing, jumping, drawing, and manipulating objects being frequently demonstrated. Statistical analysis using Pearson’s r showed a moderate positive and significant correlation between play behaviors and both gross and fine motor skills. These findings underscore the importance of play in enhancing children's motor development and support the integration of structured and unstructured play into early childhood education programs. The study recommends that educators, policymakers, and parents prioritize varied play opportunities to foster children’s physical and developmental readiness for academic and everyday activities.
Play Behavior, Motor Skills Development, Gross Motor Skills, Fine Motor Skills
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
Exploring Teacher Effectiveness and Well-Being Under the Matatag Curriculum For Grade 7
This study assessed teacher effectiveness in implementing the MATATAG. The research employed a descriptive-correlational design through using an adapted survey questionnaire which collected data from 20 teacher-respondents. Findings showed that despite some challenges, teachers expressed positive attitudes toward the MATATAG Curriculum and career contentment was found to be moderate; teachers felt purposeful in their roles but sought more recognition and opportunities for advancement. Teaching effectiveness was effective but 80% reported additional responsibilities beyond teaching, leading to burnout. Correlation analysis revealed a strong positive relationship between teacher attitudes and career contentment (ρ = 0.880), as well as moderate to strong correlations with curriculum effectiveness (ρ = 0.575 and ρ = 0.630, respectively). The study concludes that improving teacher well-being and support systems is crucial for effective curriculum implementation. Key challenges identified included curriculum alignment, confidence in implementation, and student engagement. It recommends reducing non-teaching tasks, enhancing professional growth, and adopting active learning strategies.
MATATAG Curriculum, Teacher Effectiveness, Curriculum Implementation, Philippine Education Reform
Language And Literacy Skills of Grade One Learners: An Evaluation for Improved Pedagogical Approaches
This study assessed the language and literacy skills of Grade One learners and examined the relationship between these domains to inform a Literacy Skills Enhancement Plan. Data were analyzed using descriptive statistics and correlation analysis to address the research questions and probe associations among variables. Findings revealed that learners generally demonstrated stronger receptive than expressive language, uneven performance across early literacy components (with rhyming emerging as comparatively weaker), and a positive association between overall language proficiency and literacy outcomes. From these results, the study concluded that systematic attention to oral-language foundations alongside tightly sequenced phonological and alphabetic instruction was warranted to accelerate reading readiness. Accordingly, it recommended the formal, school-wide adoption of a Literacy Skills Enhancement Plan featuring protected oral-language blocks, explicit phonological/phonics routines, small-group differentiation aligned to current learner profiles, and a monitor-coach cycle to ensure fidelity and continuous improvement.
Language skills, receptive language, expressive language, literacy skills, letter-sound recognition, rhyming words, letter-name identification
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
Influence Of Home Literacy Practices on The Foundational Literacy and Numeracy Skills of Preschool Learners
This study examined the influence of home literacy practices on the foundational literacy and numeracy skills of preschool learners. Employing a descriptive-correlational research design, the research investigated how key components of the home literacy environment including the availability of books, parent-child interactions, literacy habits, and parental beliefs were associated with children’s proficiency in alphabet knowledge, phonological awareness, book and print knowledge, number recognition, identifying attributes, and thinking skills. The study utilized purposive sampling to select 100 parent-respondents and 2 preschool teachers, ensuring participants were representative of the target population. Data were collected through a validated home literacy environment questionnaire and the Literacy and Numeracy (LitNum) Assessment Tool. Statistical analyses included frequency counts, weighted means, and Pearson’s Product-Moment Correlation Coefficient. The findings indicated that while many learners demonstrated advanced skills in both literacy and numeracy, the computed r-values signified negligible correlations and all p-values exceeded the 0.05 significance threshold, suggesting no statistically significant relationship between home literacy practices and foundational academic skills. In response to these findings, the study developed a comprehensive Action Plan aimed at sustaining parental engagement and enhancing targeted support for both learners and families. The research underscored the ongoing need for school-home collaboration and systematic support to promote academic readiness in early childhood education.
Home Literacy Environment, Foundational Literacy and Numeracy, Parent–Child Interaction, Phonological Awareness
Assessing Language and Literacy Achievement of Grade One Students: Foundations for Strategic Educational Planning
This study assessed the language and literacy achievement of learners. The objectives were to determine the level of learners’ receptive and expressive language skills, measure their literacy skills in terms of letter sounds, rhyming words, and letter names, and test the relationship between language and literacy skills as the basis for a Literacy Skills Enhancement Plan. A descriptive-correlational research design was employed to provide a comprehensive description of learners’ competencies and to establish the statistical relationship between the two domains. The respondents included 85 Grade One pupils selected through purposive sampling, while their teachers served as evaluators of the learners’ performance. The Early Childhood Care and Development (ECCD) Checklist, adapted from the Department of Education, was used as the main instrument. Findings revealed that learners had moderate proficiency in expressive and receptive language, with notable gaps in phonological awareness and letter-sound recognition. Results further confirmed a significant relationship between oral language and literacy achievement. The study concluded that oral language proficiency served as a strong predictor of literacy development. It was recommended that the proposed Literacy Skills Enhancement Plan be implemented to strengthen foundational literacy through integrated classroom instruction and home-based support.
Parental Satisfaction and Expectations: Evaluating the Impact of an After-School Program for Children with Special Needs
This study evaluated parental satisfaction and expectations regarding an After-School Progra, (ASP) at a public elementary school's Special Education (SPED) Center in Cebu, Philippines, for the School year 2024-2025, addressing a critical service void in inclusive education. After-School Programs are recognized as vital for providing essential, academic, social and emotional support for Children with special needs (CSNs). A quantitative survey designed assessed the implementation of various activities and correlated them with overall parental satisfaction. Results showed parents were Highly Satisfied overall with the program's ability to support their child's special needs, particularly commending staff communication, the inclusive environment and a comprehensive development approach. Life Skills Training and Social Skills Development were the most successful and demonstrated a strong-to-moderate positive correlation with parental satisfaction, establishing them as primary drivers of program approval. Conversely, Yoga/Gymnastics and Coding were rated as partially implemented. Despite poor implementation, all academic components (Reading, Science, and Coding) showed significant positive correlation with satisfaction, indicating high parental value and expectation for comprehensive cognitive development. Therefore, these findings validate the ASP as a high-quality intervention while identifying specific areas, particularly STEM and certain physical activities, that require immediate restructuring to fully meet parental expectations and optimize outcomes.
Copyright (c) 2025 Journal of Learning and Development Studies
Assessing the Impact of Electronic Gadgets on Classroom Attention and Focus among Learners
This study assessed the influence of electronic gadget usage on the attention and focus of kindergarten pupils. It aimed to analyze gadget engagement, and levels of attention and focus as perceived by parents, serving as a basis for an enhancement plan. Findings showed that gadget usage was generally "occasional", with frequent use for entertainment and moderate adult supervision. Despite this, pupils demonstrated a high level of attention and focus in three key areas: duration, task completion, and engagement. These results suggest that although gadgets are part of children's routines, structured home environments and responsive parenting mitigate their negative impacts. The study concludes that balanced screen exposure, coupled with strong parental involvement and structured learning routines, supports sustained attention and task persistence in early learners. An enhancement plan is recommended to guide parents and teachers in maintaining healthy digital habits and fostering focused learning behaviors.
Electronic gadgets, Screen time, Attention span, Early childhood education
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
The Role of Home Literacy Environment in Shaping Early Literacy and Numeracy Skills among Preschool Children
This study examined the influence of the Home Literacy Environment (HLE) on the literacy and numeracy skills of preschoolers. A descriptive-correlational research design was employed to profile the learners’ academic competencies and assess the characteristics of their home learning environments. Respondents included two preschool teachers and 100 parents or guardians, totaling 102 participants. Data were gathered using the Department of Education’s Literacy and Numeracy (LitNum) Assessment Tool and a Parent Survey Questionnaire adapted from Buvaneswari and Padakannaya (2017), which measured five HLE dimensions: physical environment, parent literacy habits, child literacy habits, parent-child interactions, and parental beliefs. Descriptive statistics summarized learner performance and household literacy practices, while Pearson’s Product-Moment Correlation tested associations between HLE factors and learner outcomes. Findings revealed that the home literacy environment was generally strong, with Excellent ratings in parental beliefs, parent-child interactions, and child literacy habits, and Very Satisfactory ratings in parent literacy habits and physical environment. Learners also demonstrated advanced literacy and numeracy skills across most domains. However, statistical analysis showed no significant correlation between the HLE and learners’ literacy and numeracy performance. These results suggest that while supportive home environments exist, other factors such as classroom instruction, school programs, and individual abilities may play a greater role in shaping children’s foundational learning outcomes.
Early Childhood Education, descriptive-correlational design, home literacy environment, parental beliefs, literacy, numeracy
Systemic, Familial, and Psychosocial Influences on the Transition Process of Learners with Disabilities
This study investigated the level of implementation of key components of the transition process and their relationship with systemic barriers, familial ecosystem dynamics, and psychosocial challenges affecting learners with disabilities (LWDs) in selected public secondary schools within the Department of Education, Lapulapu City Division. Employing a descriptive-correlational research design, data were gathered from school personnel and parents/guardians using a structured questionnaire adapted from the Individuals with Disabilities Education Act (IDEA) and the National Center on Secondary Education and Transition (NCSET). Findings revealed that all four key components individualized transition planning, skill development, career exploration, and interagency collaboration were moderately implemented. Significant correlations were found between individualized planning and both familial dynamics and psychosocial challenges, indicating their strong influence on transition success. However, no significant relationship was found between the key components and systemic barriers. The results emphasize the importance of personalized planning, family involvement, and emotional support in facilitating successful transitions for LWDs, while also highlighting the need to address broader systemic limitations through policy and structural reforms.
Learners with disabilities (LWDs), transition planning, special education, systemic barriers, familial ecosystem dynamics, psychosocial challenges
Digital Scaffolding for Literacy: The Effectiveness of a Google Sites-Assisted CIRC Model in Enhancing Secondary Students’ Text-Based Composition Skills
The incorporation of digital technology in literacy education has gained significance, particularly in environments with few conventional resources. Students in rural Indonesian schools frequently encounter difficulties with reading-writing integration, while educators grapple with the implementation of effective, collaborative instructional strategies. Although cooperative learning strategies, such as the Cooperative Integrated Reading and Composition (CIRC) model, have demonstrated potential, there is a deficiency in research regarding the enhancement of these models through digital scaffolding in low-resource environments. This study presents a Google Sites-supported CIRC model designed to enhance secondary students' text-based composing abilities. The model was validated, assessed for practicality, and evaluated for efficacy using a research and development (R&D) methodology with a one-group pretest-posttest design. Results demonstrate elevated expert validation scores (CVI = 0.92), robust practicality assessments from both educators and students, and substantial enhancements in writing (p < 0.001; Cohen’s d = 1.12), especially among low-proficiency learners. Qualitative data additionally indicate heightened motivation, collaboration, and digital proficiency. The research shows that integrating cooperative learning with accessible digital platforms can significantly enhance literacy results in under-resourced settings. It provides a reproducible and scalable framework for addressing literacy disparities via technology-enhanced education, with ramifications for curriculum design, educator training, and digital equity.
Improving Pupils’ Recognition of Letters and Their Corresponding Sounds Using HVAM Flash Cards
Building a strong foundation in basic literacy skills is very important among young learners because it will help in reading and writing development later on. Alphabetic knowledge starts off with recognizing letter shapes, naming the letters, sounding the letters then blending the sounds to form words are crucial basic steps in reading in order to make sure that the pupils are literate and fast reader. Unfortunately, there are pupils who having problems with it. This particular study focuses on the problem of pre-schoolers who are not able to recognize the shape of the letters, letter names and its corresponding sounds. A qualitative research with case study design and purposive sampling of five participants were used in this study. This research uses document analysis as an instrument to collect the data before and after intervention Based on the findings before intervention, it was found that the pupils did not able to recognize around 12 letters of the alphabets and sounds. Therefore, this study is conducted to overcome the problem through the use of HVAM Flashcards. HVAM Flashcards incorporate haptic, visual, audio and meteorological elements to help the pupils in mastering the letters and its sounds. Letter/ sound identification score sheet from Michigan Literacy Progress Profile (2000) adapted from An Observation Survey of Early Literacy Achievement by Marie M. Clay is used to record the ability to recognize letters and its sounds among participants. As a result, HVAM flash cards are very helpful to solve the reading problems of pre-schoolers as well as it is also helpful for the teachers and parents.
Letter recognition, Sounds Association, Haptic, Visual, Audio, Meta-Phonological, Flashcards
Cultivating Inclusive Teaching: A Study of Philippine Secondary School Educators' Preparedness
This study examined the preparedness of teachers at Cebu City National Science High School for implementing inclusive education, aiming to assess their attitudes, knowledge, and skills in this area. The research sought to identify gaps in teachers' preparedness in implementing inclusive education and to explore how demographic factors influenced this preparedness. Key research questions addressed the overall level of teacher preparedness and any significant relationships between demographic variables and teachers' preparedness. Hypotheses were formulated to test these relationships. A descriptive-correlational quantitative research design was employed, involving a sample of 30 secondary public-school teachers from Cebu City National Science High School. Data were gathered using a structured questionnaire that assessed teachers' profiles, attitudes, knowledge, skills, and practices related to inclusive education. Statistical methods, including frequency counts, percentage distributions, weighted means, and Pearson’s r, were used to analyze the data. The findings revealed that while teachers generally displayed a positive attitude towards inclusive education, there were gaps in their knowledge, skills and practices. Significant relationships were found between teachers' preparedness and demographic factors such as age, years of service, and previous training. These relationships indicated varying levels of preparedness across different demographic groups. The results underscored the need for targeted professional development interventions to enhance teachers' preparedness for inclusive education. The study recommended implementing the Action Plan for Improving Competencies in Inclusive Education among Philippine Secondary Public-School Teachers, the output of this study, to provide structured, ongoing support and enhance teacher effectiveness in inclusive education.
Inclusive Education, Teacher Preparedness, Professional Development, Secondary Education.
Inequalities in Agency and Empowerment in Moroccan Public Universities
Inequality in higher education in Morocco is a rising concern for policy circles as the distribution of opportunities and benefits is unequally distributed across lines of socio-economic stratification. This study explores the dynamics of access and participation in Moroccan higher education to scrutinize how the current configuration of the system generates unequal conditions. The study is particularly concerned with the exploration of how state-funded higher education in Morocco provides conditions for structural fairness and equality of opportunity; how the choices of higher education students in free-access and limited-access institutions integrate with their personal agency, aspirations and life plans, and finally the exploration of the reciprocal interrelationships between access and participation in higher education and capability deprivation. To achieve these objectives, a sample of (n= 262) higher education students from free-access (n=164) and regulated-access institutions (n=98) have been surveyed using a Relative Autonomy Index (RAI) questionnaire to measure their agency and empowerment levels in the enation of choices about higher education access and participation. The RAI developed by Deci and Ryan and refined in the context of human development and wellbeing by Alkire and Chirkov (2007) has been used to measure agency, autonomy and empowerment in higher education. An analysis of variance (ANOVA) has been used to analyze group differences to scrutinize inequalities in conditions and outcomes in Moroccan public higher education institutions. The results of this study indicate clearly that students in limited access institutions enjoyed significantly higher levels of freedom and opportunity to enact meaningful choices in their higher education pathways. In other words, they have higher levels of personal agency as a result of their expanded opportunity sets.
Agency, Autonomy, Empowerment, Capability, Functioning, Freedom of choice, wellbeing, Inequality, Higher education.
Effectiveness of English as Second Language in Teaching Mathematics in Middle High School
This research investigated the effectiveness of using English as a Second Language (ESL) in teaching mathematics to middle and high school students at AlNibras School in Kuwait, focusing on Algebra 1 students in Grade 9. The study employed the descriptive-correlational design using survey questionnaire administered to ten teachers. Measures of Academic Progress (MAP) assessment results in Mathematics 31 students was analyzed to explore the relationship between language proficiency and mathematics performance of second language learners. Frequency and percentage, weighted mean, standard deviation and one way ANOVA were used to treat the data gathered. The findings indicated that teachers were familiar with strategies designed to address the challenges ESL learners face in mathematics. These strategies, such as language scaffolding and the use of visual aids, were being implemented in classrooms. However, the research highlighted the need for additional professional development and more frequent training to further enhance the effectiveness of these strategies. Additionally, the analysis of student performance data revealed a positive correlation between students' proficiency in English and their success in mathematics. The results suggested that improving ESL students' language skills could contribute to better mathematics performance, emphasizing the importance of integrated language support in mathematics instruction. The study provided valuable insights into the teaching practices at AlNibras School and offered recommendations for refining ESL strategies to support both language and academic success.
Mathematics, English as a second language
The Academic Performance of Pantawid Pamilyang Pilipino Program (4Ps) Elementary Children of Zumarraga, Samar
This study explores the relationship between the academic performance of elementary students and their parents' affiliation with the Pantawid Pamilyang Pilipino Program (4Ps) in Zumarraga, Samar. Specifically, it examines how students’ demographic profiles—including age, sex, family size, income level, and parents’ educational attainment—correlate with their academic achievement. The study involved quantitative analysis of student respondents, most of whom were 11 years old, female, from large families, with low-income backgrounds, and with parents who were members of 4Ps. Findings indicate that while a majority of 4Ps-affiliated students achieved satisfactory academic performance, non-4Ps students generally performed better. Statistical analysis confirmed a significant correlation between students' profiles and academic outcomes, and a notable difference in performance between 4Ps and non-4Ps children. Additionally, minimal cash grants under 4Ps were identified as a frequently encountered problem affecting students. In conclusion, the study underscores the need for stronger collaboration among schools, parents, and government institutions to enhance the academic outcomes of 4Ps beneficiaries. It recommends policy enhancements, capacity-building programs for teachers and parents, and increased financial support aligned with students' actual educational needs.
Pantawid Pamilyang Pilipino Program (4Ps), Academic Performance, Elementary Children
Diverse Learners, Shared Horizons: Inclusion and the Rewriting of Excellence
This article investigates the evolving relationship between inclusive education and academic excellence in contemporary schooling systems. Against a backdrop of increasing policy emphasis on equity and diversity, many educators and scholars have raised a critical question: Has the rise of inclusion come at the expense of intellectual rigor? Through a comparative analysis of empirical studies from Canada, France, the United States, and Europe—including large-scale meta-analyses and national policy evaluations—this paper explores whether inclusion undermines, complements, or transforms traditional conceptions of excellence. The theoretical framework draws from the work of Philippe Meirieu, François Dubet, Jacques Rancière, and Charles Taylor to challenge the binary opposition between meritocracy and equity. Inclusion, we argue, does not lower standards but redefines the criteria of educational success by centering recognition, adaptability, and plural forms of achievement. Methodologically, the study reviews and synthesizes sixteen peer-reviewed articles and reports that assess the academic outcomes of inclusive education across various socio-political contexts. Findings suggest that inclusive education, when supported by coherent pedagogical strategies, collaborative teaching models, and robust institutional backing, can enhance rather than dilute academic outcomes for all students. However, the results also highlight disparities between policy aspirations and classroom realities, revealing the importance of implementation conditions, teacher training, and cultural attitudes toward difference. By illuminating both the promises and the pitfalls of inclusive reform, this article calls for a reimagining of excellence as a shared horizon rather than an individual contest. It advocates for educational systems that see diversity not as a challenge to be managed but as a resource to be cultivated. Ultimately, inclusion and excellence need not be adversaries—when thoughtfully enacted, they become mutually reinforcing dimensions of a democratic education.
Empowering the Moroccan Doctoral Researchers: The Need for Pre/In-Service Training on Research Software in Academic Research
As digital tools continue to shape how we teach, learn and grow professionally, research itself is also evolving. Yet, many doctoral students still struggle to engage fully with the software that could support their work. This paper explores how Moroccan doctoral researchers relate to Research-Related Software (RRS), such as reference managers, data analysis tools, and plagiarism checkers, and whether they believe pre- and in-service training could make a difference. A quantitative survey was distributed to 50 doctoral candidates from over six Moroccan universities. The findings show that while most students have heard of RRS, they rarely use them—and those who use them the least are the ones who most want structured training. The desire for training also increases as students advance in their doctoral journey. These insights point to a clear gap in how research and research-related tools are introduced in doctoral programs. The paper suggests that integrating hands-on training in RRS into doctoral curricula—especially early on—could improve students' confidence, motivation, and ability to produce high-quality, independent research.
Research-Related Software, Pre-Service Training, Digital Literacy in Higher Education, Moroccan Doctoral Researchers, Academic Research Skills.
Unraveling The Complexities of Reading Comprehension Among Learners with Special Educational Needs in Philippine Inclusive Settings
This research explored reading comprehension complexities among Filipino Learners with Special Educational Needs (LSENs) in inclusive education settings. It analyzed factors influencing their comprehension and educators' use of standard assessments to inform a targeted action plan. A descriptive-correlational study was conducted in two DepEd Cebu Province public schools with 90 Special Education (SpEd) and General Education (Gen. Ed.) teachers selected via convenience and purposive sampling. Data, collected through a three-part survey on LSEN reading proficiency, assessment tool utilization, and influencing factors, were analyzed using frequency count, weighted mean, and Spearman rho correlation. Findings revealed varied LSEN reading comprehension levels, with stronger foundational skills but challenges in vocabulary, syntax, and higher-order comprehension. Educators showed limited use of diverse assessments, favoring Informal Reading Inventories over Curriculum-Based Measurement and customized methods. Educators perceived individual, instructional, and environmental factors as having limited influence, yet a strong positive correlation emerged between standard assessment tool utilization and LSEN reading proficiency. Therefore, addressing LSEN reading challenges necessitates varied, contextually relevant assessments, a deeper understanding of individual learner characteristics, effective instruction, and recognition of environmental influences for equitable literacy development.
Reading comprehension, special educational needs (LSENs), assessment tools, individual factors, instructional practices, environmental influences
Innovative Learning Spaces and the Creative Use of Professional Conversations in Leadership Capability Advancement
This focus of this paper is on understanding historical and critical viewpoints that facilitate learning for effective outcomes in adult education plans. It is shown that inclusive and participatory methods are useful for promoting lifelong learning. It highlights professional ideas that support learning methods that empower learners’ knowledge development and eliminate structural barriers to learning. The iterative process of discovery reflects the movement between interactive sessions with next generation leaders and evidence in the literature that emerged as a comprehensive literature review and analysis. The analysis indicates that leaders, educators, and other professionals should be facilitating and promoting professional conversations from a learner-centered perspective since they enable learners to embrace self-direction in growth and learning. Through the approach, educators emphasize learners’ strengths and experiences, while implementing team discussions, peer coaching, and mentorship programs. This paper illustrates that learning space metaphors such as campfire, watering hole, cave, life, and holodeck, are essential for establishing flexible learning environments that enhance knowledge development through vivid imagery among learners. It indicates that, while each metaphor signifies a specific educational process, combining the concepts improves learning by making it more collaborative as learners can participate in imaginative activities and problem-solving tasks in a collaborative approach that promotes research. Furthermore, it illustrates that Thornburg’s learning spaces can also be incorporated into collaborative education frameworks to improve learner-centered engagement. The experiential utilization shows that the purpose of Thornburg’s learning spaces is to create intentional teaching and learning practices that require facilitators and mentors to go beyond what is familiar and apply risk-taking techniques such as dynamic interaction in teaching and learning processes. A review of cooperative and experiential learning in this paper also shows that they form the foundation for co-learning, co-thinking, co-mentoring, and co-creating in education processes. It is demonstrated that cooperative and experiential learning concepts align with the core principles of adult education, emphasizing practical application and purposeful reciprocal engagement. As learners contribute to creating study materials and designing learning activities, they facilitate co-creation to improve their interactions with educators. A review of co-transforming and co-innovating concepts in education also indicates that they are effective methods of enhancing leadership capabilities. This paper illustrates that co-transforming methods foster transformative learning related to real-life situations, encouraging participants in professional conversations to become change agents within a transformation ecosystem. It also illustrates that components of co-innovating can be established by acquiring new ideas, conscientiously managing shared knowledge, and effectively implementing creative concepts. This review demonstrates that co-learning approaches reflect the constructivist philosophy even though they are novel methods. It indicates that the constructivist theory can be applied in learning processes since it inspires learners to engage actively in educational tasks. This paper also highlights research findings demonstrating the effectiveness of professional discussions in leadership and educational contexts due to their dynamic applicability. It encourages professionals to gain extensive awareness of the intentional decision-making for effective teaching and leadership. It also emphasizes the need for future professionals to adopt and maintain practices that reflect learner-centeredness. The report concludes by stressing the importance of combining professional conversations with deliberate and intentional activities and discussion as an effective strategy for educating adult learners. Such an education approach encompasses discussions that foster teamwork, critical thinking, and reflective thought among learners that culminate in a transforming mindset.
Learner-centeredness, professional conversations, learning space metaphors, cooperative and experiential learning, transforming mindset
Amplifying Learning Development in Human Capability Advancement through Soft and Hard Skills
This study review evolved in tandem with experiential learning in a group of next generation leaders. It emphasizes several practices in achieving soft and hard skills through identifying three core phases: awkwardness, awareness, and familiarity in practice. Kolb's experiential learning theory supports the paradigm of skills acquisition through experience, reflection, conceptualization, and experimentation. Skills acquisition is essential for development as a necessity for enhanced employability, enhanced productivity, and overall individual growth due to constant adaptation and learning. The review methods included a literature review approach by evaluating existing published findings on critical aspects of developing soft and hard skills, and receiving group feedback on experiential application. The panorama of aspects evaluated include understanding soft and hard skills, phases of practice in the skills development process, the role of practice in skills development, levels of thinking in translating theory into practice, critical, practical and creative thinking, reflective thinking, insight, foresight, hindsight, combining levels of thinking into practice. Collectively, the findings were intended to provide a detailed understanding of amplifying learning development and advancing human capabilities through soft and hard skills. Hard skills are defined as the technical competencies required to perform tasks, and are acquired through knowledge. At the same time, soft skills are required to integrate the hard skills into practice. Notably, skills development occurs in phases, including awkwardness, consciousness, and assimilation. Practice also plays a critical role in skills development by helping the brain to translate knowledge into practical skills. Translating theory into practice also requires levels of thinking, including critical, practical, and reflective thinking. Creative thinking at the workplace involves establishing new, unique aspects by considering various perspectives of the problem to develop a solution. Reflective thinking is a critical soft skill that allows individuals to navigate an unpredictable situation, allowing for the evaluation of actions. In reflective thinking, insight involves developing a coherent and in-depth understanding of aspects that were not transparent previously. Foresight entails drawing from previous experiences to predict the future and solve problems based on the individual's understanding of the problem. Hindsight provides a comprehensive understanding of the consequences of previous experiences, emphasizing the accuracy of insight into a specific aspect of the business. In sum, skills development is an essential concept in the modern human resource and talent acquisition sector, and thereto, developing both soft and hard skills is essential as shown by the reviewed literature. Furthermore, it is vital to comprehend that skills development occurs in phases, all drawn from Kolb's experimental learning theory, including awkwardness, consciousness, and assimilation. Overall, the learning process is crucial as it ensures that an individual can eventually perform these skills autonomously.
Amplifying Learning, Human Capability, Soft and Hard Skills, Kolb's Experimental Learning Theory, Skills Development in Practice
Mother tongue plays a significant role in education. It is a fundamental tool for facilitating learning. Without the use of the mother tongue, understanding educational concepts becomes impossible for students whose mother tongue differs from the official language. The mother tongue holds great value and importance in the educational process. By using their mother tongue, students gain the opportunity to understand lesson concepts better, feel more comfortable in the classroom, and solve their academic problems more easily. The mother tongue validates students' individual experiences and creates a conducive environment for them to express their thoughts, ideas, feelings, experiences, theories, and learnings without anxiety. Moreover, the mother tongue is essential in preserving and promoting the culture and identity of individuals. Incorporating the mother tongue into educational systems integrates culture with the curriculum, fostering a positive attitude among students toward the societal culture.
Mother Tongue, Second Language, learning problems, Learning and Curriculum
Navigating Knowledge: Employing Puzzles as Innovative Pedagogical Tools in Geography Teaching
This research explores using puzzles as an innovative tool in teaching geography, demonstrating their role in simplifying geographic concepts and enhancing understanding by stimulating critical and analytical thinking. It also highlights the benefits of puzzles in increasing students’ motivation and engagement with the subject, making learning more fun and exciting. The research examines how to integrate puzzles into geography classes as an interactive tool that enhances student collaboration, and presents the challenges that teachers may face in implementing them. The research recommends employing puzzles as part of a comprehensive strategy to improve geography teaching and enhance student engagement in the learning process.
Geography puzzles, interactive learning, cognitive engagement, gamification in education
Why Some Arab Parents Speak to Their Children at Home in English (L2)
This study sought to find out why Arab parents speak to their children at home in English (L2), the effects of this on Arabic (L1) acquisition, and misconceptions about L1 and L2 acquisition. Results of surveys with 150 parents showed academic, pragmatic, sociolinguist, and psychological reasons such as making it easy for children to master English, to help them practice it, learn new vocabulary and pronounce words correctly. Their children go to an international school and are more fluent in English than Arabic. Some were born in an English-speaking country. Many consider English more important than Arabic for future college study and future jobs. English is a global language, and it is useful and needed everywhere. Children need it to communicate with the foreign housemaid and other English-speaking foreigners in the community. All parents believe that speaking English is prestigious, a sign of high class and like to brag about it. Some suffered because they did not speak English well when they were young and do not want their children to suffer as they did. This status quo created a gap between children’s knowledge of English and Arabic. Some children do not speak L1 at all, respond in English to questions and conversations in Arabic, have difficulty reading the Quran and communicate with grandparents and relatives. Results revealed misconceptions about L1 and L2 acquisition and that learning English at an early age has no negative effects on Arabic and has positive effects on academic achievement. Results are discussed in the light of L1 and L2 acquisition research, the optimal age for learning L2, the effect of learning English on children's L1 language skills and academic achievement and factors that lead to successful L1 and L2 language learning.
Second language acquisition, first language acquisition, acquisition of mother tongue, language acquisition stereotypes, parents’ views, language learning promotion, optimal age, language learning success factors
Exploring Teachers' Perspectives on the Use of Reciprocal Teaching in Reading Comprehension
Scholars, educators and politicians have been interested in English language education for long. Though there’s a rising significance of English as a global language, there still needs to be agreement on the most effective techniques for teaching English language skills, especially English as a second language. Understanding the opinions and attitudes of English instructors towards language instruction could definitely assist in shaping educational practices and initiatives. This research sought to evaluate English instructors’ perspectives on English language education using the reciprocal teaching strategy. Reciprocal teaching is a cooperative learning strategy that aims to improve students' reading comprehension skills, with four components: predicting, clarifying, questioning, and summarizing. English language learning as a second language has become of a wide interest all over the world. As reading comprehension represents one of the key stones of English language learning, the problems of students in the secondary stages in Egypt need to be resolved as a way to facilitate their English language learning. This study is one of the efforts to enhance such students; reading comprehension. It is a descriptive quantitative case study. A teacher questionnaire was used for collecting qualitative data. After preparing, validating and administering the study tool, a questionnaire, to teachers who teach in the experimental language secondary schools, results were in favor of using reciprocal teaching for enhancing these students’ reading comprehension.
Reciprocal teaching – teachers' perspectives –reading comprehension – English language education
Freedom of Curriculum: Evaluation of CIPP Early Childhood Education Co-Curricular Activities Program in Baruga Kendari City
This study aims to evaluate the co-curricular activity program in Early Childhood Education (PAUD) in Kendari City using the CIPP (Context, Input, Process, Product) evaluation approach. Data were collected from 6 schools with 43 respondents consisting of PAUD educators and managers, using an instrument in the form of a questionnaire that was analyzed descriptively quantitatively. The results of the study indicate that in the Context aspect, the condition of the school, students, educators, and school environment are in the good category with an average value of 14.40, 10.72, 10.79, and 10.86, respectively. In the Input aspect, facilities and infrastructure are considered quite adequate (mean 17.74), while the budget and involvement of external parties are still the main challenges with an average value of 11.19 and 10.49, respectively. Educator training is in the fairly good category with an average value of 13.91. In the Process aspect, student participation in co-curricular activities reached a good category (mean 14.12), while the professional and pedagogical competence of teachers showed very good results with an average of 25.02 and 32.33. In the Product aspect, the increase in student competence and the quality of co-curricular activities were in the good category, with average values of 17.91 and 21.12, respectively. This study concludes that the co-curricular activity program at PAUD in Kendari City as a whole has been running well, although improvements are still needed in the budget aspect and external party involvement to optimize results. Strategic recommendations include optimizing financial support, ongoing training for teachers, and closer collaboration with communities and external institutions.
Evaluation, CIPP, Co-curricular activities, Early Childhood Education
Assessing Teachers’ Technological Pedagogical Knowledge and Early Childhood Development of Learners with Special Educational Needs
This research assessed the technological pedagogical knowledge and early childhood development of LSENs among SPED teachers at the identified SPED centers in Cebu City and Talisay City Division for the school year 2022-2023 as the basis for pedagogical skills enhancement plans. It aims to establish a foundation for enhancing pedagogical capabilities. Employing quantitative techniques, this study analyzed the responses of 106 respondents, which include teachers and parents, using the frequency, weighted mean, chi-square, and t-test for the statistical analysis. Findings revealed that parent-respondent profiles showed that most respondents were female, 35-44 years old, high school graduates, had 1-2 and 3-4 children, and had a combined family monthly income of 10,000 and below. Results found that each parent and teacher respondent perceived LSENs' mastery level in early childhood improvement as Near Mastery and instructors' technological pedagogical information became classified as Knowledgeable. Notably, there is no significant difference between the parents' and teachers' perceptions of LSENs' mastery. This observation points to the need for teachers to strengthen their technological and teaching skills to support young children's unique needs better. It emphasizes how important it is to provide SPED teachers with opportunities to enhance their ICT skills to help children with special educational needs (LSENs) learn and grow more effectively.
Copyright (c) 2024 Journal of Learning and Development Studies
Development of Multiliteracy-Gemini AI Module to Improve Education Guru Penggerak
The rapid development of digital technology requires teachers, especially Guru Penggerak, to have multiliteracy competencies in utilizing technology as a learning aid. This competency includes the ability to understand, share, and apply various information formats in written, visual, and digital form. However, until now, the development of artificial intelligence (AI)-based training modules that support this competency is still limited. This study aims to design and evaluate the effectiveness of training modules designed to improve the multiliteracy competence of Guru Penggerak in Kuningan City, Indonesia. This research uses the ADDIE process development paradigm - analysis, product design, product development, product implementation, and evaluation. The feasibility level of the training module is determined by the assessment of material experts with an average score of 3.5 in the feasible category, as well as media experts who give an average score of 3.2 in the feasible category. Around 61.26% of survey respondents to the survey of 50 Guru Penggerak stated that it was very feasible based on the results of the feasibility test. Based on the results of the pre and post-tests conducted during the program, the multiliteracy ability of the Guru Penggerak increased quite significantly. Before the test, the average score was 57.44; After the test, the average score was 83.6. Statistical analysis of the paired sample t-test showed that there was a significant difference (p<0.05) between the pre-test and post-test scores. Based on the results of this study, this Gemini AI-based training module is feasible and effective in improving the multiliteracy competence of Guru Penggerak in Kuningan City. Recommendations are given for the improvement of modules and advanced training that further supports the improvement of teacher professionalism in the digital era.
Multiliteracy Competencies, Gemini AI, Guru Penggerak
Research on the Deep Integration of CDIO and Maker Education to Promote the Cultivation of Innovative Talents in Emerging Engineering Disciplines
"First-class practical projects" constitute one of the four fundamental elements of the Undergraduate Education Teaching Reform Pilot Work Plan (Plan 101), aiming to cultivate future "revolutionary" and "disruptive" talents in emerging engineering disciplines. Both CDIO engineering education and maker education are committed to nurturing students' innovative and practical abilities, serving as robust pillars for the cultivation of talents in emerging engineering fields. Based on a review of relevant literature on CDIO engineering education and maker education from both domestic and international sources, this paper analyzes the differences between the two in terms of educational philosophy, curriculum system and content, teaching faculty, teaching resources, teaching methodologies, and evaluation methods. It proposes the concept of deeply integrating CDIO with maker education, outlining methods for such integration: constructing a curriculum system that merges CDIO with maker education, compiling textbooks for an engineering practice system that incorporates maker projects within the CDIO framework, establishing a makerspace through school-enterprise collaboration that integrates engineering practice with maker activities, building a practical teaching model that fuses CDIO with maker education, formulating a diversified evaluation scale that combines qualitative and quantitative assessments, and organizing competition activities that integrate CDIO with maker education. Furthermore, a comprehensive practical case study of the deep integration of CDIO and maker education is provided.
Emerging Engineering; CDIO; Maker Education; Deep Integration; Innovative Model
Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/
Exploring Approaches to Integrate Ideological and Political Education within Public Management Courses
This study explores how to effectively integrate ideological and political education (IPE) within public management courses. Using "Market Research and Forecasting" as a case study, it offers a comprehensive framework for a systematic course design. Ideological and political education, as a central component of educational reform, aims to transcend traditional knowledge transmission by nurturing students' social responsibility, cultural identity, and moral integrity. In doing so, it supports the educational objective of "fostering virtue through education." This paper introduces a "four-dimensional integration model", which includes cultural embedding, case comparison, situational simulation, and project-driven learning to facilitate a meaningful fusion of ideological education with professional curricula. Drawing on a literature review, instructional case analysis, and course outcome evaluations, the study validates the model’s effectiveness and its impact on students' development of cultural, ethical, and social responsibility. Findings demonstrate that the integration of IPE into public management education not only strengthens students' professional skills but also fosters the moral framework essential for ethical public service, contributing to the cultivation of public management professionals who embody both technical acumen and strong moral principles.
Ideological and political education, public management education, professional competence, cultural confidence, teaching practice.
Extent of Electronic Gadget Addiction and Reading Skills of Grade One Learners
This study aimed to examine how gadget addiction affects the reading skills of Grade One learners. The study population consisted of Grade One learners aged 6 to 8, with 42% being female and 58% male. An analysis of the parents' educational attainment showed that 2% of the mothers had master’s units, while 18% of the mothers and 8% of the fathers were college graduates. Additionally, 16% of the mothers and 24% of the fathers had some college education, and 58% of the mothers and 40% of the fathers were high school graduates. Regarding family size, 50% of the learners had 1-2 siblings, and 38% had 3-4 siblings, while 58% of the families had a combined monthly income of ₱10,000 or below. The study found that the learners exhibited a moderate level of gadget addiction. In terms of reading skills, 78% of the learners were classified as outstanding, 16% as very satisfactory, 25% as satisfactory, and only 4% as poor. A statistical analysis of the relationship between gadget addiction and reading skills revealed a negligible negative correlation, with a value of -0.066, indicating that increased gadget use had a minimal impact on reading proficiency. The results suggest that while gadget addiction exists, it does not significantly hinder the reading development of Grade One learners, but continued monitoring and interventions are recommended.
Early Childhood Education, Addiction to Gadget Use, Reading Development