Asian Journal of Assessment in Teaching and Learning
The International Journal of Assessment and Evaluation in Education has change the name to Asian Journal of Assessment in Teaching and Learning [AJATeL] (eISSN 2821-2916) is refereed journal and published by UPSI Press for Faculty of Technical and Vocational, Universiti Pendidikan Sultan Idris and published biannually (June and December beginning 2019). It provides an opportunity for those involved in the field of education (science, engineering, mathematics, design and technology, vocational, arts, psychology and counselling and other related areas) to express and exchange ideas on assessment in teaching and learning. AJATeL maintains a standard double-blind peer review process. The double-blind process means that the identity of the author and the reviewer are not known to each other. AJATEL supports Open Access. The electronic full text version of the journal is available Free of Charge (FOC).
Pejabat Karang Mengarang, Universiti Pendidikan Sultan Idris, Malaysia
Is AI only to Blame? Assessing Teachers’ Perceived Challenges in AI Detectability
Existing research on teachers’ ability to detect AI-generated texts has predominantly emphasized technical shortcomings, overlooking the behavioral and environmental factors that shape detection accuracy. As generative AI becomes embedded in education, understanding how institutional and personal contexts influence teachers’ detection performance is crucial for ensuring academic integrity. This study aims to identify and analyze the key internal (behavioral) and external (institutional and contextual) factors affecting teachers’ ability to distinguish AI-generated from human-written texts. It further seeks to examine how these factors interact across global regions to develop a more comprehensive framework for understanding detection challenges. An exploratory sequential mixed-method design was employed. The first phase involved 15 key informant interviews with educators from three continents to identify salient determinants of detection capability. Insights from this phase guided the development of a survey administered to 317 teachers across four continents. Data was analyzed using Structural Equation Modeling (SEM) to test interrelationships among identified factors. Findings revealed that rigid university policies significantly hinder teachers’ detection ability, especially in Europe, both directly and indirectly through time limitations and content indistinguishability. By integrating behavioral and contextual dimensions, the study advances beyond technically centered perspectives and proposes a global framework for understanding AI detectability. The results have theoretical and practical implications for policymakers and AI developers. Limitations include reliance on perception-based data and lack of African representation, warranting broader, experimental validation in future research.
Copyright (c) 2025 Ahnaf Chowdhury Niloy, Tazreen Huda https://creativecommons.org/licenses/by-nc-sa/4.0
Development of Work-Based Learning Module for Agricultural Extension Training
The gap between the industry's skill requirements and the competences of agricultural extension graduates undermines the ecosystem and impedes economic development. Graduates limited soft skills and communication abilities highlight the urgent need for curriculum improvements. Developing a learning module in collaboration with industry stakeholders could help bridge this gap by offering reference materials that effectively connect theoretical knowledge with practical applications in real-world contexts. This study aimed to: (i) identify the requirements and criteria for the development of learning module among agricultural industry stakeholders, (ii) develop learning module utilizing work-based learning (WBL) approach, and (iii) evaluate the applicability of the WBL module from the standpoint of agricultural industry stakeholders. This study included both qualitative and quantitative methodologies within an exploratory framework. The module was created utilizing the ADDIE model. The program was subsequently assessed for usefulness by twelve participants, comprising the agricultural industry stakeholders. The findings indicated that most participants agreed the module could serve as a valuable guide for strengthening trainees’ soft skills and improving their practical ability to manage extension programs with targeted communities. The development of this WBL module may also act as a standard for enhancing collaboration between industry stakeholders and higher education institutions.
Copyright (c) 2025 Shafeeqa Shahruddin, Zaliza Hanapi, Anizah Mohd Salleh, Norzeha Othman, Fardila Mohd Zaihidee https://creativecommons.org/licenses/by-nc-sa/4.0
Formative Assessment in Enhancing Emotional Well-Being and Academic Engagement in Secondary School Students
This study investigates students' foreign language anxiety in oral examinations and proposes Formative Oral Assessment (FOA) as an assessment-based intervention, aimed at reducing anxiety and improving assessment fairness and feedback quality. While anxiety remains a central construct, the revised abstract foregrounds assessment implications rather than emotional outcomes, arguing that FOA can restructure oral examination practice and support learning-centred evaluation. The research combines theoretical analysis with an empirical study involving students aged 11-15. Through surveys and classroom observations, we examine how feedback, peer assessment, and self-reflection practices affect motivation, participation, and emotional states. The research findings highlight the positive correlation between formative assessment and reduced emotional distress, along with increased engagement. The study recommends wider implementation of formative strategies to support not only academic but also emotional development in school.
Copyright (c) 2025 Gulzhaina K. Kassymova, Zhansaya K. Markhmadova, Rugaya Tuanaya, Asma Khoirunnisa, Fina Fakhriyah https://creativecommons.org/licenses/by-nc-sa/4.0
Relational Validity in Practice: A Decade of Research on Alternative Assessment in English Language Teaching Higher Education (2014–2024)
The past decade has witnessed a marked shift in English Language Teaching (ELT) assessment within higher education from standardised testing toward formative and learner-centred approaches. This study maps and reinterprets this evolution through a bibliometric and AI-assisted thematic analysis of 516 peer-reviewed journal articles published between 2014 and 2024. Using Dimensions.ai as the data source, co-word mapping and Latent Dirichlet Allocation (LDA) modelling identified five thematic clusters representing teacher assessment literacy, learner-centred experimentation, systemic reform, inclusivity, and sociocultural feedback dynamics. Although publication output increased exponentially after 2019, conceptual integration between sociocultural learning theory and validation frameworks remains limited. To address this gap, the study introduces relational validity as a synthesising framework that aligns evidential reasoning with dialogic, ethical, and pedagogical dimensions of assessment. This construct reframes validity as coherence among evidence, interpretation, and educational consequence, extending traditional psychometric concerns toward a more contextually grounded, human-centred paradigm. By combining structural bibliometric analysis with interpretive theorisation, this study offers both an overview of alternative assessment research and a conceptual roadmap for advancing fairness, reliability, and transformative practice in ELT higher education.
English Language Teaching, Higher Education
Copyright (c) 2025 Arathai Din Eak, Li Hsien Ooi, Saw Fen Tan https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the Role of Multiple Representation Strategies in Social Studies Learning Outcomes Among Secondary School Students in Nigeria
The study investigates the effectiveness of a multiple representation strategy in social studies instruction on learning outcomes in Lagos State junior secondary schools. One hundred and twenty students in JSS II intact classes were used as the sample. The study employed a quasi-experimental research design with a 2x1x1 factorial matrix. The participants were drawn from the Oshodi-Isolo zone in Education District VI. Sixty students were taught using the Multiple Representation Strategy, and sixty students were taught using the conventional method. Four research questions were raised and four null hypotheses were formulated to guide the study. The Social Studies Achievement Test was used to collect data for the study. Data collected were analyzed with mean, standard deviation, and analysis of covariance (ANCOVA) at a 0.05 significance level. Findings revealed that students treated with Multiple Representation Strategy performed academically well the F-value 7.77(2, 145) is significant at 0.05, and that student’s attitude and gender is not a factor in using MRS in Social Studies class which shows that [F (2, 145) =1.740 and 1.00 (1, 145)] respectively is not significant at 0.05. The study concluded that MRS was effective in enhancing efficient learning outcomes in Social Studies. The study recommends that large-scale further application of the therapy should be employed generally at Lagos State junior secondary schools.
Copyright (c) 2024 Shekoni Lateef, Sanni Mufutau Olayiwola, Shittu Hafees Adewale, Jimoh Akinola Saliu, Tajudeen Olukoya https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of Formative Oral Assessment in Mitigating English Speaking Anxiety Among Thai University Students
This quantitative study investigates sources of English-speaking anxiety (ESA) and perceptions of high-stakes summative oral assessments among Thai university students. A 30-item survey indicated that affective factors—particularly fear of negative evaluation—contribute primarily to anxiety, which leads to task avoidance and silence. Traditional graded summative speaking activities were perceived as the predominant anxiety trigger. This study substantiates alternative, evidence-based assessment strategies, advocating a practical shift toward low-stakes formative oral assessments to replace high-stakes evaluations, thereby enhancing learner engagement and speaking performance.
Copyright (c) 2025 Anumat Yusoff, Wisoot Karajangsirisin https://creativecommons.org/licenses/by-nc-sa/4.0
Student’s Attitudes and Motivations Toward Using ChatGPT Feedback for Personalised Learning
This study investigates students’ attitudes and motivations in using ChatGPT-generated feedback to support their learning at the tertiary level. The study discerned the factors that influenced students' feedback usage and compared the way they learned from ChatGPT (Artificial Intelligence mediation) and Educators (skilled individuals) across three key stages of assessment – ideation, execution, and completion. The art of personalised learning is described using Vygotsky’s social constructivism, which articulates and explores the dynamic between the three different learning zones and the roles of ChatGPT and educators in personalised learning. Employing a mixed-method research design, the study collected quantitative data through online survey of 102 undergraduate students from across five disciplines (Arts and Communication, Commerce and Business, Information Technology, Engineering and Sciences, and Health and Applied Sciences) - at an Australian offshore campus in Sarawak, Malaysia. Qualitative insights were gathered through semi-structured interviews to explore recurring themes and patterns in participants’ perceptions and experiences. Findings revealed generally positive attitudes toward ChatGPT-generated feedback, and students’ motivation was influenced by personal learning goals, institutional policies on AI use, and assessment practices. The study provides insights to educators in redesigning effective measures to integrate hybrid human-AI feedback solutions into the course curriculum and assessment based on students’ perspectives and characteristics, such as self-regulation, attitude, and motivation.
Copyright (c) 2025 Ik-Ying Ngu, Sie-Yon Lau, Marcelo Schellini https://creativecommons.org/licenses/by-nc-sa/4.0
Needs Analysis of Teaching Aids to Enhance Monosyllabic English Reading Skills among Six-Year-Old Preschool Children
Teaching English monosyllabic reading is a crucial component in fostering early literacy and cognitive development among preschool children. This study aims to identify the level of need for teaching aids that can effectively support six-year-old preschool children in developing English monosyllabic reading skills. A total of 30 teachers from preschool and kindergarten settings participated in this study. Data were collected through a structured questionnaire and analysed using SPSS for Windows Version 27 to obtain mean scores and standard deviations. The findings indicate a high level of need for the development of teaching aids, with an overall mean score of 4.51. Teachers reported facing challenges in teaching monosyllabic English words due to the limited availability of teaching aids that are developmentally appropriate, interactive, user-friendly, safe, and visually engaging. Additionally, teachers emphasised the importance of teaching aids that align with the National Preschool Standard Curriculum and are capable of capturing children’s attention to enhance engagement in learning. The implications of the study suggest that suitable teaching aids can not only facilitate effective teaching practices but also serve as alternative tools for assessment while promoting active student participation through play-based learning approaches. In conclusion, the identified needs highlight the urgent requirement for teaching aids that are engaging, curriculum-aligned, and developmentally appropriate for preschool children. Future efforts should focus on further development, implementation, and evaluation of such teaching aids to determine their practical impact and to strengthen early literacy instruction in Malaysia.
Copyright (c) 2025 Nur Mizan Qistyna, Intan Farahana Abdul Rani https://creativecommons.org/licenses/by-nc-sa/4.0
Impact of Dynamic Assessment on Matriculation Students’ Learning Potential in Thermochemistry
Dynamic assessment is a form of assessment that emphasizes the development of students’ learning potential rather than solely focusing on scores. This study aims to examine the effects of implementing dynamic assessment procedures on students’ learning potential in the topic of thermochemistry. The sample consisted of 10 students enrolled in a matriculation-level program, selected through purposive sampling to represent three achievement categories which are high, moderate, and low performers. The study adopted an interventionist dynamic assessment model divided into three phases, which are pre-test, individual face-to-face mediation, and post-test, which were implemented over a period of three weeks. Two sets of questions were used as achievement test instruments to determine both the actual and potential developmental levels of the students. From the pre-test and post-test scores, descriptive analysis and learning potential score (LPS) were calculated for each student to determine students’ learning potential. The findings show that dynamic assessment procedures can assist students across all performance categories in developing their learning potential in thermochemistry. Moreover, dynamic assessment offers an accurate depiction of students' learning potential, which conventional assessments lack. As a result, dynamic assessment and LPS are highly suitable for adoption in Malaysia’s assessment practices, especially in transitioning from assessments that merely measure achievement to those evaluating learning potential.
Copyright (c) 2025 Mohamad Termizi Nurdin, Fauziah Abdul Rahim https://creativecommons.org/licenses/by-nc-sa/4.0
Relationship between Artificial Intelligence Tools and Academic Performance of TVET Students in Higher Education
This research investigated the correlation between artificial intelligence (AI) tools and the academic achievements of Technical Vocational Education and Training (TVET) students in public universities in the South-South region of Nigeria. A correlational survey design was employed, targeting a population of 3,986 regular undergraduate students for the 2024/2025 academic year. A multi-stage sampling procedure was used to select a sample of 600 students from both federal and state universities. Data was collected using a validated questionnaire (Relationship between Artificial Intelligence Tools and Academic Performance of TVET Students in Public Universities in South-South Nigeria Questionnaire, assessed by expert lecturers from Ambrose Alli University and the University of Benin. The instrument demonstrated strong reliability, with a Cronbach's Alpha coefficient of .79. Pearson Product Moment Correlation Coefficient (PPMCC) analysis revealed significant positive relationships between AI tool usage and: Student learning abilities, Problem-solving skills and Critical thinking abilities. Based on these findings, it is recommended that TVET students actively adopt AI tools, pursue relevant integrated courses, and remain informed about advancements in AI technologies within South-South Nigerian public universities.
Copyright (c) 2025 Samuel Osamede Ogbebor https://creativecommons.org/licenses/by-nc-sa/4.0
Challenges In Implementing EKSA in Malaysian Vocational College: A Virtual NGT Analysis
The Public Sector Conducive Ecosystem (EKSA) is an initiative aimed at enhancing the quality, productivity, and workplace environment within public sector institutions in Malaysia. Despite its strategic importance, EKSA implementation in Malaysian Vocational Colleges faces significant challenges. This study employs the virtual Nominal Group Technique (vNGT) to identify and analyze these challenges. Seven participants with extensive experience in EKSA implementation were selected, ensuring a balanced representation of roles within vocational colleges. The findings reveal six key challenges: time constraints, financial and resource limitations, high implementation commitment, insufficient training, an unsuitable assessment rubric, and lack of promotion. These challenges underscore the need for effective scheduling, financial support, tailored assessment frameworks, comprehensive training programs, and enhanced communication strategies to facilitate successful EKSA implementation. This study provides valuable insights into the obstacles faced by vocational colleges and offers a foundation for developing targeted strategies to overcome these challenges, ultimately supporting the mission of effective education and training in Malaysia.
Copyright (c) 2025 Mohd Lutfi Mohd Raffi, Mohd Azlan Mohammad Hussain, Mark D. Threeton, Rafiezah Mohd Zulkifli, Nurul Hidayah Mohd Ali, Norisham A. Rahim, Ramli Sappar https://creativecommons.org/licenses/by-nc-sa/4.0
Formative Assessment through Supervisory Feedback on Undergraduate Thesis Writing
This study examines supervisor written feedback as a form of formative assessment on undergraduate thesis writing. The objectives of the study are to: (1) determine the frequency of types of feedback, and (2) examine patterns of change in the frequency of feedback across three drafts of writing. The study involved the writing of the final year project proposal by five undergraduate students in a global communication degree program. Each student had a different supervisor, and three drafts of their final year project proposal were analyzed. The theoretical frameworks of the study were Vygotsky’s sociocultural theory and Sadler’s theory of formative assessment. The analysis revealed that directive feedback constituted the majority of the responses, accounting for 56.6% of the 369 total comments. This was followed by referential feedback at 29.8%, and expressive feedback at 13.6%. A closer examination of the commentary provided by five supervisors across three successive drafts identified two distinct patterns. First, there was a marked reduction in the volume of feedback by the third draft. For instance, Supervisor 1 initially made 70 comments (57%) on the first draft, which declined to 38 comments (30.9%) on the second draft and further to 15 comments (12.2%) on the third. In contrast, other supervisors, such as Supervisor 5, demonstrated greater consistency in the early stages, offering 29 comments (41.4%) on both the first and second drafts before decreasing to 12 comments (17.1%) in the final draft. The tracking of supervisors’ feedback over drafts produces novel findings on the usefulness of the supervisor’s scaffolding in getting undergraduate students closer to writing conventions in the research community.
Copyright (c) 2025 Lian Zhao, Su-Hie Ting https://creativecommons.org/licenses/by-nc-sa/4.0
The Interest and Stress Level Among Fast-Track Architecture Students in UiTM
Boosting students’ disciplinary interest has long been considered an important mechanism to increase student success and retention in architecture education. However, despite this strong interest in the field, architecture is one of the education courses contributing significantly to high rates of mental health issues. According to the Royal Institute of British Architects (RIBA) educational statistics for 2021/2022, about 4% of architecture students have disclosed stress issue. Therefore, this study aims to identify the level of interest among architecture students and their corresponding stress levels. 310 fast-track architecture students from Universiti Teknologi MARA participated in the study by answering a distributed questionnaire. The findings indicate that fast-track architecture students exhibit a high average mean score in both interest level (M= 4.16) and stress level (M=3.69). For interest levels, there is a statistically significant difference across the different years of study (p-value < .001), but no significant difference based on the type of financial resources during study or family socio-economic status. Regarding stress levels, there are statistically significant differences across the different years of study (p-value = .003) and financial resources during study (p-value = .005) but not based on family socio-economic status. Spearman’s rho test revealed there are a relationship between interest level and stress level among fast-track architecture students. The study findings support the use of the instrument to gain a broad understanding of students’ individual interest and stress levels. With minor adaptations, the instrument could also be evaluated for use in other architecture disciplines and for use by other populations.
Copyright (c) 2025 Tee Tze Kiong, Nur Ashikin Mohd Sharif, Nurulwahida Azid, Charanjit Kaur Swaran Singh, Rahmat Azis Nabawi, Muhammad Aris Ichwanto https://creativecommons.org/licenses/by-nc-sa/4.0
Developing Problem-Solving Skills in Students through Instructional Scaffolding
The study examined the use of Instructional Scaffolding in developing problem-solving skills among junior secondary school students in Lagos State, Nigeria. The study employed a quasi-experimental design of pre-test post-test, non-equivalent control group. A multistage sampling technique was first used to sample three schools from the population of all public Junior Secondary Schools students in Lagos State. These three schools had three intact classes of students who were purposively selected as sample for the study which resulted in a sample size of 108 students. Data were then collected using a problem-solving Achievement Test labeled “Junior Secondary School Students Problem-Solving Achievement Test (JSSSPSAT)” and a perception Questionnaire labeled “Junior Secondary School Students Scaffolding Perception Questionnaire (JSSSSPQ)”. The reliabilities of the instruments were computed using Cronbach’s alpha technique, with reliabilities of 0.71 and 0.78 for the JSSSPSAT and JSSSSPQ respectively. The study utilized frequency count, mean, and standard deviation for descriptive analysis and an independent t-test with Two-way ANOVA to test significance at a 0.05 alpha level. The findings revealed that JSS students taught with Teacher-Led-Think-Aloud scaffolding technique were found to significantly perform better than those taught with Reciprocal-Think-Aloud scaffolding (t(106) =13.55, p <0.05). The findings also show that generally, scaffolding strategy is significantly better than conventional teaching method (modified lecture) as students taught under the strategy outperformed those taught under conventional teaching methods (t(66) =4.47, p <0.05), but no significant interaction effect was found between gender and the techniques used [F (2,102) =0.244; p>0.05]. Based on the findings of the study, it was recommended among others that curriculum planners should ensure scaffolding techniques are incorporated into the Junior Secondary School curriculum and whenever a teacher is confronted with the choice of scaffolding technique, Teacher-led-Think-Aloud should be considered over Reciprocal-Think-Aloud scaffolding and gender factors should not be considered when planning and delivering scaffolding strategy lessons.
Scaffolding Instructional Strategies (Teacher-led Think-Aloud and Reciprocal-Think-Aloud)
Copyright (c) 2025 Adebanjo Salmon Adeyinka, Abidat Oluwashola Mohammed, Ariyibi Olanrewaju O. https://creativecommons.org/licenses/by-nc-sa/4.0
Revamping Agricultural Science Practical Assessments in Nigeria: Lessons from IGCSE
This study explored the assessment of Agricultural Science practical examinations in Nigerian Senior Secondary Schools (SSCE) and compares them with the Cambridge International General Certificate of Secondary Education (IGCSE) approach. Kolb’s Experiential Learning Theory was adapted to support the study. This theory supports learning through experience, reflection and active experimentation. The study adopted an exploratory sequential mixed-methods research design involving three phases: qualitative, secondary and quantitative research. Firstly, qualitative data were collected through an interview of eight selected persons in a focus group discussion (FGD) made up of Agricultural Science teachers, school administrators, and examiners. Afterwards, secondary data were retrieved from official educational websites in order to benchmark the structure and components of Agricultural Science practical assessments in Nigerian SSCE against those in IGCSE. At the final phase, the study conveniently sampled 122 respondents to provide quantitative validation for the qualitative findings and evidence from secondary sources. Results of the study indicates that SSCE Agricultural Science practical assessments are mainly theoretical with emphasis on the identification of specimens, structured questions and diagrams rather than authentic and field-based assessments. The comparisons done alongside IGCSE showed that this lack of projects, fieldwork and direct observation in the SSCE assessments stands out. Critical barriers like poor infrastructure, lack of funds, and insufficient teacher training were pinned down as limiting factors for the greater adoption of practical-based approaches. These findings imply that the inclusion of elements in Nigeria SSCE model such as field hands-on activities, investigative projects and digital evidence may work to the improvement of Agricultural Science education in Senior Secondary Schools in Nigeria. The study made recommendations to incorporate field assessments in the SSCE, adopt mixed-methods for assessment, improve on infrastructures and set up capacity-building programs for teachers. Closing these gaps would bring Agricultural Science education in Senior Secondary schools in Nigeria in line with international standards and sharpen the readiness of students for careers in agriculture and related areas.
Agricultural Science practical assessments
Senior Secondary School Certificate Examination (SSCE)
Copyright (c) 2025 David Nwanna Dumbiri, Nwabueze Monday Gideon https://creativecommons.org/licenses/by-nc-sa/4.0
Teaching Approaches and Bridging the Classroom-Reality Gap in Higher Education
In today's ever-changing modern world, traditional educational settings often struggle to keep pace with the evolving needs of the workforce. As academic institutions strive to equip students with practical skills, there is a growing recognition of the need to connect classroom learning to real-world situations. This study examined the relationship between teaching approaches and bridging the classroom-reality gap in higher education in Nigeria. In particular, it draws on Experiential Learning Theory (ELT), which posits that meaningful learning is achieved through direct experience, reflection, and active engagement rather than passive absorption of information. By emphasizing learning as a process where knowledge is created through the transformation of experience, ELT underpins the study’s exploration of experiential learning as a key pedagogical strategy. A structured survey was used to gather quantitative data for the study. The lecturers in Nigeria's public universities were the target population. SPSS and SmartPLS tools were used to analyze the data. The findings suggest that effective management of teaching approaches such as experiential learning, technology integration, and career preparation in higher education institutions significantly influences the gap between the classroom and reality. The study's findings show a statistically positive and significant association between experiential learning, technology integration, career preparation approaches, and bridging the classroom-reality gap in higher education. By bridging the gap between theoretical knowledge and practical implementation, the findings of this study contribute to the ongoing dialogue on pedagogical practices in higher education and workforce development, aiming to better prepare students for the challenges they will face in their future careers.
Copyright (c) 2025 Nimota Jibola Kadir Abdullahi https://creativecommons.org/licenses/by-nc-sa/4.0
A Tripartite Instructional Approach for Demarginalising Biology Classrooms: Impact on Cognitive Achievement and Process Skills
Biology classrooms in Nigeria, especially in under-resourced and culturally diverse settings, are often marginalised due to a persistent disconnect between theoretical knowledge in biology and its practical application. This marginalisation stems from rigid teaching methodologies, limited resources, and a lack of contextual relevance, which hinder meaningful learning. The Culturo-Techno Contextual Approach (CTCA) 2.0 offers a tripartite instructional framework to address these 21st-century challenges, particularly in Africa, hence this study examined the impact of the CTCA2.0 on biology students’ cognitive achievement and process skills acquisition and further investigated the relationship between the two variables. The study sample consisted of 104 students (science = 38, non-science = 66) from two senior secondary schools in Lagos State South-West, Nigeria. Using an explanatory sequential design, quantitative data were collected through the Biology Cognitive Achievement Test (BCAT) and Biology Process Skills Acquisition Test (BPSAT), with reliability coefficients of 0.79 and 0.76, respectively. Qualitative data were obtained using the Biology Students Interview Protocol (BSIP). Data were analysed using mean, SD, ANCOVA formula and Pearson’s correlation. The findings revealed statistically significant differences in cognitive achievement [F (1, 48) = .000; P < .05], process skills acquisition [F (1, 48) = .000; P < .05], and a positive relationship between the two variables (r = 0.24; p =.01) in the experimental group. Despite limitations, the study concluded that CTCA2.0 plays a pivotal role in demarginalising biology classrooms by enhancing students’ cognitive abilities and process skills. Therefore, it was recommended that the approach should be adopted to improve students’ cognitive ability and process skills in challenging biology concepts.
Culture-Techno Contextual Approach (CTCA) 2.0
Copyright (c) 2025 Ayodeji Ogundowole, Tunde Owolabi, Hakeem Akintoye, Umar Adam, Soladoye Lameed, Toyin Joy Abolaji, Okunola Ajose https://creativecommons.org/licenses/by-nc-sa/4.0
Additional English Language Materials and the Learners with Disabilities’ Learning Outcomes in Malaysia: A Correlational Study
This study explores the relationship between the use of additional instructional materials—including technological tools, pedagogical resources, and supplementary learning aids—by special education teachers and the classroom performance of learners with disabilities in Malaysia, as measured by Pentaksiran Bilik Darjah (PBD) assessments. The sample consisted of 33 special education teachers (22 females and 11 male), representing diverse teaching backgrounds and experience levels across Malaysian primary schools. Quantitative data were collected through teacher questionnaires and analysed using Spearman's rank-order correlation and chi-square tests in SPSS 20.0. The findings revealed a strong positive correlation (r = 0.757, p < 0.001) between the frequency of additional material use and learners’ performance outcomes. Furthermore, a moderate correlation (r = 0.287, p < 0.01) was identified between teachers' perceptions of learners' performance and their reported use of additional materials. These results highlight the practical significance of incorporating structured and consistent additional materials to enhance learning outcomes for students with disabilities. The study underscores the need for standardising supplementary resources to ensure equitable access and effectiveness. Policymakers and educators are encouraged to develop guidelines for integrating these materials, emphasizing their role in promoting inclusive education practices and improving learner performance.
Copyright (c) 2024 Muhammad Azwan Basaruddin, Hema Rosheny Mustafa https://creativecommons.org/licenses/by-nc-sa/4.0
Potential Use of The TikTok Application as An Informal Learning Medium for Geography Education Students at University Pendidikan Sultan Idris
This study aims to identify the selection factors of the TikTok application as an informal learning medium, to analyze the relationship between the use of the TikTok application and its potential as an informal learning medium, and to identify the effect of the use of the TikTok application on the motivation and interest in learning for Geography Education students of University Pendidikan Sultan Idris. The quantitative approach and questionnaire method were used in this study. The study sample consisted of 210 UPSI Geography students using a simple random sampling technique. Descriptive analysis (mean, percentage, standard deviation) and inferential analysis (Spearman Rho correlation) were used to answer each research question. The findings of the study show that the main factor for students to choose TikTok as an informal learning medium is because TikTok has interesting content or videos. Next, the main potential of using the TikTok application as an informal learning medium is that students can find out about current issues either in the country or abroad. The effect of using the TikTok application on the interest and motivation to learn has a positive effect on students because the results of the study show that students enjoy using the TikTok application as a learning medium. The results of the Spearman-Rho correlation analysis show that there is a significant relationship between the use of the TikTok application and its potential as an informal learning medium. In conclusion, this study shows that the TikTok application has the potential as an informal learning medium for students. The implications of this study can be used as a reference by researchers and future researchers so that they can continue this kind of research more effectively so that our country can produce civilized students.
Copyright (c) 2025 Marryjoy Eduardo, Sumayyah Aimi Mohd Najib https://creativecommons.org/licenses/by-nc-sa/4.0
Social Media and Secondary School Students: How Online Engagement Affects Agricultural Science Academic Performance
Social media's rise has revolutionized how students engage, learn, and communicate. While social media offers benefits such as collaboration, networking, and information sharing, it also poses risks to academic success. This study investigates the impact of social media on academic performance among senior secondary school students in Ogbomoso, Oyo State. A survey of 300 S.S.2 students revealed that over half engage with social media daily. The primary purposes of social media use were sharing photos and videos (24.3%), accessing current events and news (20.7%), and learning new skills. However, only 37% of students used social media for academic purposes. Smartphones were the preferred device for accessing social media, with 82.3% of students using them, despite concerns about distractions, cyberbullying, and negative mental health effects. The study found a negligible relationship (r = 0.057, p>0.05) between social media use and academic performance in agricultural science. This suggests that social media use does not significantly impact academic achievement in this subject area. However, the study emphasizes the need for responsible social media guidelines and collaboration between educators, parents, and students to balance the benefits and risks of social media on academic engagement. Further research is recommended to better understand the nuanced relationship between social media usage, assessment practices, and academic outcomes in specific educational contexts. This study highlights the need for targeted strategies to promote responsible and purposeful social media use, ensuring it supports rather than hinders students' achievement in agricultural science.
Copyright (c) 2025 Sunday Paul Adegoke, Titilayo Iyabode Mamadelo Okanlawon, Peter Olubunmi Adeniji https://creativecommons.org/licenses/by-nc-sa/4.0
Development and Utilisation of Physics Learning Management System for Learning Difficult Concepts in Senior Secondary School Physics – Methodological Insights
While science educators were battling the challenge of difficulty in learning physics, the sudden outbreak of the COVID-19 pandemic and the consequent lockdown of schools, compounded the existing ugly situation. This paper explored the methodological insights to the development and usability of Physics Learning Management System (PLMS). The study adopted the type II developmental research design to develop a functional PLMS using some of the existing digital technologies. Multistage sampling procedure was adopted to select 27 secondary school physics teachers in the six south-western states of Nigeria. The selected teachers were trained on the rubrics of instructional video production, Learning Management System and Culturo-Techno Contextual Approach (CTCA) model to teaching physics for five weeks. The results obtained were 86 instructional videos on perceived difficult topics in physics which were used as the content of the PLMS. To establish the validity and usability of the PLMS, 298 physics students were randomly selected from six public secondary schools across six states in south-west Nigeria. Feedback from the students and other technical observations were used to improve the functionality and usability of the PLMS. We hypothesized that the outcome of this study will over time, in addition to other similar initiatives, enhance physics learning in Nigeria in response to the call of the new normal and 4th industrial revolution. In addition to the urgent call for facility upgrades in public schools to promote virtual learning, it is also recommended upskilling and further capacity building should be encouraged among science teachers.
Copyright (c) 2024 Jamiu Oluwadamilare Amusa, Oladejo Ibrahim Adekunle, Ayanwale Musa Adekunle, Bello Lukuman, Adewale Adeshina, Hakeem Akintoye, Funke Apata, Sunday Adeyemo, Tunde Owolabi https://creativecommons.org/licenses/by-nc-sa/4.0
From Classroom to Society: Exploring the Role of Economic Literacy on Public Pedagogy
This study delves into the powerful role of economic literacy in sparking public pedagogy and fostering civic engagement. It examines how formal education, innovative teaching strategies, and active public discourse can work together to enhance individuals' economic understanding and participation in society. The study is guided by the PRISMA protocol. The study identified 31 high-quality studies that meet the criteria of relevance, methodological rigor, and recent publication. The study focuses on exploring the role of economic literacy in promoting public pedagogy by addressing three key areas: identifying effective teaching strategies that foster economic literacy, examining classroom environments that extend economic literacy into public pedagogy, and investigating how classroom-based economic literacy programs influence students' engagement in public economic discourse. The review reveals that economic literacy enhances public engagement and drives greater participation in economic matters. Additionally, this research offers a conceptual framework for educators and policymakers, aimed at optimizing the integration of economic literacy into both formal education systems and public pedagogy. These findings shed light on the significant influence of economic education in cultivating informed, engaged, and economically active citizens.
Copyright (c) 2024 Nurudeen B. Bamiro https://creativecommons.org/licenses/by-nc-sa/4.0
Effect of the Flipped Classroom Model with Loop Game on Learning Outcomes in Economics Threshold Concepts
This study investigated the influence of implementing a Flipped Classroom model integrated with Loop Game activities on students’ learning outcomes in Economics Threshold Concepts. The study employs a quasi-experimental design with a one-group pre-test and post-test format. A systematic sampling technique was used to select a sample of 12 schools from the four zones in Lagos State Education District V, using three schools from each zone. Intact classes of year two senior secondary school students were used in each sampled school. The study raised two research questions and tested one hypothesis at a 0.05 level of significance. Results indicated that the application of the Flipped Classroom model combined with Loop Game activities significantly improves learning outcomes in Economics Threshold Concepts. The pre-test average score was observed to be 5.22, which increased to 7.42 in the post-test, amounting to over 40% increase. This descriptive comparison illustrated a substantial enhancement in students’ understanding of the material following the implementation of this learning model. A paired sample t-test analysis confirmed a significant increase in learning outcomes (r = 0.81, p < 0.05). These findings demonstrated that the use of the Flipped Classroom model with Loop Game activities effectively enhances learning outcomes in Economics Threshold Concepts. It was recommended, therefore, that senior secondary schools should make efforts to integrate the Flipped Classroom model with Loop Game activities in teaching Economics Threshold Concepts as it has been found to create more effective and interactive learning experiences for senior secondary school students.
Copyright (c) 2024 Akinola Saliu Jimoh, Abidat Oluwashola Mohammed, Samod Olayiwole Lawal-Arogundade, Gabriel Ayodeji Obimuyiwa https://creativecommons.org/licenses/by-nc-sa/4.0
Systematic Review of Reading Proficiency among Preschool Pupils Using PRISMA
The mastery of reading and writing plays a pivotal role in an individual's personal growth and is intrinsically linked to the acquisition of listening, speaking, reading, and writing skills—a critical facet of a child's language development. This study conducts a systematic review of reading strategies utilized in promoting reading proficiency among preschoolers. The study meticulously explores reputable databases, including Google Scholar, Web of Science, and Scopus for reliable research papers. The review followed PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. This search yielded a total of 63 relevant articles published between 2008 and 2022. Following an in-depth assessment, 22 articles were identified and selected as most pertinent to the study's objectives. The findings of this systematic review indicate that various reading strategy approaches, including Montessori, pedagogical, e-book, and child-centered methods, wield a positive impact on children's reading skills. Notably, these approaches contribute significantly to decoding, fluency, and comprehension abilities among preschool learners. The implications of these findings underscore the potential for educators to employ these strategies effectively in preschool environments, fostering the development of young children's reading skills.
Copyright (c) 2024 Mariam Oluwatoyin Idris, Mazlina Che Mustafa, Kung-Teck Wong, Hendeweh Dorcas Hunpegan, AbdulFatai Olohunfunmi Ismail https://creativecommons.org/licenses/by-nc-sa/4.0
Assessing the Extent of Utilization and Availability of Artificial Intelligence in Teaching and Assessment of Students by Lecturers in University
This study assessed the extent of utilization and availability of Artificial Intelligence (AI) in teaching and assessment at Ambrose Alli University. As educational paradigms shift towards digitalization. This study employed survey research design. A snowball sampling method was used to select 103 lecturers who provide the relevant data or information regarding the extent of availability and utilization of AI in teaching and assessment of students. The instrument for data collection was a self-developed semi structured questionnaire, entitled Availability and Utilization of AI in Teaching and Assessment of Students by Lecturers in Ambrose Alli University (AUAITASLAAU). The Statistical Package for Social Sciences version 23.0 was used to analyze the data collected. The study found that a positive reception of AI-enhanced teaching and assessment tools among both Lecturers and Students, highlighting increased engagement, personalized learning experiences, and efficient assessment mechanisms. However, concerns related to data privacy, accessibility, and technological proficiency remain significant barriers to widespread AI adoption. The author logically concluded that the adoption of AI for teaching and assessment of students by lecturers within the university setting will measurably improve the teaching and unbiased assessment of students. The author recommended, among others, that before implementing AI, the management of Ambrose Alli University should endeavour to improve on the quality of electricity power supply.
Copyright (c) 2024 Margaret Ose Asika, I. James Asika https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluating the Psychometric Properties of Economic Literacy Measures: A Systematic Review
Prior studies often misinterpreted economic literacy concepts, constructs, and psychometric properties as related but distinct ideas. This often led to inaccurate measurement choices and poor generalisation of research outcomes. This research investigates economic literacy's conceptual clarity, factors influencing it, psychometric properties of measures, and suggests suitable instruments for its assessment. The PRISMA protocol was used in the study, while data were collected from WOS, Scopus, and Google Scholar. Out of the 126 publications from 2014 to 2023, 24 studies met inclusion criteria. The quality of the articles that met the inclusion criteria was assessed using MMAT tools. The result indicated that the measurement of economic literacy's depends on theoretical perspectives. Psychometric qualities of economic literacy assessment are influenced by theoretical perspectives, social context, and the chosen unit of analysis. Additionally, criterion-based measurements tend to focus on knowledge and may not provide an accurate measure of economic literacy. The provide guidelines to operationalize, and measure economic literacy while preventing confusion with related concepts. The study stressed the need for validation of the TEL scale across countries due to curriculum and socioeconomic variations.
Copyright (c) 2024 Nurudeen Babatunde Bamiro, Zainizam Zakariyah, Qian Li, Sulaiman Adewale https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluation of Term Final Examination Questions for Undergraduate Program of Agrotechnology Discipline Based on Bloom’s Cognitive Domain
Cognitive skills enable individuals to make precise decisions and solve real-life challenges, which are essential for theadvancement of both the state and society at large. Questions serve as a tool for gathering information, inspiring thought, and redirecting reasoning. In university education, teachers frequently use questions to encourage students to think critically and reason effectively. Term final examination question papers are employed by academics to assess the retention and practical skills of graduates. However, it is hypothesized that, at the university level, questions assessing application skills should increasingly take precedence over questions that assess retention skills, as students’ progress to more advanced stages of education. These questions can be categorized into higher-order or lower-order types. The cognitive domain is one of the three learning domains outlined in Bloom’s Taxonomy, proposed by Benjamin Bloom in 1956. The objective of this study is to analyze the cognitive levels of students’ learning based on Bloom’s cognitive domain. Specifically, we examine the term final examination assessment tools for the undergraduate program at Khulna University, Bangladesh, from the 1st year to the 4th year, using Bloom’s cognitive stages as a framework. The study analyzes 43 question papers from the 2018-2019 academic years, which were set by instructors for the examinations. A total of 1,222 question items were evaluated. Additionally, three thinking skills-LOTS (Lower-Order Thinking Skills), MOTS (Middle-Order Thinking Skills), and HOTS (Higher-Order Thinking Skills), were also considered. The findings of the study reveal that the majority of the questions are concentrated at the lower cognitive levels (knowledge and comprehension). The results further indicate that academics in the Agrotechnology Discipline predominantly use LOTS rather than HOTS in their term final question papers. Therefore, it is recommended that a balance be maintained between LOTS and HOTS questions across different academic years at Khulna University. Notably, the questions devised by instructors rarely assess students’ abilities in innovation and justification. Consequently, there is a need to review and revise the procedures used in designing examination question papers to ensure that students are assessed across a range of cognitive levels. To achieve this, it is essential that the university authorities organize regular and comprehensive pedagogical training for teachers.
Copyright (c) 2024 Md. Sarwar Jahan, Farhatun Nisa, Rahima Nusrat Remme https://creativecommons.org/licenses/by-nc-sa/4.0
Using Response Tokens as a Criterion in an Oral Assessment
This research aims to investigate the use of response tokens as a criterion in an oral assessment. A few research instrument is used in this study to find out the types of response tokens used by English speakers and the reasons behind using them. Besides, this study also helps to determine whether the use of response token has effects on oral assessment and to discover the validity and reliability of their usage. Osgood-Schramm’s Model of Communication is used in the assessment; as in to evaluate speaking skills, listening skills and also the use of response tokens as a part of active listening strategies. Listening skills are often assessed on its own without the integration with other skills in most standard testing, thus this research studies the role of active listening in the oral test. An assessment based on interactive speaking and listening model involving the use of response token is carried out and the results are thematically categorised. The findings from this research proved that the response tokens are actively used as a listening strategy for several different reasons or to convey different meanings and the use of response token as a component in assessment are both valid and reliable. The most significant implication of this finding is on assessment and pedagogical aspect where the importance of response token as one of the measuring components in communicative competence when conducting oral assessments is highlighted.
Copyright (c) 2024 Rubini Radza, Afza Diyana Abdullah , Qiu XiaoTing https://creativecommons.org/licenses/by-nc-sa/4.0
Assessing the Effectiveness of Constructivist Teaching Approaches in Physics Education: Insights from Free Fall Motion Topics
Physics subjects encompass all aspects of nature on both the macroscopic and submicroscopic levels. It was reported that upper secondary school students in Malaysia have difficulties in some topics in Physics which lead to poor performance of students and a lack of interest in the Science, Technology, Engineering and Mathematics subjects. This research assessed the level of students' knowledge of Free Fall Motion, explored the difficulties faced by the students with Free Fall Motion’s topics, measured the effectiveness of the constructivist teaching approach for students in learning Free Fall Motion, and collecting students' perception towards the constructivist teaching approach. This study used a pretest-posttest research design. The population was upper secondary school students from public secondary schools in Malaysia and 30 students were selected as a research sample in this study Using descriptive analysis and paired sample t-tests, it was revealed that majority of students preferred constructivist teaching approach in learning this topic as significant difference in effectiveness of two constructivist coping techniques, visual learning and contextual learning were observed while, assisting students in managing difficulties in learning Free Fall Motion. In conclusion, the constructivist teaching approach improved student`s understanding of the Free Fall Motion concept, however, because of different perspectives and having to adapt to various methods of learning, not all of the students were interested in applying it in their classroom.
Copyright (c) 2024 Nor Adilah Zailani, Nurul Raihan Mohd Suib, Ahmad Fuzairi Ahmad Faizal, Megat Mohd Izhar Sapeli, Siti Zulaikha Ngah Demon, Nurkhaizan Zulkepli https://creativecommons.org/licenses/by-nc-sa/4.0
Effectiveness of Feedback on Continuous Assessment: Students’ Views
Feedback is a crucial component of the learning process, particularly in the realm of continuous assessment, where it serves to enhance student understanding, guide improvement, and foster engagement. This study examined the effectiveness of feedback mechanisms within the context of continuous assessment from the viewpoint of students. Through a cross-sectional study employing quantitative methods, data were collected from a diverse sample of students enrolled at the Institute of Teacher Education Malaysia under the Bachelor of Teaching Degree Preparation Program (PPISMP), Bachelor of Teaching Degree Program (PISMP), and Postgraduate Diploma in Education Program (PDPP). The findings highlighted that most students have a very positive perception of lecturers’ feedback on continuous assessment. Many students valued constructive feedback as a catalyst for future improvement, while a small number expressed concerns regarding the consistency and usefulness of feedback provided by instructors. Additionally, the findings provided vital insights for lecturers to use as guidelines in giving feedback on students’ continuous assessments. Overall, this study underscored the importance of soliciting and integrating students’ views in the design and implementation of feedback mechanisms within continuous assessment frameworks, thereby optimizing learning outcomes and promoting student engagement and satisfaction.
Copyright (c) 2025 Suguna Sankaran, Low Suet Fin https://creativecommons.org/licenses/by-nc-sa/4.0