Asian Journal of Assessment in Teaching and Learning
type: channel
description: 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).
publisher: Pejabat Karang Mengarang, Universiti Pendidikan Sultan Idris, Malaysia
language: en
publication name: Asian Journal of Assessment in Teaching and Learning
issn: 2821-2916
items: AI as Rubric Mediator: A Reflective Practice Brief on GPT-Supported Assessment for Learning in Music Education
items: Project-Oriented Approaches in Developing Early Number Operation Skills: A Recent Systematic Review
items: Identifying Web-Based Components for Critical Academic Reading Instructional Model: A Systematic Literature Review Using PRISMA
items: University Students’ Information Literacy Skills in Bangladesh: A SCONUL-based Analysis
items: Challenges Affecting Content Coverage of Basic Technology Syllabus in Upper Basic Schools in Edo State
items: Assessing Educational Instrument Validity-Reliability and Student Performance: Rasch Model Insights
items: CiteSpace-Based Bibliometric Analysis of Cross-Cultural Oral Communication Research in China
items: Correlation Between Students’ Entrance Exit Survey Results and their Program Outcome (PO) Scores
items: Is AI only to Blame? Assessing Teachers’ Perceived Challenges in AI Detectability
items: The Effects of Whole Brain Teaching on Form One Students’ Historical Knowledge in Hilir Perak
items: Development of Work-Based Learning Module for Agricultural Extension Training
items: Formative Assessment in Enhancing Emotional Well-Being and Academic Engagement in Secondary School Students
items: Relational Validity in Practice: A Decade of Research on Alternative Assessment in English Language Teaching Higher Education (2014–2024)
items: Exploring the Role of Multiple Representation Strategies in Social Studies Learning Outcomes Among Secondary School Students in Nigeria
items: The Role of Formative Oral Assessment in Mitigating English Speaking Anxiety Among Thai University Students
items: Student’s Attitudes and Motivations Toward Using ChatGPT Feedback for Personalised Learning
items: Needs Analysis of Teaching Aids to Enhance Monosyllabic English Reading Skills among Six-Year-Old Preschool Children
items: Impact of Dynamic Assessment on Matriculation Students’ Learning Potential in Thermochemistry
items: Evaluating the Effectiveness of the SULAM Program in Developing Students' Soft Skills Using Structured E-Forms
items: Relationship between Artificial Intelligence Tools and Academic Performance of TVET Students in Higher Education
items: Challenges In Implementing EKSA in Malaysian Vocational College: A Virtual NGT Analysis
items: Formative Assessment through Supervisory Feedback on Undergraduate Thesis Writing
items: The Interest and Stress Level Among Fast-Track Architecture Students in UiTM
items: Developing Problem-Solving Skills in Students through Instructional Scaffolding
items: Revamping Agricultural Science Practical Assessments in Nigeria: Lessons from IGCSE
items: Teaching Approaches and Bridging the Classroom-Reality Gap in Higher Education
items: A Tripartite Instructional Approach for Demarginalising Biology Classrooms: Impact on Cognitive Achievement and Process Skills
items: Additional English Language Materials and the Learners with Disabilities’ Learning Outcomes in Malaysia: A Correlational Study
items: Potential Use of The TikTok Application as An Informal Learning Medium for Geography Education Students at University Pendidikan Sultan Idris
items: Social Media and Secondary School Students: How Online Engagement Affects Agricultural Science Academic Performance

AI as Rubric Mediator: A Reflective Practice Brief on GPT-Supported Assessment for Learning in Music Education
type: item
description: Generative artificial intelligence (GenAI) has intensified debates about academic integrity, authorship, assessment validity, and the future of teacher judgement in higher education. Yet the discussion should not be reduced to whether AI should be prohibited or accepted. A more educationally productive question is how AI may be designed and bounded to support assessment for learning, feedback literacy, evaluative judgement, and ethical self-assessment. This brief communication presents a reflective practice account from AMU60104 Assessment in Music Education Research, a master’s coursework course involving 18 consenting students, most of whom were practising music teachers in primary, secondary, or private music education settings. A customised GPT, AMU60104 Assessment & Feedback Assistant (M251PM2), was introduced to support students’ self-assessment after they had posted weekly reflections in the learning management system. Students were guided to use the tool to understand rubrics, identify strengths and areas for improvement, and strengthen future reflective writing, while being explicitly instructed not to use AI to generate their reflections. Interpreted through feedback literacy, evaluative judgement, relational validity, and situated AI ethics, the practice suggests that AI-supported assessment is educationally defensible only when it preserves student authorship, strengthens human judgement, and deepens assessment understanding. As a reflective practice account, the paper focuses on students’ perceptions and experiences of using GPT-supported feedback rather than evaluating the content of individual prompts, AI-generated responses, or the technical accuracy of the feedback provided. The paper argues that the value of AI in assessment lies not in replacing teachers or automating judgement, but in mediating students’ engagement with criteria, evidence, feedback, and ethical responsibility.
subject: Articles
  topic: section
subject: generative AI
  topic: keywords
subject: assessment for learning
  topic: keywords
subject: feedback literacy
  topic: keywords
subject: evaluative judgement
  topic: keywords
subject: self-assessment
  topic: keywords
subject: music education
  topic: keywords
subject: rubric-mediated feedback
  topic: keywords
creator: Sajastanah Imam Koning
creator: Chamil Arkhasa Nikko Mazlan
rights: Copyright (c) 2026 Sajastanah Imam Koning, Chamil Arkhasa Nikko Mazlan https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-23
publication date: 2026-06-23
starting page: 68
ending page: 79
doi: 10.37134/ajatel.vol16.1.6.2026

Project-Oriented Approaches in Developing Early Number Operation Skills: A Recent Systematic Review
type: item
description: Early number operation skills are fundamental to children’s mathematical development and later academic achievement. Although innovative pedagogical practices in early childhood education continue to expand, evidence regarding the role of project approaches in supporting early number operation skills remains distributed across different educational and intervention contexts. Existing studies frequently examine project-oriented learning, early numeracy interventions, developmental factors, and assessment practices separately, limiting a comprehensive understanding of their contribution to early mathematics learning. Therefore, this study systematically reviewed literature related to project approaches in developing early number operation skills. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. Literature searches were conducted using the Scopus and ERIC databases through multiple search strings derived from keywords associated with project approaches, early numeracy, and number operation development. The review was limited to studies published between 2020 and 2026. Following identification, screening, eligibility, and quality appraisal procedures, 37 primary studies were retained for final synthesis. Findings derived from thematic synthesis revealed three major themes: (1) Project-Oriented Pedagogical Practices and Learning Contexts, (2) Early Numeracy Interventions and Instructional Approaches, and (3) Assessment, Developmental Factors and Mathematical Learning Outcomes. Overall, the findings suggest that project-oriented learning environments, supported by effective instructional and assessment practices, contribute positively to the development of early number operation skills in early childhood education.
subject: Articles
  topic: section
subject: Early Numeracy
  topic: keywords
subject: Number Sense
  topic: keywords
subject: Number Operations
  topic: keywords
subject: Project Approach
  topic: keywords
creator: Syaza Yasmin
creator: Nadia Shahira Amiruddin
rights: Copyright (c) 2026 Nadia Shahira Amiruddin, Syaza Yasmin https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-08
publication date: 2026-06-08
starting page: 28
ending page: 45
doi: 10.37134/ajatel.vol16.1.3.2026

Identifying Web-Based Components for Critical Academic Reading Instructional Model: A Systematic Literature Review Using PRISMA
type: item
description: Critical academic reading skills are essential in higher education, yet many students face challenges in developing them because of language-related limitations, including restricted vocabulary, and non-linguistic factors such as low confidence, limited engagement, and insufficient instructional support. Although interest in digital learning continues to grow, a research gap remains in theory-based instructional models that integrate web-based components to support the acquisition of higher-order critical academic reading skills. This review addresses that gap through a systematic literature review (SLR) conducted in accordance with the PRISMA 2020 guidelines. The review identified six critical recurring web-based components: interactive multimedia, online discussion forums, gamification, adaptive learning, automated feedback, and digital critical reading pedagogy. Beyond identifying these components, the review explains how they function cognitively and affectively to support critical reading processes such as inferencing, argument evaluation, and metacognitive monitoring. Grounded in constructivism, self-determination theory, cognitive load theory, and personalisation principles, the findings inform a theory-driven instructional model that demonstrates how web-based components can be designed to support critical academic reading. This review contributes theoretically by showing that digital tools are most effective when aligned with pedagogical goals rather than added in isolation. The findings also provide direction for future research and instructional practice.
subject: Articles
  topic: section
subject: Critical Academic Reading Skills
  topic: keywords
subject: Web-based Learning
  topic: keywords
subject: Instructional Model
  topic: keywords
subject: Digital Pedagogy
  topic: keywords
subject: PRISMA
  topic: keywords
creator: Anealka Aziz
creator: Tuan Sarifah Aini Syed Ahmad
creator: Suryani Awang
creator: Roslina Abdul Aziz
creator: Siti Nurshafezan Ahmad
creator: Nurul Afifah Azlan
rights: Copyright (c) 2026 Anealka Aziz, Tuan Sarifah Aini, Suryani Awang, Roslina Abdul Aziz, Siti Nurshafezan Ahmad, Nurul Afifah Azlan https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-30
publication date: 2026-06-30
starting page: 91
ending page: 110
doi: 10.37134/ajatel.vol16.1.8.2026

University Students’ Information Literacy Skills in Bangladesh: A SCONUL-based Analysis
type: item
description: Information literacy is a crucial skill in higher education, yet empirical evidence from public universities in Bangladesh remains scarce. This study applies the SCONUL Seven Pillars framework to assess the information literacy skills of 268 public university students in Bangladesh. A quantitative survey was conducted to examine overall proficiency levels and variations by gender, faculty, academic year, and exposure to information literacy training. The findings indicate stronger abilities in identifying information needs, while competencies related to managing and organizing information remain relatively weaker. Information literacy training emerged as the most influential factor, with trained students possessing significantly better skill. No significant differences were observed across academic years, suggesting that academic progression alone does not ensure skill development. Disciplinary variations highlight the role of curricular and learning environments in shaping competencies. The study findings emphasize on the importance of structured training and curriculum integration in strengthening students’ information literacy skills.
subject: Articles
  topic: section
subject: Information literacry
  topic: keywords
subject: SCONUL model
  topic: keywords
subject: University students
  topic: keywords
subject: Information literacy training
  topic: keywords
subject: Bangladesh
  topic: keywords
creator: A M M Mubassher Shah
creator: Habiba Akter
rights: Copyright (c) 2026 AMM Mubassher Shah, Habiba Akter https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-26
publication date: 2026-06-26
starting page: 80
ending page: 90
doi: 10.37134/ajatel.vol16.1.7.2026

Challenges Affecting Content Coverage of Basic Technology Syllabus in Upper Basic Schools in Edo State
type: item
description: Certain factor such as poor time management by teachers, frequent teachers’ strike actions, public holidays that usually shorten the number of weeks available for teaching in the school calendar. Other factors that could affect the extent to which content coverage of the syllabi of many subjects taught in secondary schools including basic technology include school closure for security reason and changes in school calendar which could lead to gaps in students’ knowledge and skills. Therefore, the need to ascertain the extent to which basic technology syllabus content is covered by teachers in secondary schools in Edo State necessitated this study. The purpose of the study was to determine the challenges affecting content coverage of basic technology syllabus in upper basic schools in Edo State. Three research questions were raised to guide the study and two hypotheses were tested at .05 level of significance. The research design adopted for the study was descriptive survey. Population comprised 224 basic technology teachers across Edo State. The sample of the study was 113 basic technology teachers selected using purposive sampling. The instrument used for data collection was a structured questionnaire. The instrument was validated by three experts in the Department of Industrial Technical Education, Faculty of Vocational and Technical Education, University of Benin and it has a reliability coefficient of 0.73. The research questions raised were answered with mean and standard deviation and the null hypotheses were tested with z-test statistics at 0.05 level of significance. The findings revealed that the content of the basic technology syllabus was covered to a high extent in upper basic schools in Edo State. There was a significant difference between content coverage in schools with low student-teacher ratio and schools with high student-teacher ratio. There was also a significant difference between content coverage of basic technology syllabus in schools located i…
subject: Articles
  topic: section
subject: Challenges
  topic: keywords
subject: Content Coverage
  topic: keywords
subject: Basic Technology
  topic: keywords
subject: Syllabus
  topic: keywords
subject: Upper Basic
  topic: keywords
creator: Sunday Osuyi
creator: Jehu Ogbebor
rights: Copyright (c) 2026 Sunday Oghor Osuyi, Jehu Ogbebor https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-30
publication date: 2026-06-30
starting page: 111
ending page: 122
doi: 10.37134/ajatel.vol16.1.9.2026

Assessing Educational Instrument Validity-Reliability and Student Performance: Rasch Model Insights
type: item
description: This study aims to assess the validity-reliability and student performance. A cross-sectional research design with a quantitative method was employed in this study. The participants of this research were 34 students divided into 12 males (35.3%) and 22 females (64.7%) with an age range of 16-17 years. The data collection used a Quizizz with 15 questions online but still under teacher supervision. The results demonstrate moderate reliability and validity per Rasch analysis, with a person reliability score of 0.63 and an item reliability score of 0.46, indicating a need for item refinement. The person separation index (1.31) and item separation index (0.93) show moderate differentiation, while a Cronbach alpha of 0.70 and raw variance explained by measures (41.6%) support instrument validity. The characteristics of the items and persons reveal that most items align well with the model expectations, although some exhibit variability or inconsistencies that need addressing.
subject: Articles
  topic: section
subject: assessment
  topic: keywords
subject: instruments
  topic: keywords
subject: performance
  topic: keywords
subject: rasch analysis
  topic: keywords
subject: reliability
  topic: keywords
subject: validity
  topic: keywords
creator: Mohd Zaidi Amiruddin
rights: Copyright (c) 2026 Mohd Zaidi bin Amiruddin https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-03
publication date: 2026-06-03
starting page: 12
ending page: 27
doi: 10.37134/ajatel.vol16.1.2.2026

CiteSpace-Based Bibliometric Analysis of Cross-Cultural Oral Communication Research in China
type: item
description: Against the backdrop of globalization and educational internationalization, cross-cultural oral communication (COC) has become a core competency for intercultural interactions, yet its assessment practices remain fragmented and under-systematized in China, lacking standardized frameworks and rigorous empirical validation. To address this gap and map research hotspots and assessment practice trends, this study employed CiteSpace 6.3.R1 to conduct bibliometric analyses on 302 relevant publications retrieved from the CNKI database (2000–2025). Core findings reveal that key research hotspots include oral communication teaching, communicative competence, rubrics, intercultural communicative competence (ICC), industry-education integration, and smart classroom applications. Assessment practices have evolved from single linguistic skill testing to multidimensional evaluation integrating culture, strategy, and technology, with core research clustering around instructional assessment models, pragmatic competence rubrics, and technology-integrated performance assessment. Notably, current research is dominated by conceptual studies, with insufficient empirical validation of standardized rubrics and inadequate attention to affective dimensions. This study systematically visualizes the intellectual structure of China's COC research, enriches the theoretical link between COC and assessment discourse, provides actionable guidance for standardized and culturally sensitive assessment design, and lays a foundation for advancing empirical research on COC assessment instruments.
subject: Articles
  topic: section
subject: Cross-Cultural Oral Communication
  topic: keywords
subject: Assessment Practices
  topic: keywords
subject: Bibliometric Analysis
  topic: keywords
subject: Intercultural Communicative Competence
  topic: keywords
subject: Oral Communication Teaching
  topic: keywords
subject: Smart Classroom
  topic: keywords
creator: Jingyi Chen
creator: Hu Weijie
rights: Copyright (c) 2025 Jingyi Chen, Weijie Hu https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 135
ending page: 149
doi: 10.37134/ajatel.vol15.2.10.2025

Correlation Between Students’ Entrance Exit Survey Results and their Program Outcome (PO) Scores
type: item
description: This study explores the correlation between students’ Entrance-Exit Survey (EES) results and Programme Outcome (PO) scores in the Electrical Measurement course at Universiti Teknologi MARA (UiTM). Conducted over four semesters with 184 diploma students in Electrical Engineering, the study utilized a five-point Likert scale to assess students’ self-rated understanding and mastery of course outcomes. The EES, administered via the UFUTURE platform, supports Outcome-Based Education (OBE) by capturing learning progress from course entry to completion. Survey data and continuous assessments were mapped to the Course Outcome – Programme Outcome (CO–PO) matrix and analyzed using Jamovi statistical software. The findings indicate a positive correlation between students’ survey responses and their PO scores, suggesting that the EES is a reliable tool for evaluating teaching effectiveness and student achievement. This correlation reinforces the value of integrating digital feedback systems into engineering education to enhance curriculum alignment and graduate readiness in response to Industry 4.0 demands.
subject: Articles
  topic: section
subject: Programme Outcome Assessment
  topic: keywords
subject: Entrance-Exit Survey (EES)
  topic: keywords
subject: Outcome-Based Education (OBE)
  topic: keywords
subject: Student Learning Analytics
  topic: keywords
creator: Rohaiza Baharudin
creator: Asmalia Zanal
creator: Anis Diyana Rosli
creator: Ida Rahayu Mohamed Noordin
creator: Juliana Md Sharif
creator: Mohd Hussaini Abbas
rights: Copyright (c) 2026 Rohaiza Baharudin, Asmalia Zanal, Anis Diyana Rosli, Ida Rahayu Mohamed Noordin, Juliana Md Sharif, Mohd Hussaini Abbas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-03
publication date: 2026-06-03
starting page: 1
ending page: 11
doi: 10.37134/ajatel.vol16.1.1.2026

Is AI only to Blame? Assessing Teachers’ Perceived Challenges in AI Detectability
type: item
description: 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.
subject: Articles
  topic: section
subject: AI Text Detection
  topic: keywords
subject: Teacher Perception
  topic: keywords
subject: Academic Integrity
  topic: keywords
subject: Mixed Method Research
  topic: keywords
subject: Educational Policy
  topic: keywords
creator: Ahnaf Chowdhury Niloy
creator: Tazreen Huda
rights: Copyright (c) 2025 Ahnaf Chowdhury Niloy, Tazreen Huda https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-19
publication date: 2025-12-19
starting page: 21
ending page: 42
doi: 10.37134/ajatel.vol15.2.2.2025

The Effects of Whole Brain Teaching on Form One Students’ Historical Knowledge in Hilir Perak
type: item
description: This study examined the effect of the Whole Brain Teaching (WBT) approach on the historical knowledge of Form One students in Hilir Perak, Perak. A quasi experimental design was employed using pre-test and post-test measures involving treatment and control groups. Cluster sampling was used to select participating schools while intact classes were used as the study sample. Four hypotheses were tested at the 0.05 significance level. Pre-test results showed no significant difference between the treatment and control groups, t (65) = -0.209, p = -.835, indicating that both groups had comparable baseline knowledge prior to the intervention. After the intervention, both groups showed improvement. However, the treatment group demonstrated substantially higher achievement than the control group. The control group recorded a post-test mean score of 44.85 (SD = 4.31), whereas the treatment group achieved a mean score of 65.00 (SD = 6.93), with a mean difference of 20.15 marks. These findings indicate that WBT was effective in improving students’ historical knowledge. Therefore, the study suggests that WBT should be considered as an innovative pedagogical strategy for History instruction as it promotes a more active, engaging and effective learning environment.
subject: Articles
  topic: section
subject: Whole Brain Teaching
  topic: keywords
subject: Historical Knowledge
  topic: keywords
subject: History Education
  topic: keywords
subject: Student Engagement
  topic: keywords
subject: Form One Students
  topic: keywords
creator: Nur Hayati Mat Rahim
creator: Shakila Che Dahalan
rights: Copyright (c) 2026 Nur Hayati Mat Rahim, Shakila Che Dahalan https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 57
ending page: 67
doi: 10.37134/ajatel.vol16.1.5.2026

Development of Work-Based Learning Module for Agricultural Extension Training
type: item
description: 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.
subject: Articles
  topic: section
subject: Agriculture extension
  topic: keywords
subject: Learning module
  topic: keywords
subject: Work-based learning
  topic: keywords
subject: Assessment Module
  topic: keywords
creator: Shafeeqa Shahruddin
creator: Zaliza Hanapi
creator: Anizah Mohd Salleh
creator: Norzeha Othman
creator: Fardila Mohd Zaihidee
rights: Copyright (c) 2025 Shafeeqa Shahruddin, Zaliza Hanapi, Anizah Mohd Salleh, Norzeha Othman, Fardila Mohd Zaihidee https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-16
publication date: 2025-12-16
starting page: 1
ending page: 20
doi: 10.37134/ajatel.vol15.2.1.2025

Formative Assessment in Enhancing Emotional Well-Being and Academic Engagement in Secondary School Students
type: item
description: 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.
subject: Articles
  topic: section
subject: Formative Assessment
  topic: keywords
subject: Emotional Well-Being
  topic: keywords
subject: Student Engagement
  topic: keywords
subject: Middle School
  topic: keywords
subject: Pedagogical Measurement
  topic: keywords
subject: Motivation
  topic: keywords
creator: Gulzhaina K. Kassymova
creator: Zhansaya K. Markhmadova
creator: Rugaya Tuanaya
creator: Asma Khoirunnisa
creator: Fina Fakhriyah
rights: Copyright (c) 2025 Gulzhaina K. Kassymova, Zhansaya K. Markhmadova, Rugaya Tuanaya, Asma Khoirunnisa, Fina Fakhriyah https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-24
publication date: 2025-12-24
starting page: 58
ending page: 70
doi: 10.37134/ajatel.vol15.2.4.2025

Relational Validity in Practice: A Decade of Research on Alternative Assessment in English Language Teaching Higher Education (2014–2024)
type: item
description: 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.
subject: Articles
  topic: section
subject: Alternative Assessment
  topic: keywords
subject: Bibliometric Analysis
  topic: keywords
subject: Relational Validity
  topic: keywords
subject: English Language Teaching, Higher Education
  topic: keywords
creator: Arathai Din Eak
creator: Li Hsien Ooi
creator: Saw Fen Tan
rights: Copyright (c) 2025 Arathai Din Eak, Li Hsien Ooi, Saw Fen Tan https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-27
publication date: 2025-12-27
starting page: 96
ending page: 110
doi: 10.37134/ajatel.vol15.2.7.2025

Exploring the Role of Multiple Representation Strategies in Social Studies Learning Outcomes Among Secondary School Students in Nigeria
type: item
description: 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.
subject: Articles
  topic: section
subject: Multiple Representation strategy
  topic: keywords
subject: Conventional strategy
  topic: keywords
subject: Instruction
  topic: keywords
subject: learning outcome
  topic: keywords
subject: Social Studies
  topic: keywords
creator: Lateef Shekoni
creator: Mufutau Olayiwola Sanni
creator: Hafees Adewale Shittu
creator: Akinola Saliu Jimoh
creator: Tajudeen Olukoya
rights: 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
date: 2024-12-30
publication date: 2024-12-30
starting page: 126
ending page: 138
doi: 10.37134/ajatel.vol14.2.10.2025

The Role of Formative Oral Assessment in Mitigating English Speaking Anxiety Among Thai University Students
type: item
description: 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.
subject: Articles
  topic: section
subject: Formative Oral Assessment
  topic: keywords
subject: English-Speaking
  topic: keywords
subject: Anxiety
  topic: keywords
subject: Thai University Students
  topic: keywords
creator: Anumat Yusoff
creator: Wisoot Karajangsirisin
rights: Copyright (c) 2025 Anumat Yusoff, Wisoot Karajangsirisin https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-26
publication date: 2025-12-26
starting page: 71
ending page: 85
doi: 10.37134/ajatel.vol15.2.5.2025

Student’s Attitudes and Motivations Toward Using ChatGPT Feedback for Personalised Learning
type: item
description: 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.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Attitude
  topic: keywords
subject: ChatGPT
  topic: keywords
subject: Feedback
  topic: keywords
subject: Motivation
  topic: keywords
creator: Ik-Ying Ngu
creator: Sie-Yon Lau
creator: Marcelo Schellini
rights: Copyright (c) 2025 Ik-Ying Ngu, Sie-Yon Lau, Marcelo Schellini https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-19
publication date: 2025-12-19
starting page: 43
ending page: 57
doi: 10.37134/ajatel.vol15.2.3.2025

Needs Analysis of Teaching Aids to Enhance Monosyllabic English Reading Skills among Six-Year-Old Preschool Children
type: item
description: 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.
subject: Articles
  topic: section
subject: Children
  topic: keywords
subject: Preschool
  topic: keywords
subject: Teacher
  topic: keywords
subject: Single-Syllables
  topic: keywords
subject: Reading
  topic: keywords
subject: English Literacy
  topic: keywords
creator: Nur Mizan Qistyna
creator: Intan Farahana Abdul Rani
rights: Copyright (c) 2025 Nur Mizan Qistyna, Intan Farahana Abdul Rani https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-27
publication date: 2025-12-27
starting page: 86
ending page: 95
doi: 10.37134/ajatel.vol15.2.6.2025

Impact of Dynamic Assessment on Matriculation Students’ Learning Potential in Thermochemistry
type: item
description: 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.
subject: Articles
  topic: section
subject: Dynamic Assessment
  topic: keywords
subject: Zone of Proximal Development (ZPD)
  topic: keywords
subject: Learning Potential Score (LPS)
  topic: keywords
subject: Matriculation
  topic: keywords
subject: Thermochemistry
  topic: keywords
creator: Mohamad Termizi Nurdin
creator: Fauziah Abdul Rahim
rights: Copyright (c) 2025 Mohamad Termizi Nurdin, Fauziah Abdul Rahim https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-30
publication date: 2025-12-30
starting page: 124
ending page: 134
doi: 10.37134/ajatel.vol15.2.9.2025

Evaluating the Effectiveness of the SULAM Program in Developing Students' Soft Skills Using Structured E-Forms
type: item
description: The Service-Learning Malaysia–University for Society (SULAM) initiative combines community service with academic learning to cultivate critical thinking and civic responsibility in Malaysian higher education. Drawing on Kolb’s experiential learning theory which posits that knowledge arises through a cycle of concrete experience, reflective observation, abstract conceptualisation and active experimentation, SULAM encourages students to translate classroom concepts into real‑world projects. This study evaluates whether the program develops leadership and teamwork skills by administering a structured electronic survey to a case cohort of 60 students enrolled in OBM310 at UiTM Cawangan Terengganu. The instrument comprised ten Likert-scale items measured pre‑ and post‑program, validated by expert review and pilot tested, yielding high reliability (α=0.89). Descriptive statistics, paired t‑tests and visual analytics (radar and spider-web charts) were used to assess changes. Results show substantial skill gains. Leadership improvement was reported by 88.3 % of participants (58.3 % strongly agree; 30.0 % agree), while teamwork was rated “good” or “excellent” by 90 % of respondents. Mean scores across eight soft skills ranged from 4.28 to 4.65 on a five-point scale, with communication and leadership receiving the highest ratings. Inferential analysis confirmed these gains were statistically significant, suggesting the program enhances multiple competencies concurrently. The structured e‑form streamlined data collection and enabled scalable evaluation across cohorts. The study concludes that SULAM, underpinned by experiential learning theory, effectively builds leadership and teamwork skills and demonstrates the value of digital assessment tools. Limitations include reliance on self-reported data and a single-institution sample; future research should involve multi‑site longitudinal studies and objective performance measures.
subject: Articles
  topic: section
subject: Structured E-Form
  topic: keywords
subject: Soft Skills
  topic: keywords
subject: SULAM Program
  topic: keywords
subject: Leadership
  topic: keywords
subject: Teamwork
  topic: keywords
subject: Experiential Learning
  topic: keywords
creator: Ermeey Abd Kadir
rights: Copyright (c) 2026 Ermeey Abd Kadir https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-08
publication date: 2026-06-08
starting page: 46
ending page: 56
doi: 10.37134/ajatel.vol16.1.4.2026

Relationship between Artificial Intelligence Tools and Academic Performance of TVET Students in Higher Education
type: item
description: 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.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: TVET Students
  topic: keywords
subject: Academic Performance
  topic: keywords
subject: Learning Capacities
  topic: keywords
subject: Problem-Solving Abilities
  topic: keywords
creator: Samuel Osamede Ogbebor
rights: Copyright (c) 2025 Samuel Osamede Ogbebor https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-28
publication date: 2025-12-28
starting page: 111
ending page: 123
doi: 10.37134/ajatel.vol15.2.8.2025

Challenges In Implementing EKSA in Malaysian Vocational College: A Virtual NGT Analysis
type: item
description: 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.
subject: Articles
  topic: section
subject: EKSA
  topic: keywords
subject: Nominal Group Technique
  topic: keywords
subject: Virtual NGT
  topic: keywords
subject: TVET
  topic: keywords
subject: Vocational College
  topic: keywords
creator: Mohd Lutfi Mohd Raffi
creator: Mohd Azlan Mohammad Hussain
creator: Mark D. Threeton
creator: Rafiezah Mohd Zulkifli
creator: Nurul Hidayah Mohd Ali
creator: Norisham A. Rahim
creator: Ramli Sappar
rights: 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
date: 2025-06-12
publication date: 2025-06-12
starting page: 76
ending page: 88
doi: 10.37134/ajatel.vol15.1.6.2025

Formative Assessment through Supervisory Feedback on Undergraduate Thesis Writing
type: item
description: 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.
subject: Articles
  topic: section
subject: supervisory feedback
  topic: keywords
subject: Formative Assessment
  topic: keywords
subject: Undergraduate Students
  topic: keywords
subject: Thesis Writing
  topic: keywords
subject: Scaffolding
  topic: keywords
creator: Lian Zhao
creator: Su-Hie Ting
rights: Copyright (c) 2025 Lian Zhao, Su-Hie Ting https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 126
ending page: 141
doi: 10.37134/ajatel.vol15.1.9.2025

The Interest and Stress Level Among Fast-Track Architecture Students in UiTM
type: item
description: 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.
subject: Articles
  topic: section
subject: Architecture education
  topic: keywords
subject: fast-track
  topic: keywords
subject: student interest
  topic: keywords
subject: stress level
  topic: keywords
creator: Tze Kiong Tee
creator: Nur Ashikin Mohd Sharif
creator: Nurulwahida Azid
creator: Charanjit Kaur Swaran Singh
creator: Rahmat Azis Nabawi
creator: Muhammad Aris Ichwanto
rights: 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
date: 2025-06-02
publication date: 2025-06-02
starting page: 1
ending page: 15
doi: 10.37134/ajatel.vol15.1.1.2025

Developing Problem-Solving Skills in Students through Instructional Scaffolding
type: item
description: 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 tea…
subject: Articles
  topic: section
subject: Conventional teaching methods
  topic: keywords
subject: Problem-solving skills
  topic: keywords
subject: Scaffolding Instructional Strategies (Teacher-led Think-Aloud and Reciprocal-Think-Aloud)
  topic: keywords
creator: Salmon Adeyinka Adebanjo
creator: Abidat Oluwashola Mohammed
creator: Olanrewaju O. Ariyibi
rights: Copyright (c) 2025 Adebanjo Salmon Adeyinka, Abidat Oluwashola Mohammed, Ariyibi Olanrewaju O. https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-02
publication date: 2025-06-02
starting page: 36
ending page: 48
doi: 10.37134/ajatel.vol15.1.3.2025

Revamping Agricultural Science Practical Assessments in Nigeria: Lessons from IGCSE
type: item
description: 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 …
subject: Articles
  topic: section
subject: Agricultural Science practical assessments
  topic: keywords
subject: Senior Secondary School Certificate Examination (SSCE)
  topic: keywords
subject: Cambridge IGCSE
  topic: keywords
subject: field-based assessment
  topic: keywords
subject: Nigeria
  topic: keywords
creator: David Nwanna Dumbiri
creator: Nwabueze Monday Gideon
rights: Copyright (c) 2025 David Nwanna Dumbiri, Nwabueze Monday Gideon https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-18
publication date: 2025-06-18
starting page: 89
ending page: 106
doi: 10.37134/ajatel.vol15.1.7.2025

Teaching Approaches and Bridging the Classroom-Reality Gap in Higher Education
type: item
description: 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.
subject: Articles
  topic: section
subject: experiential learning
  topic: keywords
subject: technology integration
  topic: keywords
subject: career preparation
  topic: keywords
subject: approach
  topic: keywords
subject: gap
  topic: keywords
creator: Nimota Jibola Kadir Abdullahi
rights: Copyright (c) 2025 Nimota Jibola Kadir Abdullahi https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-29
publication date: 2025-06-29
starting page: 107
ending page: 125
doi: 10.37134/ajatel.vol15.1.8.2025

A Tripartite Instructional Approach for Demarginalising Biology Classrooms: Impact on Cognitive Achievement and Process Skills
type: item
description: 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.
subject: Articles
  topic: section
subject: Assessment
  topic: keywords
subject: Biology
  topic: keywords
subject: Cognitive Achievement
  topic: keywords
subject: Culture-Techno Contextual Approach (CTCA) 2.0
  topic: keywords
subject: Digestive System
  topic: keywords
subject: Process Skills
  topic: keywords
creator: Ayodeji Ogundowole
creator: Tunde Owolabi
creator: Hakeem Akintoye
creator: Umar Adam
creator: Soladoye Lameed
creator: Toyin Joy Abolaji
creator: Okunola Ajose
rights: 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
date: 2025-06-02
publication date: 2025-06-02
starting page: 16
ending page: 35
doi: 10.37134/ajatel.vol15.1.2.2025

Additional English Language Materials and the Learners with Disabilities’ Learning Outcomes in Malaysia: A Correlational Study
type: item
description: 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.
subject: Articles
  topic: section
subject: Special Education
  topic: keywords
subject: Additional Materials
  topic: keywords
subject: Learners’ Performance
  topic: keywords
subject: Correlation Analysis
  topic: keywords
creator: Muhammad Azwan Basaruddin
creator: Hema Rosheny Mustafa
rights: Copyright (c) 2024 Muhammad Azwan Basaruddin, Hema Rosheny Mustafa https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-28
publication date: 2024-12-28
starting page: 114
ending page: 125
doi: 10.37134/ajatel.vol14.2.9.2024

Potential Use of The TikTok Application as An Informal Learning Medium for Geography Education Students at University Pendidikan Sultan Idris
type: item
description: 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.
subject: Articles
  topic: section
subject: TikTok
  topic: keywords
subject: Application
  topic: keywords
subject: Informal Learning Medium
  topic: keywords
subject: Geography Education
  topic: keywords
subject: Digital Learning
  topic: keywords
creator: Marryjoy Eduardo
creator: Sumayyah Aimi Mohd Najib
rights: Copyright (c) 2025 Marryjoy Eduardo, Sumayyah Aimi Mohd Najib https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 142
ending page: 154
doi: 10.37134/ajatel.vol15.1.10.2025

Social Media and Secondary School Students: How Online Engagement Affects Agricultural Science Academic Performance
type: item
description: 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.
subject: Articles
  topic: section
subject: Assessment
  topic: keywords
subject: Technology
  topic: keywords
subject: Internet
  topic: keywords
subject: Platform
  topic: keywords
subject: Information
  topic: keywords
creator: Sunday Paul Adegoke
creator: Titilayo Iyabode Mamadelo Okanlawon
creator: Peter Olubunmi Adeniji
rights: Copyright (c) 2025 Sunday Paul Adegoke, Titilayo Iyabode Mamadelo Okanlawon, Peter Olubunmi Adeniji https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-12
publication date: 2025-06-12
starting page: 63
ending page: 75
doi: 10.37134/ajatel.vol15.1.5.2025