resource-constrained schools

This study designed and validated a Technology-Enhanced Inquiry-Based Learning Package (TIBLEP) for junior secondary natural science in a resource-constrained context, addressing the offline connectivity barriers common in under-resourced schools. A Design and Development Research (DDR) approach guided needs analysis, design, development, expert validation, revision, and field implementation. TIBLEP was built as an offline environment combining curriculum-aligned content, guided inquiry, multimedia demonstrations, self-paced navigation, and formative feedback. Five experts assessed the package across six dimensions. Sixty Grade 8 students from two intact classes then completed a five-week field trial (30 in the TIBLEP group and 30 in the conventional group), with interviews capturing participant experiences. Expert ratings were consistently positive (grand mean = 3.69, SD = 0.29), with the highest ratings for overall suitability (M = 3.78) and the lowest for technology integration (M = 3.60). Posttest achievement was higher for TIBLEP (M = 68.30, SD = 6.20) than for the control group (M = 54.70, SD = 5.80). Interviews indicated perceived gains in conceptual clarity, autonomy, engagement, collaboration, and teachers' technological competence. TIBLEP is a feasible, expert-validated offline model for inquiry-oriented science learning where connectivity is unreliable and access remains uneven. The package offers teachers and policymakers a validated, curriculum-aligned tool for delivering inquiry-based science instruction without depending on internet access.

Amid persistent classroom shortages in resource constrained educational system, makeshift classrooms have emerged as a widespread yet underexamined learning environment that may profoundly shape students’ academic experiences and outcomes.practical response to the shortage of classrooms. Nevertheless, there is limited knowledge concerning how these makeshift classrooms influence students’ educational experiences, especially in Social Studies. The study explored the lived experiences and academic performances of the students in learning Social Studies in the makeshift classrooms in Upper Sepaka Integrated School, Talahik Integrated School and Tapok Integrated School in Surallah North District. A phenomenological research design was used. Data were collected via in-depth interviews and analyzed using thematic analysis. The results indicated that students encountered several challenges including poor classroom conditions, instructional challenges, learning challenges and lack of involvement. Nevertheless, they showed resilience through peer collaboration, independent learning, self-regulation, and a positive mindset. Teachers also made adaptations includes interactive instruction, instructional adaptations, effective classroom management, and environmental adjustments to continue learning. However, the makeshift educational environment continued to impact on academic results with reduced engagement, interrupted learning, poor academic performance and reduced learning development. The key finding of the study is that although students and teachers can adapt to challenging learning environments, adaptation alone cannot compensate for poor classroom conditions. The findings highlight the need for better learning facilities, increased instructional support, and more responsive educational policies to provide equitable opportunities for success for students in marginalized learning spaces.