This research explores how learning science through Project-Based Learning (PBL) can increase student engagement by influencing student interest and academic performance in the 7th-grade classroom. While elementary students often enjoy science because it is very hands-on, middle school introduces a more structured instruction, which can reduce student motivation and lead to a decrease in engagement. This study sought to understand whether Project-Based Learning (PBL) could help bridge the gap between engagement and rigor. PBL provides students with opportunities to explore authentic, real-world problems, collaborate with peers, and apply scientific concepts in meaningful contexts. Students actively construct knowledge through inquiry, experimentation, and reflection. These elements align closely with the goals of middle school science education—to foster critical thinking, creativity, and problem-solving skills while maintaining student interest and joy in learning. The study was conducted in two 7th-grade science classrooms, one of which included a dual-language Spanish program. Students participated in science units designed around PBL principles that emphasized inquiry-based projects, collaboration, and student choice. Data were collected using pre- and post-interest surveys and pre- and post-unit assessments to measure shifts in student attitudes, engagement, and academic performance.
This study examined the coping mechanisms and pedagogical challenges experienced by elementary teachers in utilizing interactive multimedia tools in selected public elementary schools in the Schools Division of Leyte, during School Year 2025–2026. Specifically, it determined the teachers’ demographic and professional profiles, assessed the extent of pedagogical challenges encountered in terms of technological fluency, competence, curriculum and lesson integration, time management, and resource management, and identified the coping mechanisms used to address these challenges. The study also examined whether significant differences existed in the teachers’ assessments when grouped according to their demographic characteristics and determined the relationship between pedagogical challenges and coping mechanisms. A quantitative descriptive-correlational and descriptive-comparative research design was employed, involving the total population of 145 elementary teachers from five selected public schools. Data were gathered using a researcher-made questionnaire validated by educational technology experts and analyzed using frequency, percentage, weighted mean, standard deviation, t-test, analysis of variance, and Pearson product-moment correlation at the 0.05 level of significance. The findings showed that teachers experienced varying degrees of difficulty in integrating interactive multimedia tools, particularly in managing technological demands, aligning digital resources with lessons, allocating preparation time, and addressing limitations in available resources. Despite these challenges, teachers demonstrated adaptive coping practices, particularly through collaboration and peer support, resourcefulness, adaptation, personal reflection, and self-care. The findings further indicated differences in some assessments when respondents were grouped according to selected demographic characteristics, while the relationship between pedagogical challenges and coping mechanisms reflected the teachers’ efforts to adjust to technology-related demands. Based on the findings, enhanced digital-based literacy teaching-learning activities were developed to strengthen teachers’ technological and pedagogical competencies and support more practical, engaging, and sustainable technology integration in elementary classrooms.
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.
This research analyzes the implementation of a gamification strategy as a methodological framework for delivering curricular content in a sixth-grade primary education class over the course of a full academic year. The study aimed to understand how the integration of game-based elements fosters motivation, participation, collaborative work, and learning processes within an inclusive environment. The research employed a qualitative approach through a case study involving twenty-two students, including one student with a developmental language disorder, one with dyslexia, and one with autism spectrum disorder (level 2). Data were collected through participant observation, checklists, rubrics, semi-structured interviews, questionnaires administered to students and families, and an analysis of the work produced during learning projects. The strategy involved organizing content from four formative domains into thematic "worlds" and "islands," while incorporating avatars, badges, and an experience point (XP) system that recognized both individual and collective effort and progress. The findings indicate a significant increase in active student participation, improved attendance, greater peer collaboration, heightened engagement with school activities, and a positive perception among families regarding the students' learning and emotional well-being. It is concluded that gamification when grounded in the principles of neurodidactics, formative assessment, and educational inclusion serves as a methodological strategy capable of fostering learning environments that are motivating, equitable, and focused on the holistic development of students.
Purpose: to examine the effectiveness of numeracy-based think-pair-share (TPS) in improving grade V students’ learning motivation in IPAS compared with conventional instruction. Method: this study used a quasi-experimental design with 20 grade V students in experimental and control groups. Data were collected through pretest and posttest motivation questionnaires and analyzed using N-Gain. Findings: showed that numeracy-based TPS improved students’ learning motivation, with a mean increase of 21.39 points and an N-Gain of 0.68, compared with 10.12 points and an N-Gain of 0.32 in the control group. These findings suggest that numeracy-based TPS is a promising approach to enhancing motivation in elementary IPAS learning. Implications: this study highlights the potential of numeracy-based TPS as an innovative instructional strategy to enhance student motivation through active participation, peer collaboration, and meaningful numeracy activities in elementary IPAS learning. Originality: lies in integrating numeracy literacy with the think-pair-share (TPS) model to enhance students’ learning motivation in elementary IPAS, an approach that remains limited in previous research.
This study explored the lived experiences of pre-service teachers during practice teaching using technology-based pedagogy and interactive digital tools. A qualitative phenomenological research design was employed to understand how pre-service teachers experienced, adapted to, and coped with technology integration in real classroom settings. The participants were five selected graduates of Sultan Kudarat State University–Lutayan Campus who completed their practice teaching during the Academic Year 2024–2025. Data were collected using a validated semi-structured interview guide and analyzed through thematic analysis. Findings revealed that pre-service teachers experienced professional growth as they integrated technology into their teaching. The use of interactive digital tools, including Quizizz and Kahoot!, supported more engaging, interactive, and student-centered classroom experiences. However, participants encountered challenges such as limited technological infrastructure, unstable internet connections, equipment malfunctions, and varying levels of student digital literacy. To address these challenges, pre-service teachers relied on mentorship, peer collaboration, online resources, backup plans, and alternative teaching strategies. These experiences strengthened their adaptability, problem-solving skills, resilience, and professional competence. The study concludes that technology-based pedagogy and interactive digital tools offer valuable opportunities for pre-service teachers to develop their instructional practices and professional competence, but effective implementation requires adequate technological resources, institutional support, and ongoing training.
این پژوهش به بررسی تجربههای زیستهی دانشجومعلمان در طول تدریس عملی با استفاده از روشهای تدریس مبتنی بر فناوری و ابزارهای دیجیتال تعاملی میپردازد. طرح پژوهش کیفی با رویکرد پدیدارشناسی بهکار گرفته شد تا درک عمیقی از نحوهی تجربه، سازگاری و مقابلهی دانشجومعلمان با ادغام فناوری در محیطهای واقعی کلاس درس حاصل شود. مشارکتکنندگان شامل پنج نفر از فارغالتحصیلان منتخب دانشگاه دولتی سلطان کودارات–پردیس لوتایان بودند که دورهی تدریس عملی خود را در سال تحصیلی ۲۰۲۴–۲۰۲۵ به پایان رساندند. دادهها با استفاده از راهنمای مصاحبهی نیمهساختاریافتهی اعتبارسنجیشده گردآوری و از طریق تحلیل تماتیک مورد بررسی قرار گرفت. یافتهها نشان داد که دانشجومعلمان با ادغام فناوری در تدریس خود، رشد حرفهای را تجربه کردند. استفاده از ابزارهای دیجیتال تعاملی از جمله Quizizz و Kahoot! موجب ایجاد تجربههای کلاسی جذابتر، تعاملیتر و دانشآموزمحور شد. با این حال، مشارکتکنندگان با چالشهایی مانند زیرساخت فناورانهی محدود، اتصال ناپایدار اینترنت، خرابی تجهیزات و سطوح مختلف سواد دیجیتال دانشآموزان مواجه شدند. برای مقابله با این چالشها، دانشجومعلمان از راهنمایی اساتید، همکاری با همتایان، منابع آنلاین، برنامههای جایگزین و راهبردهای تدریس جایگزین بهره گرفتند. این تجربهها موجب تقویت سازگاری، مهارتهای حل مسئله، تابآوری و شایستگی حرفهای آنان شد. نتیجهگیری پژوهش نشان میدهد که روشهای تدریس مبتنی بر فناوری و ابزارهای دیجیتال تعاملی فرصتهای ارزشمندی برای توسعهی شیوههای آموزشی و شایستگی حرفهای دانشجومعلمان فراهم میکند، اما اجرای مؤثر آن مستلزم منابع فناورانهی کافی، حمایت نهادی و آموزش مستمر است.
This study examines the integration of problem-solving into English as a Foreign Language instruction at the Faculty of Letters and Human Sciences, Mohammed First University, Oujda. Grounded in Experiential Learning Theory, it investigates how project-based tasks, case analysis, peer collaboration, and reflective evaluation influence the linguistic and analytical development of Semester 5 students in Geography, History, and French Studies. A mixed-methods approach was conducted during the fall semester of 2025-2026 with 50 students using a questionnaire and bi-weekly classroom observations. Before the intervention, 65% of participants reported difficulty initiating tasks without direct instructor guidance. Following the intervention, approximately 70% demonstrated greater autonomy, persistence, and confidence when addressing ill-structured problems. The findings indicate that scaffolded active learning can reduce cognitive hesitation while strengthening original reasoning and collaborative engagement. The study supports curriculum designs that integrate language learning with problem-solving and other transferable skills relevant to humanities graduates’ academic development and employability.
این پژوهش به بررسی ادغام حل مسئله در آموزش زبان انگلیسی به عنوان زبان خارجی در دانشکده ادبیات و علوم انسانی دانشگاه محمد اول، وجده میپردازد. این مطالعه که مبتنی بر نظریه یادگیری تجربی است، بررسی میکند که چگونه وظایف مبتنی بر پروژه، تحلیل مورد، همکاری همتایان و ارزیابی تأملی بر رشد زبانی و تحلیلی دانشجویان ترم پنجم رشتههای جغرافیا، تاریخ و مطالعات فرانسه تأثیر میگذارد. رویکردی ترکیبی در نیمسال پاییز ۲۰۲۵-۲۰۲۶ با مشارکت ۵۰ دانشجو از طریق پرسشنامه و مشاهدات کلاسی دو هفته یکبار اجرا شد. پیش از مداخله، ۶۵٪ از شرکتکنندگان اعلام کردند که بدون راهنمایی مستقیم مدرس، در آغاز کردن وظایف دچار مشکل میشوند. پس از مداخله، حدود ۷۰٪ از دانشجویان خودمختاری، پایداری و اعتماد به نفس بیشتری در مواجهه با مسائل ساختارنیافته از خود نشان دادند. یافتهها نشان میدهد که یادگیری فعال مبتنی بر حمایت میتواند تردید شناختی را کاهش داده و در عین حال استدلال اصیل و مشارکت گروهی را تقویت کند. این پژوهش از طراحی برنامههای درسی که یادگیری زبان را با حل مسئله و سایر مهارتهای انتقالپذیر مرتبط با رشد تحصیلی و اشتغالپذیری دانشآموختگان علوم انسانی ادغام میکند، حمایت مینماید.
Teacher Professional Identity is critical for rural teacher recruitment and retention, but effective pathways for its construction remain limited. This study examines whether and how a holistically designed English pedagogy course, integrating theoretical learning and micro-teaching practices with guided reflective discourses, shapes the professional identities of rural pre-service teachers. A longitudinal study spanning one academic year was conducted with three rural pre-service teachers enrolled in the Excellent Teacher Program at a normal university in western China. Data were collected through semi-structured interviews and reflective journals. Drawing on Varghese et al.'s identity-in-practice and identity-in-discourse as a conceptual lens, and Wenger's three modes of belonging as explanatory tools, our dual-layered framework reveals two key transformations. First, the course significantly transformed participants' initially underdeveloped Teacher Professional Identity (self-doubt, narrow grammar and vocabulary focus) into a broader, more confident and committed identity. Two patterns of change were identified: broadening of pedagogical vision from discrete skills to holistic design, and affective repositioning from fear and doubt to confidence and clarity. Second, the course functioned as a discourse-rich community of practice wherein three mechanisms operated to facilitate identity (re)formation: engagement through micro-teaching and peer collaboration, imagination through exposure to contemporary theories, and alignment through guided reflections linking practice to professional standards. The study demonstrates that a campus-based, holistically designed pedagogy course can serve as an effective pathway for the professional identity construction of rural pre-service teachers, particularly in contexts where quality field placements are not feasible. It also highlights the need to integrate such on-campus training with authentic rural experiences (e.g., short-term placements) to translate identity gains into sustained commitment to rural teaching. These findings offer insights for teacher education policy and practice, with implications for addressing global challenges in rural teacher retention.
هویت حرفهای معلم برای جذب و نگهداشت معلمان روستایی اهمیت حیاتی دارد، اما مسیرهای مؤثر برای ساخت آن همچنان محدود است. این پژوهش بررسی میکند که آیا و چگونه یک دوره آموزش زبان انگلیسی با طراحی کلنگر، که یادگیری نظری و تمرینهای تدریس خرد را با گفتمانهای بازتابی هدایتشده ادغام میکند، هویت حرفهای معلمان پیشخدمت روستایی را شکل میدهد. یک مطالعه طولی به مدت یک سال تحصیلی با سه معلم پیشخدمت روستایی که در برنامه معلم ممتاز در یک دانشگاه تربیت معلم در غرب چین ثبتنام کرده بودند، انجام شد. دادهها از طریق مصاحبههای نیمهساختاریافته و ژورنالهای بازتابی گردآوری شد. با بهرهگیری از چارچوب مفهومی هویت در عمل و هویت در گفتمان Varghese و همچنین سه شیوه تعلق Wenger به عنوان ابزارهای تبیینی، چارچوب دولایه ما دو تحول کلیدی را آشکار میکند. نخست، این دوره هویت حرفهای معلمی اولیه و کمتر توسعهیافته شرکتکنندگان (شک به خود، تمرکز محدود بر دستور زبان و واژگان) را به هویتی گستردهتر، با اعتماد به نفس و تعهد بیشتر تبدیل کرد. دو الگوی تغییر شناسایی شد: گسترش چشمانداز آموزشی از مهارتهای مجزا به طراحی کلنگر و بازموضعیابی عاطفی از ترس و تردید به اعتماد به نفس و شفافیت. دوم، این دوره به عنوان یک جامعه عمل غنی از گفتمان عمل کرد که در آن سه سازوکار برای تسهیل (باز)شکلگیری هویت فعال بود: درگیری از طریق تدریس خرد و همکاری با همتایان، تخیل از طریق مواجهه با نظریههای معاصر و همسویی از طریق بازتابهای هدایتشده که عمل را به استانداردهای حرفهای پیوند میداد. این مطالعه نشان میدهد که یک دوره آموزش معلمی مبتنی بر دانشگاه با طراحی کلنگر میتواند به عنوان مسیری مؤثر برای ساخت هویت حرفهای معلمان پیشخدمت روستایی عمل کند، به ویژه در زمینههایی که امکان کارورزی میدانی با کیفیت وجود ندارد. همچنین بر ضرورت ادغام چنین آموزشهای دانشگاهی با تجارب اصیل روستایی (مانند کارورزیهای کوتاهمدت) برای تبدیل دستاوردهای هویتی به تعهد پایدار به تدریس در مناطق روستایی تأکید میکند. این یافتهها بینشهایی برای سیاستگذاری و عمل در آموزش معلم ارائه میدهد و پیامدهایی برای مواجهه با چالشهای جهانی در نگهداشت معلمان روستایی دارد.
