Journal of Advanced Research in Education

Efficacy of Peer-Assisted Reading Program in Improving Students’ Reading Comprehension Level

2025-05-26T08:17:47+00:00

This research investigates the effectiveness of the Peer-Assisted Reading Program (PARP) in improving reading comprehension for seventh-grade students. Initially, a pre-test was administered, and 65.79% of the students were categorized in the “Frustrational” reading level and had an average score of 10.42 (52.11%), unfortunately indicating comprehension difficulty. After the intervention, the post-test results indicated an average of 13.76 (68.82%), with 68.42% at the “Instructional” reading level and 18.42% at the “Independent” comprehension level. A paired sample t-test was conducted and indicated a statistically significant difference (t = 6.11, p < 0.001) and indicated a large effect size (0.991). Students provided mixed impressions of the program, where they identified benefits such as improved articulation of analysis and increased motivation levels of reading because of the reading appeal and shortcomings of being too long or misalignment with reading and questions and assessment. This information indicates a necessity for further individualized instructional planning, using greater attention to building individualized and strategic instructional planning for all learners to support reading comprehension.

In Search of Appropriate Pedagogy that Could Enhance Students’ Interest and Academic Achievement in Qualitative Analysis: A Consideration of Predict-Observe-Explain-Explore (POEE) and Demonstrate-Observe-Explain (DOE) Strategies?

2025-05-26T08:19:51+00:00

This research investigated if secondary school students’ interest and achievement in the context of qualitative analysis could be enhanced using predict-observe-explain-explore (POEE) or demonstrate-observe-explain (DOE) instructional strategies. The study was conducted in Kogi Central Education zone of Kogi State, Nigeria. The study adopted quasi-experimental design. 1489 senior secondary three (SS3) students offering chemistry was the population of the study. The sample of the study was 206 students offering chemistry drawn from the population using purposive sampling technique. Qualitative Analysis Interest Questionnaire (QAIQ) and Qualitative Analysis Academic Achievement Test (QAAAT) were the instruments used for data collection. Cronbach’s Alpha was used to calculate the reliability coefficient of QAIQ which yielded 0.93 while the Kendell Coefficient of Concordance was used to calculate the inter-rater reliability of the QAAAT which yielded 0.86. Mean and standard deviation were used to answer the four research questions while analysis of co-variance (ANCOVA) was used to test the four null hypotheses that guided the study. The finding revealed that that the mean difference in the interest rating between the groups (POEE group and DOE group) was significant in favour of POEE group [F_{1, 205}=4.604, P<0.05]. It was further revealed that the mean difference in the academic achievement scores between the groups was statistically significant in favour of POEE [F_{1, 205}=89.004, P<0.05]. Thus, it was recommended that in-service chemistry teachers should be encourage to adopt POEE strategy in order to enhance students’ interest and academic achievement in the context qualitative analysis.

Teaching with Humor: Reflections on Its Relevance in Pedagogical Practice

2025-05-26T08:23:58+00:00

This study focuses on an affective dimension of pedagogical practices in the classroom—humor—to foster more human and emotional interactions. Through a literature review, it reflects on how humor can be an effective tool in teaching and learning, helping to create more positive environments conducive to educational development. This knowledge is valuable for structuring initial teacher training programs, and equipping educators to integrate humor intentionally and strategically. Humor, as a form of social interaction, is important in fostering closer interpersonal relationships and creating a positive classroom climate. Teaching with humor can strengthen these relationships, facilitate student learning, and significantly contribute to academic success. Additionally, the intentional use of humor aligns with the principles of educational sustainability, fostering a more inclusive, emotionally balanced, and collaborative learning environment that promotes the well-being of both students and teachers. The creation of sustainable educational spaces, grounded in trust, respect, and empathy, has a direct impact on building more cohesive and resilient communities. The conclusions highlight the need for teachers to consider humor as a pedagogical tool that can reduce interpersonal barriers and foster an environment of trust, respect, and collaboration. In this context, initial teacher training assumes a strategic role in providing educators with the necessary skills to apply humor in teaching effectively. Thus, it is emphasized that humor not only enhances the teaching and learning process but also plays a crucial role in building a more emotionally balanced, cooperative, and self-regulated society. Therefore, humor is presented as a crucial element in promoting sustainable pedagogical practices, contributing to the strengthening of social and emotional values essential for sustainable development.

Impact of Real-World Problem-Solving Strategy on Biology Students’ Comprehension in Makurdi Metropolis

2025-05-26T08:26:22+00:00

The study determined the impact of Real-World Problem-Solving Strategy (RWPSS) on biology students’ comprehension in Makurdi metropolis of Benue State, Nigeria. The study used quasi-experimental design. Three research questions and three hypotheses guided the study. The population of the study consisted of all students in the secondary schools in Makurdi metropolis with 90 as sample using Stratified random sampling technique from two schools. Biology Students Comprehension Test (BSCT) with 20 items constructed by the researcher which yielded a reliability coefficient of 0.80 and validated by one expert in Science Education and one in measurement and evaluation was used to collect data for the study. The data collected was analyzed using descriptive statistics of mean to answer the research questions while the t-test of independent sample was used to test the research hypotheses at 0.05 level of significance. The findings revealed among others that RWPSS is more effective in enhancing comprehension of biology students than CTM, recorded t-test value of 0.055 with a p-value of 0.040. This is less than 0.05 level of significance (p=0.040<0.05). RWPSS is more effective in enhancing the comprehension of male and female biology students than CTM, recorded t-test value of 0.055 with a p-value of 0.020. This is less than 0.05 level of significance (p=0.020<0.05). The study recommended among others that the Ministry of Education and School administrators should ensure that Real-world problem-solving strategy is used by teachers in enhancing comprehension of biology students irrespective of gender, boarding or day.

Network Formation by Generative AI Assistant of Personal Adaptive Ethical Semantic and Active Ontology

2025-05-26T08:28:57+00:00

In the process of life, a person forms and develops a three-level adaptive, thinking and ethical spatial intelligence. Adaptive intelligence is formed and developed in the environment, forming a spatial adaptive ontology. Thinking intelligence is formed and developed by multimodal communication, learning, problem solving and decision making, forming a spatial semantic ontology. Ethical intelligence is formed and developed according to ethical values, forming spatial ethical value ontology. Three-level adaptive thinking ethical spatial ontology participates in decision-making in real time at every moment of human activation in space. Three-level adaptive thinking ethical spatial personal ontology of knowledge and skills can be formed by a generative AI assistant network learning. By forming three-level personal ontology, it will be possible to effectively and efficiently develop relevant and promising scientific research education. Preparing specialist for research activities, teaching his research skills and skills becomes the most important task of modern education. Training a specialist who can think creatively, independently find solutions in problem situations, navigate the information space is a priority in modern research education. Research scientific education helps to prepare qualified specialists capable of independent scientific activity and innovation, which is especially important in the context of a rapidly changing world and global challenges. Consequently, research education allows for the development of practically effective research activities based on the latest trends and discoveries in science, as well as the formation of fundamental science leading to new practical results.

The Impact of Technology on Scenario Planning for Crisis Management in Small Schools

2025-05-26T08:30:27+00:00

This paper investigates the influence of technology in contingency planning and the success of scenario planning in preserving educational continuity in small institutions during unanticipated disturbances. Examining research from 1994 to 2024 across several academic databases using a comprehensive literature analysis, the report finds Results show that scenario planning improves institutional resilience. However, its application is still uneven because of policy-related, infrastructure, financial, and policy-related problems. The paper emphasizes how technology could enhance the results of scenario planning. It can be concluded that increasing crisis preparedness and guaranteeing sustainable educational continuity in small schools depend on adaptive leadership, digital transformation, and multi-stakeholder collaboration.

Smart Empowerment: Innovative Construction of a Multi-Modal Blended Teaching System for College English

2025-05-26T08:32:02+00:00

Grounded in the theory of multi-modal discourse analysis, this paper conducts an in-depth exploration of the current challenges encountered in college English smart teaching. Leveraging the online smart teaching platform, it maximizes the exploitation and utilization of multi-modal teaching resources, seamlessly integrates multidisciplinary knowledge, and actively pursues the online and offline integration of the college English smart teaching system. Initiating from the four dimensions of smart teaching environment creation, teaching mode construction, teaching method innovation, and teaching evaluation enhancement, a comprehensive and systematic overall design for college English multi-modal smart teaching will be executed. The aim is to fully propel the profound integration of information technology and college English teaching, break through the crucial bottlenecks in the implementation of “Internet + Education”, enhance the quality and effectiveness of college English teaching in an all-round and multi-level manner, furnish potent theoretical support and practical exemplars for the reform and development of college English teaching, and contribute to the realization of the talent cultivation objectives in higher education.