Journal of Education, Society and Behavioural Science

Educational Perspectives on the Role of Mathematical Language Across Various Fields

Suryakanta Behera — 2025-09-06

Mathematics is a subject with a widespread scope of application in multiple areas of academia and industry and multiple subjects find within their specific areas, the usage of mathematics in different forms. Touted as the language of the universe it is a field which is integral to the existence of multiple other fields as in daily life, one can find the application of mathematics anywhere they turn their eyes. Thus, we present in this paper, various different subjects which are interconnected with mathematics and require its application for specific purposes. Physics, Chemistry, Biology, Computer Science, Environmental Science and Social Science, all are subjects which require the application of mathematics in some form. In each field, mathematics has specific usages, the formulae provided by it turn massive calculations into a simple more comprehensible form.

Teacher Credibility and Collective Efficacy in Public Elementary Schools

Ruvel T. Albino — 2025-08-21

This study aimed to determine the significant relationship between teacher credibility and collective efficacy in public elementary institutions in Babak District, Division of Island Garden City of Samal. A descriptive-correlational research design was employed, involving a sample of 200 teachers from public elementary schools in Babak District, Division of Island Garden City of Samal. Standardized questionnaires were administered through face-to-face surveys. The mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses were utilized to analyze the collected data. The findings revealed that teacher credibility and collective efficacy were both at very extensive levels. Correlation analysis indicated a significant relationship between teacher credibility and collective efficacy. Furthermore, teacher credibility, specifically the domains of competence, goodwill, and trustworthiness, was found to significantly influence collective efficacy. It is recommended that school administrators continue to enhance teacher credibility by providing professional development programs that focus on building competence, goodwill, and trustworthiness among teachers. Encouraging collaborative practices and fostering a positive school climate can further strengthen collective efficacy, enabling teachers to work more effectively together toward common educational goals.

Improving Students’ Game Play and Tactics in Playing Volleyball Using Skill Illustration Technique (SkIT)

Riel Anne A. Batilo — 2025-08-29

This study aimed to enhance the gameplay and tactical skills of 29 Grade 11 students in volleyball using a validated Volleyball Skill Illustration Technique (SkIT) as the primary instructional tool. The research was carried out on a small group of students and requires validation on larger samples. Conducted at MMSU-Laboratory High School, Laoag Campus during the fourth quarter of SY 2022–2023, the study utilized a proficiency scale to assess student performance before and after the intervention, with categories ranging from "Beginning" to "Advanced." Data were analyzed using descriptive statistics, specifically the weighted mean and t-test of difference. Results showed a significant improvement in performance, with the pre-demonstration mean score of 20.67 (Developing) rising to 34.75 (Proficient) post-demonstration, reflecting a mean difference of 14.08. This substantial increase indicates that the SkIT had a strong positive effect on students’ understanding and application of volleyball strategies. The findings suggest that incorporating a structured playbook into physical education can effectively improve students’ tactical and gameplay skills. This study offers a validated method that can be integrated into modern teaching of physical education.

The Impact of Teachers’ Variables and School Environment on the Academic Performance of Primary School Pupils in Basic Science in Osun State, Nigeria

Kikelomo Adeola Omopariola — 2025-09-18

Background: The importance of Basic science and Technology to any nation in terms of scientific discoveries and Technology advancement and also in the foundation of science education to pupils, right from their early stage in schools cannot be over emphasized. There are several challenges facing the teaching and learning of the subject in primary schools.

Aim: This study investigated the influence of teachers’ variables on lower primary school pupils’ performance in Basic Science in Osun State, Nigeria.

Study Design: A descriptive survey research design was adopted for the research.

Place and Duration of Study: Department of Institute of Education, Obafemi Awolowo University, Ile-Ife, Nigeria, between November 2018 and November 2021.

Methodology: The population for the study comprised of teachers and pupils in both private and public schools. The sample for the study comprised 60 teachers and 300 pupils selected from 30 primary schools, using multistage sampling procedure. From the three senatorial districts in the State, one Local Government Area, 10 primary schools, 10 primary III pupils and two teachers were selected using simple random sampling technique. Three instruments were used for data collection: Questionnaire on Teachers’ Variables and School Environment (QTVSE), Teachers’ Observation Checklist (TOC) and pupils’ results in Basic Science. Data collected were analyzed using frequency counts, percentage, regression analysis and Analysis of Covariance (ANCOVA).

Results: The results showed that teachers’ variables and school environment had significant influence on lower primary school pupils’ performance in Basic Science in Osun State, Nigeria (F = 2.485; p < 0.05) and (F = 3.657; p < 0.05) respectively. In addition, the findings showed no significant interaction effect of gender and teachers’ variables on lower primary school pupils’ performance in Basic Science in the study area (F = 0.225; p > 0.05).

Conclusion: Teachers’ variables and school environment had influence on lower primary school pupils’ performance in Basic Science in Osun State.

Communication Barriers in Online Learning: A Quantitative Study of Undergraduate Students in Bangladesh during COVID-19

Tabassum Nuha — 2025-09-18

Aims: Due to the transition from traditional to digital learning, undergraduate students in Bangladesh faced multiple communication obstacles during online classes in the COVID-19 period. This study aimed to identify these obstacles and examine their relationship with students’ socio-economic backgrounds.

Study Design: The study employed a quantitative approach. An online survey was conducted with 324 participants from 17 universities across Bangladesh (200 male, 124 female). Data was collected through a Microsoft online form, coded into Excel, and analyzed in SPSS using descriptive statics and crosstabulation.

Theoretical Framework: Guided by the Knowledge Gap Theory, Diffusion of Innovation, and Uses and Gratification Theory, the research situates communication barriers within broader digital platforms and learning dynamics.

Results: Findings revealed that communication barriers were strongly associated with infrastructural and socio-economic variables, particularly the type of device used, residential area, institutional capacity, and internet speed. These factors significantly shaped students’ ability to engage effectively in online learning.

Conclusion: The findings highlight critical infrastructural and socio-economic factors that hinder effective online communication, offering actionable insights for educational reform in post-pandemic Bangladesh. By addressing these disparities, policymakers and institutions can design more inclusive, resilient, and effective digital learning systems for the future.

Modelling Usability and Acceptance for Learning Innovations in the Post COVID Era

Timinipre Amabie — 2025-09-20

While learning innovations, development and deployment in Nigeria continues to increase, experiences and benefits of these innovations have largely not been widespread. Understanding users’ acceptance is a key factor for the development and success of learning innovations (LIs). Several models have been developed and validated in different domains to help explicate the technology adoption. However, these models did not address technology adoption in learning institutions as no educational-related constructs were tested, indicating a possible gap for researchers to fill. Against this background, this study developed a generic model with a view to measuring behavioural intention to accept and use learning innovations. By doing so, future researchers could just apply the generic model to gain an understanding of a variety of problems relating to LI adoption. The overall design of the research is cross-sectional but embedded in different levels of triangulation. A questionnaire data collection technique was applied for this fieldwork. Each item was scored on a 5-point Likert rating scale.

To analyse the data, structural equation modelling with latent variables was used. Statistical tools such as SMART-PLS 3.0 were used. The results of this study showed several implications. First, the research model makes it relevant to the present situation caused by COVID-19 and its application in higher education to explain factors affecting online learning, most especially from the experiences of a developing economy. The results suggest that higher education institutions build a stable online portal where teachers can teach and guide students without any difficulties. Secondly, the perceived interactivity and quality of the online learning system significantly explain the students’ belief in performing better and, consequently, add to their willingness to use the system. Educators and practitioners can use the proposed framework towards integrating learning innovations.

Career Self-efficacy and Academic Performance of Secondary School Students: An Empirical Analysis

Priyanka Malik — 2025-09-27

Career self-efficacy is a key factor influencing students’ academic progress and career development, as it reflects their confidence in making career choices and planning for the future. This study evaluates the level of career self-efficacy among secondary school students in Odisha, its relationship with academic performance, and possible gender differences. Using a descriptive survey method, data were collected from 130 students selected through simple random sampling in the Cuttack district of Odisha. Career self-efficacy was measured using the standardized Career Decision Self-Efficacy Scale, while academic performance was assessed through recent examination scores. Results showed that a majority of students have high levels of career self-efficacy (M = 95.08, SD = 11.20). Independent t-test analysis revealed no significant gender differences (p>0.05). Pearson correlation analysis indicated a significant but weak positive relationship between career self-efficacy and academic performance (r = 0.248, p = 0.004). These findings suggest that students with higher confidence in career-related abilities tend to perform better academically, and therefore, fostering career self-efficacy in secondary education is important for enhancing both academic achievement and future career readiness. Schools should integrate career guidance, mentorship, and skill-building activities into secondary education to enhance students’ career self-efficacy, which in turn supports academic success and future career readiness.