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.

Career Mismatch and Psychological Distress among Professionals: A Systematic Review

Caryl Ricie L. Maagad — 2025-10-29

This systematic review aims to address several questions examining the consequences of career mismatch at the individual level, particularly on psychological distress and other psychological effects among professionals. This study utilized the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA), where relevant studies were synthesized to explore how career mismatch influences professionals. The following eligibility criteria were employed: (1) studies about professionals experiencing mismatch, (2) studies discussing the vertical and horizontal mismatch, and (3) 2015 to 2025 studies written in English. Studies employing qualitative, quantitative, and mixed-methods designs were also considered. Out of the 30 studies assessed for review, only 10 were eligible to be included. Studies reveal that mismatch predicts psychological distress through its impact on job satisfaction. Other people’s perceptions of mismatched professionals have also been found to heighten distress. Furthermore, there is an elevated risk of psychological distress that may lead to psychiatric hospitalization. These findings signify the link between career mismatch and psychological distress. This review also indicates the presence of other psychological effects brought by career mismatch, such as resilience and job attitudes. Lastly, results show that a professional’s desire to work in a well-matched career is influenced by the extent to which they are satisfied with their current mismatched careers. Indeed, career mismatch has been observed in a lot of contexts and is widely experienced by a lot of professionals across the globe. However, career mismatch in the context of this review remains understudied. Overall, the review reinforces the need for further research on the psychological aspects of career mismatch and highlights recommendations for organizational support, mental health care providers, and future researchers.

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.

Strengthening Teacher Creativity through the Blended Product Training Model in the Development of Digital Libraries

Fajar Arianto — 2025-10-14

Aim: This research aims to measure the effectiveness of the Blended Product Training model in enhancing teachers' creativity in developing digital libraries. The steps of the Blended Product Training model are divided into three stages: (1) conducted synchronously to deliver the material while simultaneously designing the digital library product to be developed, (2) the second stage is conducted asynchronously, where the process of independently producing the digital library takes place, and (3) the final stage is conducted synchronously again, involving the evaluation of the product results through presentations, discussions, and reflections on the training process and achievements.

Study Design: The research used a quasi-experimental method with a one group pre-test post-test design. The research subjects were 25 teachers who worked as librarians.

Methodology: Data collection was conducted through a creativity questionnaire with assessment aspects (1) the ability to create innovative ideas, (2) skills in developing digital products, (3) creative use of technology, (4) problem-solving through innovative approaches, and (5) originality of work.

Results: The data obtained were analyzed using the n-gain test to compare the difference between pretest and posttest scores after the training. The analysis results yielded an N gain score of 0.5979 with a standard deviation of 0.05966 and an N gain percentage of 59.7874, while the standard deviation value was 5.96634.

Conclusion: The results of training research using the Blended Product Training model are quite effective in improving the competence of digital library development teachers. This training not only results in an increase in knowledge but also encourages teachers to create original digital libraries that meet the needs of the school. It is recommended that training with this approach be more widely adopted with ongoing technical support to ensure successful implementation in the educational environment.

The Role of Grit in Predicting Academic Achievement: A Study of form Three Students in Kenya

Daniel Muigai Mwaura — 2025-10-17

This study investigates the predictive relationship between Grit and academic achievement among Form Three students in Kiambu County, Kenya. Grit, defined as perseverance and consistency of interest toward long-term goals, has gained prominence in educational psychology as a non-cognitive trait linked to academic success. Using an explanatory sequential mixed-methods design, the study sampled 258 students from 40 public secondary schools across four school categories. Quantitative data was collected using a modified GRIT-O scale and analyzed through Pearson’s correlation and regression techniques. Results revealed a statistically significant positive correlation (r = 0.64, p < 0.00) between Grit and academic achievement. Qualitative data from interviews with a subset of students were analyzed thematically, revealing motivational factors such as role models, socio-economic reflection, spiritual practices, and institutional support. These findings underscore the importance of Grit in shaping academic outcomes and suggest that psychological resilience and long-term goal orientation are critical components of student success. The study contributes to educational psychology by offering empirical evidence from a Sub-Saharan African context and recommends integrating Grit-enhancing strategies into teaching practices and school policies. Implications for educators include the need to foster perseverance through structured interventions, mentorship programs, and emotional regulation strategies. The study also highlights the importance of contextualizing Grit within cultural realities to ensure its effective application in diverse educational settings.

Classroom Climate as a Determinant of Work Involvement: Comparative Evidence from School Teachers in Tamil Nadu, India

M. Saratha — 2025-10-18

The classroom climate has long been recognized as a key determinant of student learning, but its significance for teachers’ professional commitment and work involvement remains underexplored in the Indian context. This study investigates how classroom climate shapes teachers’ work involvement in Tamil Nadu schools, comparing responses across government and private institutions. Using a stratified sample of N = 400 teachers (200 from government schools and 200 from private schools), data were collected through validated classroom climate and work involvement scales. Statistical analyses, including correlation, regression, and t’ test, revealed that supportive classroom climate strongly predicts higher teacher involvement. Dimensions such as teacher–student rapport and psychological safety emerged as the most significant predictors. Notably, the relationship was stronger in private schools, where smaller class sizes and better resources facilitated a more favorable climate. Findings underscore the importance of fostering positive classroom environments to enhance teacher engagement and reduce attrition. Policy implications include targeted professional development and leadership interventions for government schools.

An Integrated TSPBL-TBL Model for Developing Pre-service Teachers' Textbook Research Competence Through Technology and Progressive Tasks

Lixia Ye — 2025-11-01

This paper presents an integrated TSPBL-TBL model to overcome the challenges of time constraints, collaborative inefficiency, and limited assessment in the 32-hour "Comparative Analysis of Middle School Mathematics Textbooks" professional extension course for third-year pre-service mathematics teachers. The model seeks to improve instructional efficiency and training outcomes. The model integrates Technology-Supported Project-Based Learning (TSPBL) with Team-Based Learning (TBL). It dissects the complex process of cross-cultural textbook analysis, such as comparing Chinese and American or Chinese and Vietnamese textbooks, into a series of manageable tasks. These tasks are supported by scaffolding tools like literature templates and coding guides and are facilitated through the Chaoxing Smart Teaching Platform. Teams are structured with defined roles, including team leader, literature researcher, data analyst, and presenter, and they follow a four-step decision-making protocol to improve collaboration efficiency. The assessment framework combines formative evaluation methods—such as group tasks, course interactions, and online quizzes—with summative evaluation via final project reports and presentations. Practice has proven that the organic integration of TSPBL and TBL can effectively improve the textbook research competence and pedagogical collaboration capabilities of pre-service teachers. This model can effectively address the implementation challenges of practice-oriented courses and serve as a transferable paradigm for course reform in teacher education.