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Research Article
Mastery Levels and Experiences in Learning Addition and Subtraction of Fractions Through Flipped Classroom Model Approach Among Grade 5 Learners
Cinense Johnnefer Caballero*
Issue:
Volume 14, Issue 3, June 2026
Pages:
50-55
Received:
10 October 2024
Accepted:
6 November 2024
Published:
4 June 2026
Abstract: As the education sector in the Philippines returned to face-to-face classes after the two-year implementation of remote education due to the pandemic, learning gaps and losses became an ostensible problem among learners. At the onset of the post-pandemic, flexible, effective, active, and student-centered teaching strategy becomes necessary to deal with the demands of transition from remote to face-to-face learning. Hence, this study aimed to investigate the effectiveness of the flipped classroom (FC) model approach in teaching fractions. Specifically, it sought to assess the mastery levels and experiences of the subjects in learning addition and subtraction of fractions in implementing the flipped classroom model approach. Video lessons and worksheets were used in this study. Pre-posttest and interview questionnaires were used to gauge the mastery levels and experiences of the learners, respectively. Results showed that a significant change in the mean percentage score (MPS) is perceived, implying the effectiveness of the FC model approach in teaching addition and subtraction of fractions. Challenges and beneficial effects of the implemented approach and remarks on the materials used were noted based on the learners' accounts. With the findings of the conducted study, it is recommended that the FC model approach should be considered in teaching Mathematics, especially in teaching the least learned competencies.
Abstract: As the education sector in the Philippines returned to face-to-face classes after the two-year implementation of remote education due to the pandemic, learning gaps and losses became an ostensible problem among learners. At the onset of the post-pandemic, flexible, effective, active, and student-centered teaching strategy becomes necessary to deal ...
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Implementing Daycare Centers in Brazilian Federal Universities: In Search of a Model for a
Political-Pedagogical Project
Gustavo Costa Meireles*
Issue:
Volume 14, Issue 3, June 2026
Pages:
56-61
Received:
28 October 2025
Accepted:
9 January 2026
Published:
4 June 2026
Abstract: This study addresses the construction of Political-Pedagogical Projects (PPPs) for university daycare centers in Brazilian federal institutions, with the practical objective of guiding the development of a PPP for the Federal University of Paraná (UFPR). University daycare centers are recognized as strategic instruments for gender equity in academia, enabling mother-scientists, students, and staff to reconcile research and professional activities with parental responsibilities. Despite their importance, these units face persistent challenges, including unstable funding, insufficient qualified personnel, and a lack of comprehensive educational frameworks. The research adopts an exploratory documentary approach with a qualitative methodology. Data collection involved the identification of federal universities with operational early childhood education units whose PPPs were publicly available, resulting in a purposive sample comprising the Federal University of Bahia (UFBA), the Federal University of Paraíba (UFPB), and the Federal University of Santa Maria (UFSM). Document analysis followed the principles of Thematic Content Analysis, organized into two analytical dimensions: pedagogical, encompassing conceptions of childhood, learning theories, the role of play, and assessment methods; and organizational, covering infrastructure, human resources, and integration with undergraduate courses. Results indicate that all analyzed institutions reject the welfare-oriented model, aligning with Vygotskian socio-interactionism and positioning the child as a subject of rights. The documents also converge in integrating daycare centers into the university's teaching, research, and extension triad. Variations were identified in assessment instruments, physical infrastructure, and teacher-to-student ratios, reflecting local budgetary and institutional constraints. The findings demonstrate that no single exportable model exists; rather, effective PPPs require a balance between pedagogical rigor, administrative flexibility, and institutional commitment to the university community.
Abstract: This study addresses the construction of Political-Pedagogical Projects (PPPs) for university daycare centers in Brazilian federal institutions, with the practical objective of guiding the development of a PPP for the Federal University of Paraná (UFPR). University daycare centers are recognized as strategic instruments for gender equity in academi...
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Research Article
The Influence of the Dynamics of Technology Use in the World of Modern Education on the Development of Adolescent Life as Students in Indonesia
Frezy Paputungan*
Issue:
Volume 14, Issue 3, June 2026
Pages:
62-67
Received:
24 January 2026
Accepted:
4 February 2026
Published:
4 June 2026
Abstract: Educational technology in Indonesia is undergoing a massive transformation to expand access, improve quality, and improve efficiency through e-learning platforms, blended learning, and interactive devices such as Interactive Flat Panels (IFPs). This is addressing geographic disparities by reaching remote areas. However, it faces challenges in infrastructure, teacher training, and digital literacy, requiring collaboration between the government and institutions for equitable and optimal implementation in support of the Golden Indonesia 2045 vision. Current technological developments have transformed almost all aspects of life, including education. The current learning process must adapt to the Industry 4.0 era because in this era, technology is merging to combine physical, biological, and digital dimensions, making it difficult to distinguish between them. The use of technology in education has both positive and negative impacts. Integrating technology into education can increase active student participation, facilitate broader access to information for both students and educators, and enhance students' creativity and critical thinking skills. Information and communication technology continues to develop rapidly, changing the way humans work, interact, and learn. In education, technological advances provide various resources that can expand access to knowledge, improve teaching effectiveness, and create a more interactive learning process. This technology encompasses various features such as natural language processing, machine learning, object recognition, and automation systems that are now used in various sectors of life. Students can access information more quickly, gain a personalized learning experience, and adjust the learning process to individual needs. In relation to an individual's personal life, it is a life that is whole and complete and has special or unique characteristics. A person's personal life encompasses various aspects, including emotional, socio-psychological, socio-cultural, and intellectual abilities, which are integrated with environmental factors in their life. It is viewed as a whole and complete in the form of stable behavior and actions. Thus, personal life issues are a form of integration between physical, socio-cultural, and psychological factors. An individual also needs recognition from others regarding his or her self-worth, both from his or her own family and from society. The influence of adolescence as a student, coupled with the dynamic use of technology in modern education, has proven to support student success in the educational process. However, innovation and creativity are needed from all stakeholders in Indonesia, particularly in higher education.
Abstract: Educational technology in Indonesia is undergoing a massive transformation to expand access, improve quality, and improve efficiency through e-learning platforms, blended learning, and interactive devices such as Interactive Flat Panels (IFPs). This is addressing geographic disparities by reaching remote areas. However, it faces challenges in infra...
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Research Article
AI Tools and Academic Integrity in Postgraduate Research: Addressing Opportunities, Boundaries, and Ethical Frameworks
Mohammed Zeinu Hassen*
Issue:
Volume 14, Issue 3, June 2026
Pages:
68-80
Received:
22 May 2026
Accepted:
2 June 2026
Published:
18 June 2026
DOI:
10.11648/j.sjedu.20261403.14
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Abstract: The proliferation of Artificial Intelligence (AI) tools, encompassing Large Language Models (LLMs), AI-driven literature review platforms, automated statistical software, and generative writing assistants, has fundamentally altered the landscape of postgraduate academic research. This article provides a comprehensive examination of how AI tools intersect with the principles of academic integrity in doctoral and master's-level research programmes. Drawing on emerging institutional policies, ethical philosophy, and empirical findings from higher-education research, the article explores the spectrum of AI use cases in postgraduate work: from legitimate productivity enhancements to practices that undermine the foundational purpose of advanced scholarship. The article argues that the central challenge is not AI itself but the absence of clear, consistent, and educationally grounded frameworks for its use. It examines how traditional definitions of plagiarism, authorship, and original contribution are being renegotiated in the AI era; surveys international policy responses from leading research universities; and proposes a tiered ethical framework to guide postgraduate researchers, supervisors, and institutions. Special attention is given to the particular vulnerabilities of postgraduate research, including pressure to publish, cross-cultural competence gaps, and inadequate supervisory guidance, and to how AI detection technologies are reshaping academic misconduct proceedings. The article concludes that preserving academic integrity in the age of AI requires not prohibition but principled engagement: a shared commitment to transparency, disciplinary literacy, and the cultivation of genuine intellectual contribution.
Abstract: The proliferation of Artificial Intelligence (AI) tools, encompassing Large Language Models (LLMs), AI-driven literature review platforms, automated statistical software, and generative writing assistants, has fundamentally altered the landscape of postgraduate academic research. This article provides a comprehensive examination of how AI tools int...
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Research Article
Discovering Ways of Mitigating Challenges Experienced by Special Education Teachers in Mainstream Schools
Chipo Habowa,
Penda Annie*
Issue:
Volume 14, Issue 3, June 2026
Pages:
81-86
Received:
25 September 2024
Accepted:
7 November 2024
Published:
23 June 2026
DOI:
10.11648/j.sjedu.20261403.15
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Views:
Abstract: This study focused on Discovering Ways of Mitigating Challenges Experienced by Special Education Teachers in selected Mainstream secondary schools of Western Province Zambia. The research objectives were to establish special education teacher’s challenges experienced in mainstream schools, to determine how the challenges experienced by special education teachers affect their roles and to discover ways of mitigating special education teachers challenges experienced in the two selected mainstream schools of Mongu District Western Province Zambia. The study was qualitative in nature and employed the interpretivism paradigm. The study used the Hermeneutic research design. The study used research instruments that targeted 23 respondents and these were semi structured interview guide, observation checklist and focus group discussion guide for special education teachers who taught in mainstream schools, school administrators and a PTA chairperson from one of the two selected schools. The findings of the study reviewed the following challenges; inadequate assistive technology devices in mainstream schools, insufficient trained inclusive education specialists, inadequate teaching and learning resources, lack of special education departments in mainstream schools and special educational duties being undermined as significant challenges. The study discovered ways of mitigating the challenges experienced such as adequate financial and human resource support, creating a special education department, collaboration with regular teachers, using assistive technological devices, need for flexible classroom layouts, involving parents in the need to advocates for incorporating inclusive practices into daily routines. Based on the study findings, it was recommended that school administrators allow special education teachers to submit budgets for teaching resources required, new technological assistive devices be used in mainstream schools, establish partnerships with non- governmental organizations to provide additional resources and support required, PTA chairpersons to support school initiatives on community engagements programs concerning inclusive education and furthermore to advocate for the creation of a special education departments in mainstream secondary schools. A further research on discovering ways of mitigating challenges experienced in mainstream schools can be carried out in other districts mainstream schools.
Abstract: This study focused on Discovering Ways of Mitigating Challenges Experienced by Special Education Teachers in selected Mainstream secondary schools of Western Province Zambia. The research objectives were to establish special education teacher’s challenges experienced in mainstream schools, to determine how the challenges experienced by special educ...
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