Journal of Education For Sustainable Innovation

Influence of attitudinal traits on academic engagements of senior secondary islamic studies students in Irepodun, Osun State

Ibrahim Solahudeen Owoyale-Abdulganiy — 2025-06-28

This study investigated the influence of attitudinal traits on academic engagements of senior secondary Islamic Studies Students in Irepodun, Osun State. The objectives of the study were to investigate prevalent attitudinal traits, positive attitudinal traits, impact of negative attitudinal traits and intervention to enhance positive attitudinal traits and senior secondary Islamic Studies students’ academic engagements. Descriptive survey research method was adopted for the study. The population for the study consisted of all 185 Islamic studies students in the 20 secondary schools in Osun State. A sample of 185 respondents was selected from the population using a simple random sampling technique. A questionnaire titled “Attitudinal Traits and Academic Engagements of Senior Secondary Islamic Studies Students Questionnaire (ATAESSISSQ). The reliability of instrument was established with the use of test-re-test methods and value of 0.78 was obtained. Four research questions were answered. The study found that positive attitudinal traits such as enthusiasm, resilience, and open-mindedness play a significant role in fostering academic engagement among senior secondary students of Islamic Studies in Irepodun, Osun State. Negative traits, such as apathy, pessimism, and low self-efficacy, were found to hinder academic engagements. Interventions aimed at promoting resilience, enhancing motivation, providing peer support, and incorporating mindfulness practices could significantly improve students' attitudes and academic engagement in Islamic Studies. Based on these findings, it was recommended among others that teachers should adopt interactive and student-centered teaching methods that make Islamic Studies more engaging, such as group discussions, debates, and real-world applications of Islamic teachings. Teachers should create an inclusive learning environment that encourages students to explore different perspectives and ideas, fostering a more open and adaptable mind-set in their approach to Islamic Studies.

Exploring interactive strategies for addressing reading difficulties in english subject among standard six pupils in Tanzania

Ebby Ngonyani — 2025-06-28

This study investigates effective strategies for addressing reading difficulties among standard six pupils in English. It was informed by interpretivism philosophy with qualitative research methodology. Interview were used in data collection, that was then analyzed thematically. Findings reveal the significance of employing both interactive and direct instructional methods. Interactive strategies, such as group reading and collaborative discussions, facilitate peer modeling and enhance comprehension through shared learning experiences. Direct strategies, particularly questioning techniques, promote critical thinking and active engagement with texts. Additionally, the study highlights the importance of creating supportive learning environments that incorporate motivational practices, diverse reading materials, and technology. Regular assessments and tailored feedback are essential for identifying specific challenges and adapting teaching methods. The results indicate that a multifaceted approach, combining various instructional strategies and fostering a motivational atmosphere, significantly improves reading comprehension and develops a positive attitude towards reading among struggling students. Ultimately, the research underscores the need for educators to implement comprehensive, inclusive strategies to enhance literacy outcomes in the classroom.

An investigation into students’ attitudes towards improvisation of instructional materials in Basic Science and Technology in Lagos State Schools

Isiaka Ayobi Raheem — 2025-06-28

This study examined students’ attitudes toward the use of improvised instructional materials in Basic Science and Technology. A quasi-experimental design, complemented by a descriptive survey, was employed to assess the attitudes of students exposed to an improvised alternating current generator (IACG) during instruction compared to those who received conventional teaching. A total of 360 Basic 9 students were randomly selected from six public junior secondary schools across Lagos State. Research instruments included the IACG, a lesson plan, and a structured questionnaire. These instruments were validated and pilot tested, with the questionnaire yielding a reliability coefficient of 0.88 using Cronbach’s Alpha. Findings revealed a statistically significant difference in attitudes between the experimental and control groups, indicating a more favorable disposition toward improvisation among students taught with the IACG. Based on these findings, it is recommended that schools regularly integrate improvised instructional materials into science teaching. Furthermore, both schools and families should encourage students to engage in improvisation activities to enhance practical understanding and innovation in science education across Lagos State and beyond.

Mathematical achievement ability in public primary schools of Zimbabwe

Loreen Musemburi — 2025-06-28

Mathematical achievement ability often reflects the capacity of learners to grasp and apply foundational mathematical concepts. Ability to achieve in mathematics was evaluated using Wide Range Achievement Test - Expanded Edition (WRAT-Expanded) psychometric test. This comprehensive version assesses academic skills such as reading, spelling and arithmetic across a broader range of abilities and age groups. A sample of Grade 6 learners (n= 66) who were enrolled into the Avondale primary school and (n= 4) teachers, who were directly responsible for teaching the selected learners, were assessed and interviewed respectively as part of the study. The mixed approach design was used in this study and participants were selected using convenience sampling. The study was structured based on the cognitive and social constructivism theories. Findings indicated that mathematical achievement ability is in the average range, with the girls showing higher mathematical cognitive abilities as compared to boys. It emerged that the mathematical achievement ability of learners aligns with comprehension and grasping of mathematical concepts, attitude towards mathematics, and learner`s progress in mathematics. The findings also showed that performance in mathematics can be affected by learners’ beliefs that it is a difficult subject, poor comprehension of mathematical terms, motivation of the teachers to teach mathematics, and lack of adequate resources to teach the subject. The study recommends teachers to be provided with in-service training programmes and refresher courses. These will equip them to respond to attitudes, and gender differences in mathematics, ensuring inclusive and equitable learning opportunities. Findings from this study, can help curriculum design and pedagogy to be learner-centered, addressing not only cognitive skills but also emotional and motivational aspects of learning mathematics.

Efficacy of improvised portable electrolysis console on students’ academic achievement in physics

Abdulsalam Abdukarim — 2025-06-28

The dearth of instructional materials in teaching key concepts in Physics such as Electrolysis in Nigerian schools is rather disparaging to productive and effective teaching and learning. As such, improvising to mitigate this lack of instructional materials becomes an imperative intervention. This study investigated the efficacy of an improvised portable electrolysis console on the academic achievement of physics students in Lagos State senior secondary schools. The Improvised Portable Electrolysis Console, IPEC, is a PCB (Printable Circuit Board) designed semi-automatic electronic instructional material which allows teachers and learners to physically carry out electrolysis experiments, (i.e. Verification of Faraday’s laws of electrolysis, electroplating, and de- rusting). The pretest-posttest control group non-randomized quasi-experimental research design was employed in the study. A total of 143 students, (70 male and 73 female) from 4 co-educational public senior secondary schools in Lagos State, Nigeria constituted the sample. A validated research instrument-Electrolysis Students Written Achievement Test (ESWAT), (reliability coefficient; r = 0.75) was used in data collection. Two research questions were answered, and two research hypotheses were both tested at a 0.05 level of significance. The data gathered were analyzed using descriptive statistics, ANCOVA and independent samples t–test. The results showed that the learners’ taught using the IPEC intervention had better academic achievement than their counterparts who were not exposed to the use of the IPEC. Also, there was no statistically significant gender disparity in the achievement of students exposed to the use of IPEC, showing that the achievement of both genders of learners was influenced equally, i.e., the IPEC intervention has no gender disparity. The study therefore recommended the use of Improvised Portable Electrolysis Console for the teaching and learning of electrolysis in physics.

Bracing up synergy in physics education to end poverty in all its form

Adelani Akintunde Aderinola — 2025-06-28

Poverty is a man-made scenario which effects are devastating on humans and national development. With the multi-dimensionality of the concept of poverty and its implications, the governments around the world came out with the vision of eradicating poverty in all its forms through Sustainable Development Goals (SDGs) by 2030. This paper systematically review literature and synthesizes on Physics education’s role in poverty alleviation. The paper underlines the importance of education particularly influence of Physics knowledge to envision and prepare individuals to come out from the clog of poverty. The paper reviewed the contributory nature of Physics knowledge in stirring up humans’ mind towards problem solving, creativity, practical knowledge for entrepreneurial skills that could be useful to repair devices such as calculator, radio, television and electrical installation of gadgets and wiring of houses, production of laboratory equipment, manufacture of knife edges for sale to schools. Besides, the usefulness of Physics knowledge across all disciplines can enhance technical and technology development which could boost economic development. The study concluded that Physics knowledge should not be confined to Physics students alone but some of the applied concepts to daily life should be taught to all learners at the foundational levels of education. However, with the usefulness of Physics knowledge to reduce poverty levels, the paper reviewed some of the constraints in achieving this which includes lack of adequate infrastructure, shortage of well-equipped Physics laboratories, lack of up-to-date textbooks, curriculum implementation deficiency and insufficient access to modern technology among others.

Integrating Education for Sustainable Development in Tanzanian Ordinary Secondary School Curriculum

Konga Lufunyo Jonas — 2025-06-28

This article explores the perspectives of teachers towards integration of Education for Sustainable Development (ESD) in Tanzanian ordinary secondary school curriculum. Using a qualitative approach and phenomenological design, the study explored teachers’ lived experiences through interviews and observation from 8 selected secondary schools in the Dodoma City Council. Thematic analysis was used to analyse the collected data. The findings revealed that secondary school teachers are aware of the presense of ESD contents in the curriculum of the subjects they teach and are very supportive of the ESD initiatives beleving that ESD equip students with skills to protect the environment. However, their perspectives regarding the integration of ESD into ordinary secondary school curriculum varied across subjects, which suggests that the implementation of education for sustainable development is a contextual and contested field. The significant contribution of this paper is represented by its implications for the implementation of ESD in ordinary secondary schools in Tanzania. Having highlighted the potential of teachers perspectives of education for sustainable development, the curriculum developers can review how education for sustainable development is reflected in the school curricula and address areas that require attention to ensure students acquire comprehensive knowledge, skills and values on education for sustainable development.

Investigating the role of gender in teacher-student communication and classroom dynamics

Md. Solaiman Jony — 2025-06-28

Active class involvement has been connected with student engagement and can be a significant aspect of a good learning experience in classrooms. Several aspects influence student engagement including classroom dynamics such as classroom connection, instructor-student relationship and gender of the teacher and student. This paper looks at how teacher gender affects student views, communication patterns, and classroom dynamics in mixed-gender education environments. Specifically, it investigates how a teacher's gender affects students' views of the teacher-student relationship, the communication techniques used in the classroom, and the influence of gender stereotypes on teacher-student interactions and involvement. Using a mixed-methods approach, the study integrates questionnaires, classroom observations, and interviews with students and teachers to acquire insights into these dynamics. A total of 100 students and 10 teachers from secondary level, by maintaining equal gender ratio, were involved in the study. Preliminary data imply that instructor gender plays a substantial influence in setting student expectations, communication effectiveness, and engagement levels, sometimes mediated by societal gender norms and prejudices. Findings reveal that students commonly regard female teachers as more loving and approachable, establishing greater emotional ties, while male teachers are more frequently linked with authority and discipline. Teacher gender also affects communication techniques; female teachers usually use more inclusive and cooperative conversation while male teachers usually use a more directive style. The study emphasizes the need for greater awareness of gendered perspectives in education to build more equal and inclusive learning settings.

Virtual education, sustainable leadership, and social transformation

Camilo Ernesto Naranjo Calderón — 2025-06-28

This article evaluates the impact of the Sustainable Leaders in Action project, developed by Uniminuto Virtual in Colombia through its Social Responsibility course, on transforming environmental attitudes and practices within local communities. The project led to a meaningful shift from theoretical understanding to applied sustainability, as participants began adopting behaviors such as recycling, organizing clean-up campaigns, and responsible water use. These changes reflected not only deeper environmental awareness but also the development of digital competencies for community engagement. Furthermore, the initiative fostered youth leadership, strengthened collaboration with local authorities, and promoted values of social justice and civic responsibility. Participants transitioned from passive recipients to active change agents, driving the replication of sustainability efforts in broader contexts. The findings highlight the project’s potential as a scalable model for environmental education and community empowerment.