Journal of Multidisciplinary Research and Development

Is English the Gateway or Gatekeeper? Exploring the Impact of English-Only Policies in Asia

2025-04-06T13:06:13+07:00

As far as studies on the English-only policy (EOP) are concerned, there is a notable concentration of research focusing on Asia. To better represent this region and gain a comprehensive understanding of how EOP is applied in diverse educational contexts, this study aims to examine the roles, benefits, challenges, and recommendations associated with EOP implementation in Asian schools. Through a systematic literature review, inclusion and exclusion criteria were applied, and 38 journal articles from the ERIC database covering 15 Asian countries were screened for review. The findings indicate that the role of EOP in education across Asian countries primarily centers on preparing students for international opportunities and addressing challenges in teacher training. The benefits of EOP implementation include improving language proficiency and enhancing student engagement. However, several challenges were identified, such as the marginalization of local languages and cultural education, excessive demands in enforcing EOP, and increased difficulties for students with limited English exposure. The review also presents several recommendations for strengthening and improving EOP in educational institutions: enhancing classroom practices, language strategies, and assessment; promoting cultural relevance, motivation, and engagement; developing communication strategies for effective language acquisition; supporting teacher training, curriculum development, and community involvement; and expanding EOP-related studies as a direction for future research. While EOP aligns with global standards by fostering English proficiency and cultural awareness and preparing students for globalization, it also presents significant challenges, including over-reliance on the English language, which can hinder learning and potentially alienate students who struggle with it. It is important to note that only 15 out of 49 Asian countries were represented in the review. This suggests a gap in the literature, as studies on EOP in the remaining countries are either limited or absent—highlighting a valuable area for future research.

Teaching and Learning English Grammar

2025-04-06T13:06:50+07:00

While substantial research has explored English grammar learning in East and South Asia, its classroom implementation in other Asian regions—particularly within ASEAN countries—remains underexamined. This study investigates the opportunities and challenges in implementing English grammar instruction across ASEAN countries. A systematic literature review was conducted using the ERIC database, focusing on peer-reviewed journal articles published between 2020 and 2024. Applying defined inclusion and exclusion criteria, 24 relevant articles covering five ASEAN countries (i.e., Indonesia, Malaysia, Philippines, Vietnam, and Thailand) were selected for analysis. Findings reveal that English grammar instruction enhances competence in the four macro language skills, improves grammatical accuracy, and increases learner confidence in academic and professional settings. However, challenges persist, including first language (L1) interference, limited student motivation, low confidence, and insufficient opportunities to use English in real-life contexts, often resulting in fear of criticism. To address these issues, the study emphasizes the importance of student-centered strategies, the integration of digital learning tools, and more opportunities for authentic communication. It is concluded that English grammar instruction positively impacts proficiency and confidence, but its full potential is constrained by persistent learner-related and instructional challenges. The study recommends checking for more recent studies from other ASEAN countries beyond the five reviewed, using additional databases, and encouraging classroom practices that foster real-world language use and regular student feedback.

Exploring the Basic Needs of Street Children in Pabna Municipality

2025-04-06T13:07:16+07:00

The objective of the study explores the impact of residence and education status on the basic needs of street children in Pabna Municipality, Bangladesh. In contrast, the goal of this study is to discuss the level of education attained and residence consciousness of street children residing in the Pabna Municipality. The research was carried out by quantitative method using a convenient sampling technique, in which 88 children living on the streets from various Pabna Municipality areas took part in total. The socioeconomic status of the street children in Pabna Municipality is shown by the study, as is the situation of deprivation concerning their place of residence and level of education. Our findings designate a strong correlation between the lack of stable residence and poor access to education and the heightened vulnerability of these children to meeting their basic needs. The main reasons respondents don't go to school and live in unsanitary areas like slums, stations, and markets are poverty, parental death, and divorce. The research underscores the need for comprehensive policy interventions focusing on improving the living conditions and educational opportunities for street children. Our study contributes to a broader awareness of the socioeconomic challenges faced by street children and offers a framework for policy and practical solutions in Pabna Municipality and similar urban settings.

International Students’ Social Experiences of Studying a Postgraduate Course in Britain

2025-04-09T07:26:35+07:00

The study explores international master's students' social experiences at Cardiff University and the support provided during the 2020 academic year, when COVID-19 was at its peak. This research draws upon rich qualitative data from 20 purposively selected participants. The selection criteria ensured gender balance, international representation, diverse undergraduate backgrounds, and inclusion of both remote and UK-based postgraduate students from various academic programs. Data were collected utilising semi-structured one-to-one Zoom interviews. The study used NVivo 12 Pro to conduct thematic data analysis. The study found that international postgraduate students at Cardiff University generally had positive social experiences, forming friendships and joining student societies. However, COVID-19 restrictions limited in-person interactions. The university provided support services, including English language help, counselling, well-being services, and international student support, such as scholarships. The findings of this research recommended that the university communicate frequently with international students about all the activities and student societies on campus. Likewise, the university should hold online events for students to meet other foreign students virtually. Universities must acknowledge that encouraging international postgraduate students to have a pleasant social experience is essential to advancing diversity, inclusivity, and cross-cultural interaction as well as academic achievement on campus. Similarly, COVID-19 constraints highlight the necessity for colleges to create adaptable and creative strategies for social interaction, such as growing online communities and virtual gatherings.

Impact of Teachers’ Assessment Practices on Students’ Attitude and Critical Thinking in Basic Science

2025-04-06T10:54:43+07:00

This study investigated impact of teachers’ assessment practices on students’ attitude and critical thinking in Basic Science using cross-sectional survey research design. A sample of 393 from a population of 20,885 students using multi-stage sampling procedure participated. Three instruments: Basic Science Critical Thinking Test (BSCTT), Basic Science Students’ Attitude Scale (BSSAS), and Basic Science Teachers’ Assessment Practices Observation Scale (BSTAPOS), with reliability coefficients of .60, .71 and .66 respectively aided data collection. Based on data analysis, it was found that a significant difference exists in the impact of teachers’ low, moderate and high classroom assessment practices on the mean attitude ratings [F(2,392) = 71.483, p = .000 < .05], mean critical thinking scores [F(2,392) = 65.023, p = .000 < .05] of students in Basic Science. Male and female students do not differ significantly on the impact of teachers' low and moderate assessment practices but with high assessment practice on attitude, and also do not differ significantly regarding critical thinking scores in Basic Science. To reduce the incidence of Basic Science teachers’ low and moderate assessment practices, teachers are encouraged to use high classroom assessment practices.

Effect of Metacognition and Learning Style on Academic achievement of college Students

2025-04-16T23:56:07+07:00

Metacognition and learning styles play a crucial role in shaping academic achievement. This study investigates the connection between these factors and their impact on students' academic performance. This research seeks to identify the connections between metacognition, learning styles, and academic achievement and to ascertain whether or not these elements significantly impact students' performance. A descriptive survey design was adopted, and 270 undergraduate humanities and science students from Hooghly district colleges in West Bengal, India, were selected. The Metacognitive Inventory (MCI) and the Learning Style Inventory (LSI) questionnaires were used for data collection. Pearson's Product Moment Correlation and multiple regression analysis were conducted to analyze the data. The study's results depict strong positive relations between metacognition and academic performance, learning styles and academic performance, and metacognition and learning styles. The research concludes that both metacognition and learning styles have a general impact on academic performance, implying that students with greater awareness of metacognition and responsive learning styles would perform better at college.

The Factors Influencing Students’ Performance in Chemistry in Selected Senior High Schools

2025-04-23T20:37:10+07:00

This study examined the factors influencing students' academic performance in chemistry at selected senior high schools in Kassena-Nankana Municipality, Ghana. A quantitative research method, rooted in the positivist paradigm, which assumes the existence of a single objective reality and excludes subjective values was utilised in this study. Therefore, it relied on numerical data to achieve objectivity. A descriptive correlational research design was used as a blueprint for the quantitative data collection and analysis. This design establishes the degree of influence or relationship between the variables understudy using statistical analysis. The study involved 140 participants, selected from an accessible population of 279 third-year students across four senior high schools, using purposive and simple random sampling. Data collection instruments included test and a questionnaire, which was designed in a form of a five-point Likert scale. The findings indicate that teacher quality, classroom environment, and teaching and learning resources had negative influence on students' performance in chemistry. Consequently, regression analysis revealed that all three factors: Teacher quality, classroom environment and teaching and learning resources significantly negatively influenced students’ academic performance in chemistry across the selected schools that were engaged in this study. The study thus concludes that among the selected schools considered for this study; teacher quality, classroom environment and teaching and learning resources are contributory factors to students’ low performance in chemistry. It is therefore recommended that continuous professional development for chemistry teachers in the selected schools should be institutionalised by leadership of the schools to enhance students’ learning outcomes in chemistry.

Assessing the Validity and Reliability of a Rubric-Based Assessment

2025-04-23T20:36:49+07:00

This paper presents a self-evaluation study of the Final Year Project II (FYPII) report rubric, examining its validity, reliability, and effectiveness in supporting student learning. While rubrics are widely used in education, concerns remain about their fairness and consistency in subjective assessment. This study employed a validity checklist, an explicitness check, an interrater survey, and an awareness survey to evaluate the rubric’s performance. Although it met all validity criteria, ambiguous terms affected reliability. The interrater survey revealed discrepancies among raters, leading to the proposal of four rating rules to enhance consistency. Despite facilitating learning, the rubric showed a gap between students’ understanding of the criteria and their ability to produce quality work. Effective supervisor supervision was identified as crucial in bridging this gap. These findings highlight that a well-designed rubric alone is insufficient—proper implementation is essential to ensure meaningful assessment without overburdening evaluators.

Teachers’ Perceptions on Effective Resilience Strategies to Challenging Teaching Space in Tanzania

2025-04-16T23:55:54+07:00

This study investigates the perceptions of teachers regarding effective resilience strategies in challenging educational environments within secondary schools in Morogoro Municipality, Tanzania. Grounded in Pelidores’ Resilience Theory and Conservation Resource Theory, the research highlights the importance of social interactions and resource management in fostering teacher resilience. Utilizing a mixed-methods approach, data were collected from 236 participants, including 234 teachers and 2 key informants, through simple random and purposive sampling techniques. Findings reveal a complex landscape of perceptions, with many teachers expressing skepticism about the effectiveness of various resilience strategies, particularly in creating positive school cultures and fostering supportive relationships. While some strategies, such as positive verbal reinforcement and interactive learning, received favorable evaluations, a majority of respondents rated these approaches as inadequately implemented. This suggests a significant gap between recognizing the value of resilience strategies and their practical applicability. The study underscores the need for targeted interventions, including professional development programs, mentorship networks, and policies that prioritize teacher well-being and resource allocation. By addressing these challenges and fostering a supportive educational environment, the resilience of teachers can be significantly enhanced, ultimately leading to improved educational outcomes for students.