Asian Journal of Education and Social Studies

School Climate, Culture, and Academic Success in Zambian Secondary Schools: A Social Identity Theory Perspective

Beatrice Mumbi Mwansa — 2026-03-07

Education systems worldwide continue to face persistent challenges, including unequal access, inconsistent quality, and outdated curricula, which collectively hinder the attainment of optimal academic outcomes. Within this complex landscape, schools’ internal environments have become crucial factors in their success. This study quantitatively examined the complex relationships among school climate, school culture, and student achievement in Zambian secondary schools by comparing government- and grant-aided institutions. Grounded in the Social Identity Approach, this research aimed to identify the mechanisms by which a school's environment impacts its success. A self-administered questionnaire was distributed to 304 teachers from 12 secondary schools in the Kabwe District, Zambia. Structural equation modelling (SEM) was employed to analyse the data. Data were analysed using the Statistical Package for the Social Sciences (SPSS) and structural equation modelling (SEM) in Stata 18. Factor analysis and Confirmatory Factor Analysis (CFA) were conducted to assess factor loadings, examine relationships among school climate, school culture, and student academic success, and verify the reliability and validity of the constructs before SEM.

The results revealed that the school climate had a significant positive influence on school culture, with a more pronounced effect in grant-aided schools. School culture also has a direct and positive impact on student achievement, particularly in grant-aided institutions. Furthermore, the school climate had a significant and direct influence on student achievement, with a greater effect in grant-aided schools. Notably, school culture significantly mediated the relationship between school climate and student achievement, with the mediating effect more substantial in grant-aided schools. These findings suggest that a favourable school climate not only directly enhances student success but also does so indirectly by nurturing a strong, positive school culture, which subsequently becomes a key driver of student achievement.

This study offers practical implications for educational policymakers, school leaders, and teachers, providing a comprehensive plan for improvement initiatives that emphasise investing in school climate and culture to enhance student outcomes.

Mathematical Anxiety of Students Studying in High Schools: A Quantitative Study of High School Students of Karaikudi, Sivaganga District, Tamil Nadu, India

K. Nagarani — 2026-03-07

Mathematics anxiety is a pervasive psychological construct that negatively influences students’ academic performance, self-confidence, and engagement in mathematical learning. The present study examines the level of mathematics anxiety among high school students and explores its variation across selected demographic variables. A descriptive survey method was employed, and data were collected from a randomly selected sample of 300 Grade IX students studying in high schools in and around Karaikudi, Sivaganga District, Tamil Nadu, India. The Mathematics Anxiety Scale was used as the primary instrument for data collection. Descriptive statistics, including mean and standard deviation, along with inferential analysis using the t-test, were applied to analyze the data. The results indicate that a majority of students experience moderate to severe levels of mathematics anxiety. A statistically significant difference in mathematics anxiety was observed only with respect to the type of school management (government and private). No significant differences were found in relation to gender, locality (rural and urban), or medium of instruction (Tamil and English). These findings suggest that institutional factors may exert a greater influence than demographic variables in shaping students’ emotional responses to mathematics. The study concludes by emphasizing the need for learner-centred pedagogical practices, supportive classroom environments, and inclusive instructional strategies to mitigate mathematics anxiety and promote positive attitudes toward mathematics learning at the high school level.

Assessment of the Alignment of Electrical/Electronics Technology Education Curriculum with Industry-Required Skills for Graduates of College of Education in Niger State

I. R. Akinduro — 2026-03-07

Survey research design was adopted for this study. The study was conducted in Niger State college of Education, Minna. The population of the study comprised of 9 Electrical/Electronics lecturers in Niger State College of Education, Minna and 15 industry employers/supervisors in electrical installation, maintenance, manufacturing, and related sectors in Minna Niger State. No sampling was taken, as the population was of manageable size, hence the entire population was used for the study. Questionnaire was used as the instrument for data collection. The instrument was validated by three experts from Department of Industrial and Technology Education, Federal University of Technology, Minna. The instrument was trial tested on 3 Electrical/Electronics lecturers and 4 employers/supervisors in electrical installation in Kwara state. Cronbach’s Alpha reliability coefficient was computed yielded 0.71 coefficient. The instruments were administered personally by the researcher to the respondents. Mean and standard deviation was used to analyze research questions while t-test was used to test hypothesis at 0.05 level of significance. Findings revealed that Electrical/Electronics Technology Education curriculum in Colleges of Education has a moderate representation of the technical and technological skills demanded by industry with a grand mean of 2.78 and practical training elements are moderately in line with the modern industrial practice with a grand mean of 2.75. Based on the findings, it is therefore concluded that it is possible to state that the Electrical/Electronics Technology Education curriculum in Colleges of Education provides students with the technical and practical skills needed in the industry in a moderate way.

Institutional Policy Orientation among the Newly Hired Clinical Instructors in Private Nursing Schools in the Province of Capiz

R. N. Zyra Grace D. Conejar — 2026-03-09

Aims: This study aimed to determine the extent of institutional policy orientation among newly hired Clinical Instructors (CIs) in private nursing schools in the Province of Capiz and to examine its relationship with selected demographic variables.

Study Design: A quantitative descriptive–correlational research design was used in the study.

Place and Duration of Study: The study was conducted in selected private nursing schools in Capiz during the academic year 2024-2025

Methodology: The study utilized a total enumeration sampling method to involve 50 newly hired clinical instructors from three private nursing schools in Capiz—the College of St. John Roxas, Filamer Christian University, and St. Anthony College. Data were gathered through a researcher-made online questionnaire designed to assess the extent of orientation manual implementation regarding Related Learning Experience (RLE) policy, syllabus and course outline preparation, and pedagogical skills. Statistical analysis was performed using frequency, percentage, and mean for descriptive data, while the Chi-Square test was employed to determine significant relationships between the extent of implementation and selected demographic variables, with all inferential tests analyzed at the 0.05 level of significance.

Results: The findings revealed that newly hired Clinical Instructors were generally very oriented to institutional policies related to RLE and pedagogical skills. However, orientation regarding syllabus and course outline preparation was only moderately implemented, indicating a need for more structured guidance in course planning and documentation.

Further analysis showed that employment status and years of clinical experience had a significant relationship with the perceived extent of orientation manual implementation. In contrast, age, sex, and educational attainment were not significantly associated with the level of orientation.

Conclusion: The study concludes that institutional policy orientation is generally implemented in private nursing schools in Capiz; however, inconsistencies remain in certain aspects of faculty preparation, particularly in syllabus development and teaching preparation. Strengthening and standardizing orientation programs—especially in course planning and documentation—is recommended to ensure effective instruction, promote consistency in academic practices, and enhance the overall quality of nursing education.

TVET-industry Collaboration Mechanisms Enhancing Employability Skills of Technical and Vocational Education and Training (TVET) Graduates: Evidence from Selected Institutions in Uganda

Bagumisiriza Robert — 2026-03-09

The purpose of this study was to explore the influence of TVET-Industry collaboration in curriculum development, industry participation in practical training, sharing of training resources and training opportunities on employability skills of TVET graduates. This study considered more factors that influence graduate employability skills in addition to curriculum development as has been studied by many scholars. This study utilized cross sectional survey data collected from 217 trainers & heads of department. The data was analyzed using correlation, stepwise OLS multiple regression to study the relationships among the study variables using the Stata 17.0 (Stata-Corp College Station, TX, USA) software. The study findings showed that curriculum development (β=0.619, p<0.05), industry involvement in practical training (β=0.169, p<0.05), sharing of training resources (β=1.107, p<0.05), and training opportunities for trainers (β=0.446, p<0.05), have significant positive effects on the employability skills of the TVET graduates. These results implied that employability skills of graduates rely heavily on the nature of curriculum studied, transfer of practical skills by industry experts to the learners through industrial training, availability of training resources that facilitate learning as swell as level of knowledge possessed by the trainers. The findings suggested establishment of joint curriculum design and review committees, the promotion of continuous professional development and research activities, and the creation of dedicated liaison offices. This research provided a great contribution towards the knowledge pool of key determinants of the employability skills of TVET graduates as well as establishing the need to formalize, strengthen and coordinate collaborations between the TVET institutions and the industry.

Students’ Learning Motivation in Filipino, Readiness for Blended Learning, and Self-Efficacy: A Structural Equation Model of Effective Teaching Strategies among Pre-service Students

Mercy B. Abuloc — 2026-03-09

Aims: To investigate the best-fit model of effective teaching strategies through the predictors of students’ learning motivation in the Philippines, readiness for blended learning, and self-efficacy.

Study Design: Structural equation modelling

Place and Duration of Study: The study was conducted at the Caraga region, Philippines, during the school year 2023-2024.

Methodology: A validated, four-dimensional survey questionnaire was used to collect the data. Five hundred pre-service college students were randomly chosen to be the respondents in this study.

Results: The levels of students’ learning motivation in Filipino, readiness for blended learning, self-efficacy, and effective teaching strategies were at a High descriptive level. Further, the relationship and influence among students’ learning motivation in the Philippines, readiness for blended learning, and self-efficacy in effective teaching strategies yield significant results. Lastly, Model 3 is predicted to be the best-fit model of effective teaching strategies.

Conclusion: This study highlights the significance of learning motivation in Filipino, assessed through various motivation tools, integrative motivation, and preferred learning styles; readiness for blended learning, indicated by the availability of facilities and overall preparedness for integrated learning; and self-efficacy, demonstrated through the ability to transfer information to different contexts, aspects of the learning process and environment, social support from more knowledgeable peers, and goal setting as key strategies in effective language teaching.

Effectiveness of Multiple Representations in Enhancing Science Learning Achievement in Grade 6: An Action Research Study

Pema Gyelpo — 2026-03-10

This action research examined the effectiveness of multiple representations (MRs) in enhancing students' science learning achievement in grade 6. The study was done using a convergent parallel mixed-method design for a period of 6 weeks. A quantitative methodology was administered through a pre-test and post-test and a student perception survey (N = 23), and qualitative data were collected through focus group interviews. The findings from the quantitative methodology include a significantly positive outcome in the scores obtained after the intervention (mean difference = 4, P < .001). Qualitative findings show that various forms of representation, like models, video presentations, demonstrations, diagrams, out-of-class performances, and hands-on procedures on vastly different topics like the solar system, electricity, magnetism, environment, and living things, helped the respondents perform well by improving their understanding, making the learning process more enjoyable. Nonetheless, the challenges faced by the scholars often led to their confusion owing to the various representations. This study concludes that the integration of MRs plays a significant role for both achievement and enjoyment aspects, considering that an effective strategy for MRs is necessary to improve the learning process and enhance understanding.

Effects of the Flipped Classroom on Academic Achievement and Interest in Senior Secondary School Chemistry in Minna Metropolis

Mohammed Shehu — 2026-03-10

The flipped classroom approach has emerged as a practical instructional strategy designed to improve both academic achievement and student interest. In this model, students are introduced to lesson content before class through videos, digital presentations, or structured reading materials, while classroom time is used for discussions, collaborative learning, and problem-solving activities. This study investigated the effects of the flipped classroom on academic achievement and interest in senior secondary school chemistry in Minna Metropolis. The study adopted a quasi-experimental design involving 120 students, randomly assigned to experimental (flipped classroom) and control (conventional method) groups. Pre-test and post-test instruments were used to measure academic achievement and interest, while data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA). The results indicated that students taught using the flipped classroom achieved significantly higher scores in Chemistry (M = 18.4, SD = 0.9) than those taught using the conventional method (M = 12.7, SD = 0.7), with a mean gain of 6.6 and a statistically significant difference (F = 42.87, p < 0.05, η² = 0.27). Similarly, students’ interest in Chemistry improved substantially under the flipped classroom approach (M = 18.1, SD = 0.9) compared to the conventional method (M = 12.8, SD = 0.7), with a mean gain of 6.6 and a significant effect (F = 39.54, p < 0.05, η² = 0.25). The findings suggest that the flipped classroom enhances both cognitive and affective outcomes in Chemistry, promoting better understanding, engagement, and motivation among students. It is recommended that teachers, administrators, and curriculum planners adopt flipped classroom strategies to improve learning outcomes in secondary school Chemistry.

An Investigation into Cognitive Abilities and Their Influence on Mathematical Proficiency among Higher Secondary School Students

V. Ramesh — 2026-03-11

Education plays a crucial role in social, political, and economic development by fostering intellectual growth and preparing individuals for informed decision-making. In the modern academic context, mathematical proficiency is a fundamental competency, comparable to basic literacy skills in earlier eras. Mathematical learning is strongly influenced by underlying cognitive abilities, which shape students’ capacity to understand, apply, and analyze mathematical concepts. The present study investigates the influence of selected cognitive abilities on mathematical proficiency among higher secondary school students. The sample for the study consisted of 45 higher secondary school students selected from Karaikudi Higher Secondary School, Sivagangai District, Tamil Nadu, India. Cognitive abilities such as reasoning, memory, perception, and judgment were assessed using standardized psychological tools, while mathematical proficiency was measured through achievement tests. The collected data were analyzed using appropriate statistical techniques to determine the extent of influence of cognitive abilities on mathematics performance. The results revealed a significant relationship between cognitive abilities and mathematical proficiency among higher secondary school students. Students who demonstrated higher levels of reasoning ability, memory retention, and perceptual judgment achieved better scores in mathematics. Among the selected variables, reasoning ability emerged as the most influential predictor of mathematical achievement, followed by memory and perceptual skills. The study concludes that cognitive abilities play a vital role in determining mathematical proficiency at the higher secondary level. The findings emphasize the importance of integrating cognitive skill development into mathematics instruction. Educational interventions that strengthen reasoning, memory, and judgment may enhance mathematical learning outcomes and contribute to improved academic performance among higher secondary school students.

Perceived Role of Positive Reinforcement on Primary Students’ Academic Engagement and Motivation

Mithu Mondol — 2026-03-11

Background: Positive reinforcement in the classroom can take various forms, including verbal praise, tangible rewards, privileges, or symbolic incentives. Its use is still relatively sparse and selective in many primary schools in Bangladesh. Educators frequently use punishment or occasional rewards in place of systematic reinforcement procedures, resulting in inconsistent behavior regulation.

Aims: Using survey data from 300 primary school students’ and 50 teachers in Bangladesh, this study examines how positive reinforcement is perceived to support student motivation, classroom behavior, and learning engagement, alongside teachers’ knowledge, use, and training needs related to reinforcement strategies.

Study Design: A quantitative cross-sectional design was employed. Data were collected using two structured questionnaires (student: 10 items; teacher: 7 items; Likert-type scales) and analyzed in SPSS (v26) using descriptive statistics, reliability testing (Cronbach’s alpha).

Results: Descriptive statistics showed that over 92% of students’ reported consistently positive motivational and behavioral effects associated with reinforcement practices (M > 4.90 across items). Teachers’ strongly endorsed reinforcement effectiveness (100% agreement), though 74% reported irregular implementation and 90% indicated insufficient formal training. Based on these findings, the study proposes an evidence-informed Regular Positive Reinforcement Model (RPRM) to support the systematic and sustainable implementation of classroom practices.

Conclusion: The findings highlight the importance of structured reinforcement practices and targeted professional development for fostering inclusive and motivating primary school learning environments.

Mathematics Anxiety and Mental Well-being of Secondary School Students in Morigaon District, Assam, India: A Descriptive and Correlational Study

Subhalakhi Konwar — 2026-03-11

Aims: To identify the levels of mathematics anxiety and mental well-being among Class IX students in Morigaon district, Assam, to determine the significant difference of the students’ levels in the two constructs when they are grouped according to gender, and to determine the correlation between the two constructs.

Study Design: The study utilized Descriptive Survey Method.

Place and Duration of Study: Three Secondary schools of Morigaon district, Assam, during the academic session 2024–2025.

Methodology: A sample of 218 Class IX students (Boys = 98; Girls = 120) was selected using purposive sampling technique. Mathematics Anxiety Scale developed by Mahmood and Khatoon (2012) and the Warwick-Edinburgh Mental Well-being Scale (Tennant et al., 2007) were administered. Mean, Standard Deviation, Skewness, Kurtosis, independent samples t-test, and Pearson’s Product Moment Correlation were used for statistical analysis.

Results: The mean Mathematics anxiety score was 31.43 (SD = 12.32). About 8.72% of students exhibited extremely high anxiety, while 18.81% showed extremely low anxiety. No significant gender difference was found in Mathematics anxiety, t(216) = .14, p > .01, or mental well-being, t(216) = .35, p > .01. The mean mental well-being score was 49.12 (SD = 16.35). A significant negative correlation was observed between Mathematics anxiety and mental well-being (r = -.63).

Conclusion: Mathematics anxiety is significantly and negatively associated with students’ mental well-being. Reducing Mathematics anxiety through effective pedagogical strategies may enhance students’ psychological health and academic outcomes.

Teacher Interpersonal Behavior and Physical Self-perception as Predictors of Situational Interest in PE among University Students in Davao Oriental

William R. Pregunta — 2026-03-12

Grounded in Self-Determination Theory, which posits that motivation is enhanced when the basic psychological needs for autonomy, competence, and relatedness are supported, this study examined whether teacher interpersonal behavior and physical self-perception significantly associated with university students’ situational interest (SI) in physical education (PE) in Davao Oriental, Philippines. This paper employed a quantitative, descriptive-correlational method with 369 university students as respondents and utilized validated standardized instruments. Stratified random sampling was used to obtain an effective representation of participants. In analyzing the data gathered, mean, Pearson r, and multiple linear regression were applied. Results indicated that teacher interpersonal behavior (M = 4.01) and students’ SI in PE (M = 3.92) were rated high, while physical self-perception (M = 3.04) was moderate. Significant positive relationships were found between teacher interpersonal behavior and SI in PE (r = .406, P = .000), and between physical self-perception and SI in PE (r = .397, P = .000). Regression analysis further revealed that both variables jointly explained a significant portion of the variance in students’ SI in PE (R² = .202, P = .001). The findings imply that teachers who demonstrate supportive interpersonal behavior and encourage students’ confidence in their physical abilities can significantly influence students’ SI in PE classes.

Construction and Standardization of a Mental Imagery Scale for Secondary Level Students

Bibimoni Gogoi — 2026-03-13

Mental Imagery is the process of creating or re-creating an experience in a person’s mind by employing all the senses. The Mental Imagery Scale was developed based on established theoretical and measurement frameworks in the field of mental imagery, including seminal work on vividness of visual imagery, early psychometric approaches to imagery assessment, and dual-coding theory emphasizing the interaction between verbal and visual cognitive systems. The main objective of the present study was to construct and standardize a Mental Imagery Scale for measuring Mental Imagery of Secondary Level Students. The researcher constructed the draft Mental Imagery Scale consisted of 90 items using 3-point rating scale on the basis of 6 (three) selected areas of mental imagery. These are viz. Visual, Auditory, Gustatory, Olfactory, Tactual and Bodily imagery. All the 6 areas of mental imagery included 2 dimensions: Vividness of Mental Images and Clarity of Mental Images. The draft Mental Imagery Scale was consisted of 90 statements which were subjected to 5 experts’ suggestions. On the basis of the suggestions and recommendations of experts 11 items were dropped, the out the remaining selected 79 items, 9 items were partially modified. The draft Mental Imagery Scale was administered on a sample of 158 Secondary Level Students for item analysis. The final draft Mental Imagery Scale which was administered on 134 sample Secondary level students from 1 Government Secondary school (76= Boys 30+Girls 46), from 1 Private Secondary school (58= Boys 32, Girls 26). The study was limited to secondary-level students from selected Government and Private schools of Namsai District, Arunachal Pradesh. In the present study, t-value was calculated for the final selection of the items. The items having which yielded t-value 1.75 or more were retained to include in the final version of the Mental Imagery Scale for Secondary level. The statements of this scale were constructed in both English and Hindi language. The final scale consisted of 70 statements using 3-point rating scale on the basis of 6 (three) selected areas of mental imagery. The Split-half reliability coefficient of the scale was found to be .88, the Test-retest reliability coefficient was found to be .78 and the Cronbach Alpha reliability coefficient was found to be .79. In order to determine the validity of this scale, the researcher presented it to a number of experts in the field of seeking judgement regarding the content coverage of the scale and it was considered to have satisfactory content validity. The results suggest that the Mental Imagery Scale is a reliable and content-valid instrument for measuring mental imagery among secondary level students and may be effectively used for research and educational purposes.

A Path Model on Conflict Management Skills Beliefs among Public School Teachers as Influence by Organizational Politics, Transformational Leadership of School Heads, and Emotional Intelligence

Edmun S. Docena — 2026-03-14

This study sought to determine the best-fit path model on conflict management skills beliefs among public school teachers as influenced by organizational politics, transformational leadership, and emotional intelligence. Utilizing a descriptive-correlational approach through Path Model Analysis among 400 public school teachers who were selected using a proportionate stratified random sampling technique in Region XI, Philippines. Results showed very high levels across all variables and significant relationships between each exogenous variable and conflict management skills beliefs. Model 3 emerged as the best fit, indicating that organizational politics and emotional intelligence directly influenced conflict management skills beliefs, while transformational leadership was significantly influenced by organizational politics and emotional intelligence. The findings highlight how organizational politics, transformational leadership, and emotional intelligence interact to strengthen teachers’ confidence in managing conflicts. The findings offer valuable insights for researchers, educators, and policymakers seeking to improve conflict management skills and promote healthier school environments. Moreover, the study supports the development of evidence-based strategies that can strengthen teacher conflict management skills and contribute to the broader goals of quality education and sustainable educational management.

The Influence of Peer Relationship and Relational Behavior on Involvement in Campus Organizations among Senior High School Learners

Nuñala, Johnruf Niño — 2026-03-14

This study examined whether peer relationships and relational behavior predict senior high school students’ involvement in campus organizations. The research was conducted during the academic year 2024–2025 among students enrolled in Senior High School programs in Cluster 5 schools of the Division of Davao City. Using a quantitative non-experimental predictive correlational design, data were collected from 150 students selected through simple random sampling. Standardized questionnaires measured peer relationships, relational behavior, and organizational involvement. Data were analyzed using descriptive statistics, Pearson product–moment correlation, and multiple linear regression. Results indicated that peer relationships significantly predicted students’ involvement in campus organizations (β = .343, p = .001). Relational behavior was not a statistically significant predictor in the regression model (β = .180, p = .071). The regression model explained r = 0.235 of the variance in student involvement. As a correlational study, the findings show associations but not causal effects. The results highlight the importance of peer relationships in shaping students’ engagement in school organizations. Schools may consider initiatives that strengthen positive peer interaction and collaborative environments. These may support student participation in extracurricular activities. Future research may examine other factors influencing organizational involvement among students.

Transforming Primary Schooling through Digital Innovation: Pedagogical Evolution, Equity and Intelligent Learning Systems

Gerasimos Kalogeratos — 2026-03-14

The accelerated development of digital technologies has reshaped educational systems worldwide, with primary education standing at the forefront of this transformation. Emerging technologies, including artificial intelligence, adaptive systems, digital learning environments, immersive applications, and gamified platforms, are redefining instructional practices, curriculum design, and student engagement. This paper critically explores the influence of innovative digital technologies on primary education through an extensive synthesis of international empirical and theoretical research. It investigates their effects on cognitive growth, learner motivation, inclusive education, instructional effectiveness, and teacher professional identity, while also examining ethical challenges, digital inequality, governance concerns, and implementation barriers. By integrating constructivist learning theory, the TPACK framework, and models of technology integration, the study provides a comprehensive analysis of how digital ecosystems reshape pedagogical processes in early schooling. The paper concludes with evidence-based policy recommendations and research priorities for sustainable, equitable, and pedagogically sound integration of digital innovation in primary schooling.