Asian Journal of Education and Social Studies

Bridging Home and School: Transformational Leadership and Parental Involvement in Behaviour Management among Rwandan Secondary Students

Magnifique Idahemuka — 2026-06-22

This paper examined school-home partnerships in students’ behaviour management in Rwandan secondary schools through Transformational Leadership Theory and Epstein’s School–Family–Community Partnership Framework. The study assessed the levels of transformational leadership, teacher invitations for parental involvement, teacher-parent relationships, teacher self-efficacy in involving parents, and parental involvement in behaviour management. A quantitative descriptive survey design was used with 106 teachers and 308 parents from four secondary schools in Rwanda. Data were collected using structured questionnaires and analysed in R through descriptive statistics and a one-sample t-test. Transformational leadership (M = 2.65, SD = 0.69) was significantly below the scale midpoint, t(105) = -5.14, p < .001. Teacher invitations for parental involvement (M = 2.11, SD = 0.75) and parental involvement (M = 2.35, SD = 0.66) were low, whereas teacher-parent relationships (M = 2.58, SD = 0.80) and teacher self-efficacy (M = 2.76, SD = 0.49) were moderate-low. Across parental involvement dimensions, parenting was relatively stronger (M = 3.35), while communication, volunteering, learning at home, decision-making, and community collaboration remained low. By integrating leadership and school-family partnership perspectives, the study shows that parental involvement in the sampled schools remains concentrated in home-based roles rather than collaborative school processes. It recommends strengthening transformational leadership practices, enhancing teachers’ capacity to engage families, and establishing structured mechanisms for parent participation in behaviour management.

Effect of Jigsaw Instructional Strategy on Primary Schoolers’ Achievement in Basic Science in Imo State

N. Ipem, Josephine — 2026-06-23

This study investigated the effect of the jigsaw instructional strategy on primary school pupils’ achievement in Basic Science in Owerri Education Zone, Imo State. The study adopted a quasi-experimental pre-test, post-test, non-equivalent control group design, alongside a descriptive survey approach. The population comprised 18,025 Primary Four pupils, while the sample consisted of 155 pupils, comprising 76 males and 79 females, drawn from four intact classes. Two schools formed the experimental group, with 90 pupils taught using the jigsaw instructional strategy, while the remaining two schools formed the control group, with 65 pupils taught using the conventional lecture method. Data were collected using the Multiple-Choice Achievement Test on Basic Science (MCATOBS), which was validated by experts and yielded a reliability coefficient of 0.73. The treatment lasted 14 weeks. Mean and standard deviation were used to answer the research questions, while ANCOVA was used to test the hypotheses at the 0.05 level of significance. The findings showed that pupils taught using the jigsaw instructional strategy achieved significantly higher scores than those taught using the lecture method. Female pupils recorded higher achievement gains than male pupils, although no significant interaction effect of gender and instructional method was found. The study concluded that the jigsaw instructional strategy improved pupils’ achievement in Basic Science more effectively than the conventional lecture method.

Effectiveness of Flipped Learning in Ameliorating Cognitive Engagement and Academic Achievement among Secondary School Students

T. Jeyagowri — 2026-06-23

This study examined the effectiveness of flipped learning in improving cognitive engagement and academic achievement among secondary school students in science. The study used a pre-test-post-test control group design. The population comprised high school students enrolled at Alagappa Model Higher Secondary School, Karaikudi, Sivagangai District, Tamil Nadu. A sample of 70 students (35 boys and 35 girls) was selected on the basis of marks obtained in a previous examination to support group homogeneity and was randomly assigned to experimental and control groups. The experimental group was taught through the Flipped Classroom Learning (FCL) approach, whereas the control group received traditional classroom instruction. The intervention was implemented for five weeks. Data were collected using a science achievement test and the Questionnaire on Students’ Cognitive Engagement. The reliability coefficients for the achievement test and cognitive engagement scale were 0.85 and 0.87, respectively. Mean, standard deviation, independent samples t-test and Cohen’s d were used for analysis. The pre-test results showed no significant differences between the groups in academic achievement or cognitive engagement, indicating initial comparability. In the post-test, the experimental group obtained higher scores than the control group in science achievement and cognitive engagement. The post-test difference in academic achievement was statistically significant at the 0.01 level (t = 4.19), with a large effect size (d = 1.00). The post-test difference in cognitive engagement was also statistically significant at the 0.01 level (t = 14.7999), with a large effect size (d = 3.54). The findings indicate that flipped learning may support active participation, self-paced learning and higher-order thinking in secondary school science learning.

Factors Influencing Science Teachers' Use of Artificial Intelligence Tools in the Teaching and Learning Process: A Quantitative Study of Philippine Public Schools

Jaime S. Yu — 2026-06-24

The rapid integration of artificial intelligence (AI) into education has outpaced empirical research on how teachers perceive and adopt these tools, particularly in developing-country contexts and among subject-specific educators. This quantitative study examined the use and perceptions of AI tools among public school science teachers in the Schools Division of Mati City, Philippines. Using complete enumeration, survey data were collected from 148 science teachers, of whom 147 reported using AI tools for teaching purposes. The questionnaire measured demographic and professional characteristics, types of AI tools used, and six perception constructs: perceived usefulness, perceived ease of use, attitude towards AI use, readiness and intention to adopt, perceived impact on role, and perceived difficulties and drawbacks. Data were analysed using descriptive statistics, Welch's analysis of variance, and Games-Howell post hoc tests. Findings showed near-universal adoption of AI tools (99.32%), with ChatGPT as the most frequently used platform (M = 3.43, SD = 0.89). Teachers reported high perceived usefulness (M = 3.80, SD = 0.53), high perceived ease of use (M = 3.43, SD = 0.60), high attitudes towards AI use (M = 3.34, SD = 1.13), high readiness and intention to adopt (M = 3.38, SD = 0.62), high perceived impact on role (M = 3.38, SD = 0.65), and moderate perceived difficulties and drawbacks (M = 3.22, SD = 0.72). Overall perception was high (M = 3.43, SD = 0.43). Significant differences in perceptions were found by age (p = .024) and years of service (p = .002), with younger and early-career teachers reporting more positive perceptions. No significant differences were observed for gender, educational attainment, or grade level taught.

Simplifying the Complexities of Classroom Teaching through Micro-teaching Rehearsals: Pre-service Teachers' Perspective

Japhet Omolere Okuntade — 2026-06-24

Teaching is a complex professional activity that requires pre-service teachers to integrate pedagogical knowledge, classroom management skills, lesson planning, and reflective decision-making in diverse learning environments. This study examined the role of micro-teaching rehearsals (MTR) in simplifying teaching complexities and enhancing teaching competencies, as perceived by pre-service teachers in a faculty of education in Nigeria. The context of MTR in this study was grounded in reflective practice, understood as thinking about what has been done and how it can be done better. The study adopted a survey research approach, with all third-year pre-service teachers constituting the study population. Three hundred participants were arranged into groups of ten, producing a sample of thirty groups from which data were generated through a structured questionnaire. The questionnaire items were validated by experts and yielded a Cronbach's alpha reliability coefficient of 0.72. The questionnaire used a four-point Likert scale, ranging from 1 to 4, to elicit responses from each group, and the data were analysed using descriptive statistics. The results revealed that micro-teaching rehearsals provide opportunities for pre-service teachers to gain mastery of teaching skills, thereby supporting competence and helping to simplify common teaching difficulties, such as lesson planning, lesson procedures, and presentation. The study concluded that micro-teaching rehearsals are a useful technique for preparing prospective teachers to improve their teaching competencies and simplify instructional practices.

Growth Mindset and Academic Resilience in Science Learning among College Students

Nur Alih H. Sahiron — 2026-06-25

Background: In science learning, students frequently encounter challenging academic tasks that require persistence, adaptability, and effective coping strategies, making academic resilience an important factor in educational success.

Aims: This study examined the relationship between growth mindset and academic resilience in science learning among 357 college students at Southern Philippines Agri-Business and Marine and Aquatic School of Technology (SPAMAST) during the first semester of Academic Year 2024–2025. Specifically, it assessed students’ levels of growth mindset and academic resilience and determined whether growth mindset predicts academic resilience.

Study Design: Descriptive-correlational.

Place and Duration of Study: SPAMAST Main Campus, Malita, Davao Occidental, first semester, Academic Year 2024–2025.

Methodology: A total of 357 students were selected from a population of 3,327 through stratified random sampling across the five institutes of the college. Data were collected using adopted and validated instruments, namely Dweck’s Growth Mindset Scale and Cassidy’s Academic Resilience Scale Specific Multidimensional Scale (ARS_MCV). Descriptive statistics, Pearson product-moment correlation, and regression analysis were utilised to analyse the data.

Results: Findings revealed that students demonstrated a high level of growth mindset (mean = 4.12) and academic resilience (mean = 3.80). Among the domains of growth mindset, intelligence obtained the highest mean score (mean = 4.32), indicating strong agreement that effort improves skills and knowledge. Perseverance emerged as the highest dimension of academic resilience (mean = 4.21). Correlation analysis showed a significant, low positive relationship between growth mindset and academic resilience (r = 0.308, p < 0.05). Furthermore, the character domain showed the strongest relationship with academic resilience (r = 0.329, p < 0.05). Regression analysis indicated that character significantly predicted academic resilience and accounted for 7% of its variance (p = 0.005).

Conclusion: The study concluded that fostering a growth mindset, particularly in the character domain, enhances students’ academic resilience in science learning. Integrating growth mindset strategies and character-building interventions may strengthen students’ adaptability, perseverance, and academic success.

Exploring the Link between Digital Hoarding and Academic Procrastination among Higher Education Students

Shristi Singh — 2026-06-25

This study explored the link between digital hoarding and academic procrastination among higher education students. It examined the levels of both variables, differences across selected demographic and institutional categories, and the relationship between digital hoarding and academic procrastination. A descriptive survey design was adopted, and data were collected from 253 students enrolled in undergraduate and postgraduate programmes across different disciplines and institutions. Digital hoarding was measured using a 10-item scale developed by Neave et al. (2019), while academic procrastination was measured using a 25-item scale developed by McCloskey and Scielzo (2015). The data were analysed using descriptive statistics, independent samples t-tests, one-way ANOVA, Tukey HSD post hoc tests and Pearson product-moment correlation. The findings showed that most students reported moderate levels of digital hoarding and academic procrastination. For digital hoarding, 179 students (71%) were in the moderate category, 38 (15%) in the low category and 36 (14%) in the high category. For academic procrastination, 192 students (76%) were in the moderate category, 29 (13%) in the low category and 32 (11%) in the high category. Significant differences in digital hoarding were found by gender and type of institution, while academic programme and discipline showed no significant differences. For academic procrastination, type of institution showed a significant difference, whereas gender, academic programme and discipline did not. The Pearson correlation indicated a very weak and non-significant relationship between digital hoarding and academic procrastination (r = .026, p = .676). The study therefore suggests that, within this sample, digital hoarding and academic procrastination occur among higher education students but are not statistically related.

Enhancing Electrical Machine Maintenance Competence: The Effects of Nigeria’s Local Content Programme on Technical College Teachers in Delta State

Prince Ossai Chukwuma — 2026-06-27

This study examined the perceived influence of Nigeria’s Local Content Programme on the development of electrical machine maintenance competence among technical college teachers in Delta State. A descriptive survey research design was adopted. Three research questions guided the study, while two null hypotheses were tested at the 0.05 level of significance. The population comprised 36 respondents, including 24 electrical technology teachers and 12 technicians from six selected technical colleges in Delta State. Data were collected using a 40-item structured questionnaire designed to assess competence development, teachers’ maintenance ability, and technical skills in electrical machine maintenance. The instrument was face-validated by three experts, and its internal consistency was established using the Cronbach alpha method, yielding a reliability coefficient of 0.80. Mean and standard deviation were used to answer the research questions, while z-test statistics were used to test the null hypotheses. Findings showed that respondents agreed that the programme contributed to competence development in electrical machine maintenance, with grand mean scores of 3.06 and 3.14 for technicians and teachers, respectively. Respondents also perceived improvement in teachers’ ability to maintain electrical machines and equipment, with grand mean scores of 3.05 and 3.12 for technicians and teachers, respectively. In addition, the programme was perceived to have enhanced teachers’ technical skills, with grand mean scores of 3.03 and 3.15 for technicians and teachers, respectively. The hypotheses showed no significant difference between teachers’ and technicians’ mean responses. The study recommends sustaining and strengthening the programme to support competence development in technical colleges.

Influencing Factors and Consequences of Academic Procrastination: A Systematic Review

Namrata Swain — 2026-06-22

Academic procrastination is a common concern in contemporary educational settings and is often understood as a failure of self-regulation rather than solely a time-management problem. Although many empirical studies have examined this issue, evidence on its influencing factors and consequences remains dispersed across educational contexts. This systematic review aimed to identify, categorise and synthesise recent empirical evidence on factors associated with academic procrastination and its major consequences among learners. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework. A literature search was conducted in the Scopus database using terms related to academic procrastination, procrastination, students, learners and education. From an initial pool of 1021 records, 469 records were removed during screening, leaving 552 records for further assessment. After title and abstract screening, 501 records were excluded, and 51 empirical studies published between 2020 and 2026 were included in the qualitative synthesis. The selected studies were examined through qualitative content analysis. The findings indicate that academic procrastination is influenced by four broad domains: psychological, social, contextual and technological. Psychological factors, particularly self-regulation, academic self-efficacy, motivation, anxiety, stress, perfectionism and self-control, were most frequently reported. The review also shows that most included studies used quantitative methods and focused mainly on tertiary-level students. Reported consequences included poor academic performance, reduced achievement, lower academic success, weak task organisation, reduced motivation, stress, anxiety and other negative emotional outcomes. The review highlights the need for broader methodological approaches and further intervention-based research to address academic procrastination across learner groups.