Indonesian Journal of Education Research (IJoER)

Teaching Strategies and Academic Performance of Students in Basic Science in Oyo State, Nigeria

Olugbenga Timothy Ajadi, Adesoji Emmanuel Ayanlowo — Wed, 13 Aug 2025 20:16:54 +0700

Purpose of the study: This study looks at the basic science teaching methods and academic achievement among junior secondary school students in Oyo State, Nigeria. It focuses on the different approaches used to teach the subject and how these methods affect students' overall academic performance.

Methodology: A quantitative approach was used to gather detailed understanding of the respondents on the variables of the study. A validated questionnaire was administered on 450 junior secondary school students by research assistants providing necessary guide when needed. For data analysis, simple percentage was used to identify the strategies for teaching basic science and Pearson Product Moment Correlation was used to establish the relationship between teaching strategies and academic performance of Basic Science students in the study area.

Main Findings: The study identified three major strategies that can be used to teach basic science: teacher-centered, interactive, and student-centered. In terms of engagement, teachers engaged the use of teacher-centered and interactive methods due to the prevalent of using these two major strategies but were not using student-centered method to deliver instruction to the students in basic science in the study area.

Novelty/Originality of this study: According to the study, teachers' use of instructional tactics can improve students' academic performance, which is a crucial predictor of educational outcomes. It offers insightful information on how basic science functions as a basis for senior secondary school core science courses. Additionally highlighted were the effects of instructional practices on basic science students' academic performance in Oyo State, Nigeria.

Majapahit Excursion: Field School for History Students in Mojokerto City and Regency

Mon, 25 Aug 2025 10:49:48 +0700

Purpose of the study: This research aims to study the Majapahit Excursion as a field school model for history students to enhance academic competence and practical skills through the exploration of historical remains in Mojokerto, while also fostering imagination, learning motivation, and integration of local-national history.

Methodology: This research uses a qualitative approach with a type of field study. The subjects of the study include students from Mojokerto. The research instruments consist of observation guidelines, interview guidelines, and documentation, while data collection techniques are conducted through participatory observation, in-depth interviews, and document analysis.

Main Findings: Research findings indicate that the Majapahit Excursion program is capable of enhancing students' understanding of the archaeological remains of Majapahit, developing skills in toponymy analysis and local historical interpretation, strengthening collaborative abilities in the field, as well as introducing the local wisdom of the Majapahit Kingdom and its relevance in modern life.

Novelty/Originality of this study: The novelty of this research lies in the formulation of a field school model based on the Majapahit heritage in Mojokerto, which not only focuses on strengthening historical theory but also on integrating students' empirical experiences with local history learning. This model can serve as a strategic alternative in the development of site-based history curriculum in Indonesia.

Examining Students’ Motivation Towards Learning Science and Their Subject Experiences in Earth Science

Daniel S. Fernando, Mary Grace B. Bangcaya — Mon, 25 Aug 2025 12:52:21 +0700

Purpose of the study: This study examined the motivation towards learning science and experience in the Earth Science subject among students when considered as a whole and grouped by sex and academic performance. Additionally, it examined the differences in motivation towards learning science and experience in the Earth Science subject when grouped by demographics.

Methodology: The study utilized a quantitative research design, particularly a descriptive comparative approach. The respondents were 115 randomly stratified sampled Grade 12 STEM students. A 35-item standardized questionnaire was used to assess students’ level of motivation and a 25-item adopted instrument was used to evaluate their subject experiences. Frequency count, percentages, Mean, Standard Deviation, Mann-Whitney U test, and Kruskal-Wallis H test were utilized.

Main Findings: Hence, the students demonstrated a high level of motivation towards learning science. Likewise, the students reported a high level of experience in Earth Science, indicating that most perceived themselves as having engaged substantially. Meanwhile, the analysis revealed no significant differences in terms of sex for most motivational dimensions, except for the achievement goal. In terms of academic performance, the results showed there was no significant difference in performance goals. Additionally, there were no significant differences in the level of experience in the Earth Science subject based on the demographics.

Novelty/Originality of this study: The study is novel as it may serve as valuable input for science teachers in enhancing Earth Science instruction. It may inform the development of more effective teaching strategies that foster students motivation and engagement in science learning.

Not My Choice: The Lived Experiences of Freshman Pre-service Teachers Enrolled in a Non-Preferred Program in Central Luzon, Philippines

Jeramie Bermudez Pediongco, Glenn Medallon Calaguas — Tue, 26 Aug 2025 00:00:00 +0700

Purpose of the study: Teachers play a crucial role in national development, with their passion and commitment being essential to student success. However, one of the necessary elements to become passionate and committed to the teaching profession is to enroll first in an undergraduate teacher education program because this leads to better preparation. Thus, this study sought an in-depth look into the program commitment and academic experiences of first-year preservice teachers enrolled in a non-preferred program.

Methodology: This phenomenological research explored the lived experiences of freshman pre-service teachers enrolled in a non-preferred program. The experiences of the nine informants were explored by conducting interviews focusing on realities that happen when enrolled in a non-preferred program. Particularly, conversational interviewing was used for an in-depth idea of thought processes and worldviews. Moreover, the Colaizzi’ method was followed.

Main Findings: Findings revealed that the informants faced disappointments, educational challenges, later appreciation of the program, motivation from support systems, and aspirations for a better future. These ranges of experiences can be further categorized into five themes: (a) recognizing educational aspirations, (b) transitioning to higher education, (c) embracing the current program, (d) achieving personal growth, and (e) traversing to the future.

Novelty/Originality of this study: This study offers an original contribution by closely examining how students in non-preferred academic programs develop academic commitment through adaptive processes over time. It highlights the importance of support systems, broad opportunities and positive academic experiences, and how these factors helps with students' internal coping strategies and identity reconstruction. The study reveals a nuanced, multi-phase progression—from initial disengagement to eventual integration—driven by institutional resources, peer interactions, and emerging self-agency. This progression addresses a gap in understanding how educational environments creates positive learning experiences and sustained commitment in misaligned academic placements.