International Journal of Innovative Research in Education

Teachers’ perspectives on unwanted student behaviors before, during, and after the pandemic: A classroom management evaluation

Merve Halitoglu, Zehra Ozcinar Uzunboylu — Wed, 30 Jul 2025 00:00:00 +0300

This study examines primary school teachers’ perspectives on undesirable student behaviors across three phases: before, during, and after the pandemic, with a focus on classroom management. Although challenges in student behavior are longstanding, the pandemic introduced unprecedented disruptions, yet research has not fully captured educators’ experiences across this timeline. Addressing this gap, the study employed a phenomenological design within qualitative methodology to explore these evolving classroom dynamics. Data were gathered from interviews with 18 primary school teachers and analyzed using descriptive statistics. Findings indicate that during distance education, issues such as unfamiliarity with digital systems, technological limitations, low motivation, communication difficulties, and limited family engagement hindered effective classroom management. Pre-existing problems related to cognition, motivation, communication, and discipline intensified during this period. Upon returning to in-person instruction, teachers observed that the drawbacks of remote education outweighed its benefits. Concerns most frequently cited included diminished student concentration, reduced engagement, weakened interpersonal interactions, learning disparities, assessment challenges, and excessive dependence on technology. Teachers also reported a noticeable decline in attention span and social skills. Based on these insights, participants offered recommendations for education stakeholders to better support classroom management post-pandemic.

Keywords: Attention; classroom management; communication; motivation; student behavior

Strategic development of mobile learning-assisted academic writing materials for society 5.0

Cahyo Hasanudin — Mon, 30 Jun 2025 00:00:00 +0300

Learning in the era of Society 5.0 is increasingly shaped by rapid advancements in information technology, necessitating innovative strategies to support academic instruction. This study responds to the demand for adaptive learning tools by developing mobile learning-assisted teaching materials for academic writing. Framed as developmental research, the study outlines a structured approach to designing and validating these materials. The process began with an input phase involving curriculum analysis and needs assessment from 162 students and 7 lecturers. This informed the drafting of content using a storyboard format, which was organized into individual scenes. The draft underwent validation by two material experts and two media experts. Expert evaluations confirmed the feasibility of the materials, with assessments ranging from good to excellent. The final output is a functional prototype of academic writing materials incorporating mobile learning features, created using the Kodular platform. This research demonstrates the potential of integrating mobile technology into academic writing instruction to meet the evolving educational demands of the Society 5.0 era.

Keywords: Academic writing; Curriculum development; Mobile learning; Society 5.0; Teaching materials.

Science literacy competence of elementary school teachers: Bridging theory and practice

Yanti Fitria — Mon, 30 Jun 2025 00:00:00 +0300

The quality of education is a key driver in the development of human resources, and teacher competence, particularly in scientific literacy, plays a central role in maintaining educational standards. This study aims to assess the quality of basic education by examining elementary school teachers’ scientific literacy competence in relation to their teaching experience and age. Employing a descriptive quantitative approach with an experimental design, the study involved 87 elementary school teachers. Data were collected using pre-test and post-test instruments to measure changes in scientific literacy competence. The intervention included socialization and practical sessions designed to enhance teachers’ understanding and application of scientific literacy. Descriptive statistical analysis revealed notable improvements in post-test performance, indicating that targeted interventions can effectively strengthen scientific literacy competence. These findings suggest that enhancing teachers’ scientific literacy contributes significantly to improving the quality of basic education, reinforcing the importance of continuous professional development for educators.

Keywords: Basic education; educational quality; scientific literacy; teacher competence; teacher development.

The effect of pre-school education on first-grade students' social skill improvement

Abbas Khakpour — Mon, 30 Jun 2025 00:00:00 +0300

Social skills are fundamental to children's successful adaptation within society, and the educational system plays a key role in their development. Despite widespread recognition of this importance, limited research has empirically examined the specific impact of early childhood education on social skill formation. This study investigates the influence of pre-school education on the development of social skills among first-grade students. Employing an applied causal-comparative design, the study involved 239 participants selected through random cluster sampling. Data were gathered using standardized instruments measuring social skills and social intelligence, supplemented by demographic items. The findings reveal significant differences in social development indicators between children with and without pre-school education. Specifically, children who attended pre-school exhibited higher levels of social skill improvement and social awareness, and demonstrated fewer behavioral problems. The results also suggest a positive relationship between early education and social skill acquisition, and a negative relationship with behavioral difficulties. These outcomes underscore the critical role of pre-school education in fostering children's social competence and highlight the value of incorporating such programs as a foundational component of formal education systems.

Keywords: Behavioral problems; early education; social awareness; social skills; socialization

Promoting students’ metalinguistic understanding: The implementation of genre-based pedagogy in grammar class

Titi Lestari, Pratomo Widodo, Erna Andriyanti — Mon, 30 Jun 2025 00:00:00 +0300

To become effective language users, learners require sufficient grammatical knowledge to structure words and messages meaningfully. However, grammar instruction often lacks a communicative and contextualized focus. This study addresses this gap by examining how English instructors implement genre-based pedagogy to enhance metalinguistic awareness and abstract thinking in grammar instruction. Using a qualitative case study approach, this research investigates the classroom practices of three instructors in higher education. Data were collected through interviews, questionnaires, and the analysis of instructional materials, including lesson plans, classroom tasks, and student work. The study employs a data analysis framework involving data collection, condensation, analysis, and conclusion drawing. Findings indicate that the instructors deliberately integrate genre texts to foster learners’ ability to apply grammatical knowledge across the four language skills. These practices promote an understanding of textual structure and authorial intent, contributing to students’ independence and informed linguistic choices. The study highlights the role of genre-based pedagogy in transforming grammar instruction into a more dynamic and functional component of language education.

Keywords: Genre-based pedagogy; grammar instruction; higher education; metalinguistic awareness; qualitative research.

Learning process improvement in online learning during COVID-19: the lesson study contribution

Kurniati, Ardo Okilanda, Wuri Syaputri, Seftika, Novita Eka Tristiana — Mon, 30 Jun 2025 00:00:00 +0300

The COVID-19 pandemic necessitated rapid adaptations in higher education, requiring lecturers to adopt innovative strategies to maintain instructional quality. This study examines the use of lesson study as a collaborative approach to enhance student learning and improve the effectiveness of online instruction. Grounded in a model adapted from Cumhur and Guven, the lesson study framework follows three core stages: planning, implementation, and reflection. This qualitative research involved 80 fourth-semester students and a team of educators, including one model lecturer, three peer lecturers, and five observers. Data were collected through questionnaires and documentation and analyzed using an interactive model comprising data collection, reduction, display, and conclusion drawing. Findings indicate that reflective practices during the lesson study process significantly contributed to the development of well-structured lesson plans, ultimately supporting a more effective and coherent online learning experience. The study highlights the potential of lesson study to foster continuous professional development and improve online teaching practices during periods of educational disruption.

Keywords: Instructional design; lesson study; online learning; reflection; teaching innovation