International Journal of Learning and Teaching

Integration of Flipped Learning Strategy and Project-based Learning in Higher Education: Overall Effect Size

Endang Sulistyowati — 2025-10-24

This study aims to measure the overall effect size related to the effectiveness of the flipped learning strategy integrated with Project-Based Learning (FL-PjBL) on students' academic achievement in Higher Education. The method used is group contrast meta-analysis. A total of thirteen research samples (k = 13) that meet the inclusion criteria are included in this meta-analysis. The results of the meta-analysis indicate that the FL-PjBL strategy has a large and significant influence on students' academic achievement when compared to traditional learning strategies, with an overall effect size value of (d = 1.22; p < 0.01). However, the high level of heterogeneity (I² = 83.64%) indicates substantial variation between studies. Therefore, further research is recommended to investigate moderator variables such as educational level, subject area, intervention duration, and the quality of technology integration and project design in learning.

Keywords: Effect size ; flipped learning; Meta-Analisis; project-based Learning

Effect of the bionic reading approach on conceptual grasp among chemistry students

Gerald Martos — 2025-10-24

This study explored the impact of the Bionic Reading Approach on improving conceptual understanding among Grade 12 STEM students in Chemistry. Sixty-eight students participated in a nonequivalent control group pretest–posttest quasi-experimental design, with one group exposed to the Bionic Reading Approach and another using conventional reading strategies. Participants were purposively selected based on their capacity to articulate the phenomenon under investigation. The intervention utilized a distinctive font designed to guide readers’ visual focus through artificial fixation points, promoting reading efficiency and deeper comprehension. Findings indicated that the Bionic Reading Approach substantially enhanced students’ conceptual grasp and retention of scientific concepts compared to traditional reading methods. The results suggest that employing structured visual cues can facilitate cognitive engagement and improve learning outcomes in complex academic subjects. Future research is encouraged to include larger participant groups and further refine the approach to strengthen its instructional impact. This study underscores the importance of innovative reading techniques in fostering meaningful learning in science education.

Keywords: Bionic reading approach; chemistry education; conceptual understanding; reading comprehension; STEM learning

Learning beyond boundaries: Maximizing project-based learning implementation at the tertiary level

Rafik El Amine Ghobrini — 2025-10-24

In the digital age, education has become increasingly oriented toward economic relevance, multimedia integration, and skill development. The demands of twenty-first-century learning necessitate pedagogies that prepare students for authentic, real-world contexts, with Project-Based Learning (PBL) emerging as a promising approach. This study employed a reflective descriptive qualitative method to examine the integration of PBL among forty-six master’s students within a university setting. Data was collected through daily journals, participant observation, and reflective accounts. The investigation involved three participant groups: the supervising researcher, students engaged in PBL activities, and mentors who guided the implementation and evaluation of lesson delivery. Analysis focused on the conceptualization, application, and multi-dimensional aspects of PBL execution. Findings revealed a structured four-part framework that supports the recalibration of instruction to enhance learning outcomes. The study underscores the value of PBL as a transformative educational practice that fosters reflection, collaboration, and practical skill acquisition in higher education contexts.

Keywords: Educational innovation; higher education; project-based learning; reflective practice; skill development.

Effects of age and gender on time management and academic performance of students in senior high schools

Sandra Aidoo — 2025-10-24

Timely completion of academic programs is considered essential for students’ educational success, yet limited studies have explored how demographic factors influence the connection between time management and academic performance. This study examined the moderating effects of age and gender on the relationship between time management and academic performance among Senior High School students. A total of 292 participants were selected through proportionate and random sampling techniques and completed standardized instruments measuring time management, while academic performance was assessed using test results. The analysis revealed that age and gender did not significantly influence or moderate the relationship between time management and academic performance. These findings suggest that the link between managing time effectively and achieving strong academic outcomes remains consistent across demographic groups. The study highlights the importance of integrating structured time management programs into educational curricula to enhance students’ organizational, prioritization, and scheduling skills, ultimately promoting academic success and self-regulated learning.

Keywords: Academic performance; age differences; gender differences; secondary education; time management

Understanding teacher adoption of gamified learning tools in primary education: An integrated TAM and flow theory perspective

Ioannis Berdousis — 2025-10-24

Gamified learning has gained prominence as an innovative pedagogical approach in primary education, enhancing student engagement, motivation, and participation. However, the effective adoption of gamified technologies depends largely on teachers’ readiness to integrate them into classroom practice. This study investigated the factors influencing primary school teachers’ adoption of gamified tools by combining perspectives from the Technology Acceptance Model and Flow Theory. A quantitative cross-sectional survey was conducted among teachers from varied educational contexts to examine how perceived usefulness, ease of use, and flow experience shape their intention to employ gamified learning. Findings revealed that both cognitive appraisals and affective experiences significantly influence teachers’ behavioral intentions toward technology adoption. Participants also identified constraints such as limited instructional time and student access to digital devices, alongside supportive factors including professional training and access to curated educational resources. The study highlights the need for professional development that addresses both the functional and emotional dimensions of gamification, offering valuable implications for educators, policymakers, and technology developers in enhancing digital pedagogy.

Keywords: Gamification, educational technology; flow experience; gamified learning; teacher adoption; Technology Acceptance Model

Implications and prospects of integrating social media in English language teaching in higher education

Amaria Fehaima — 2025-10-24

This study investigates the relationship between social media usage and mental health, with particular attention to anxiety and self-esteem among young adults. Despite growing scholarly interest, there remains a gap in understanding how digital interactions influence psychological well-being through complex emotional and social mechanisms. To address this, a mixed methods design was employed, combining a survey of 200 participants who completed standardized measures of anxiety and self-esteem with in-depth qualitative interviews. The analysis revealed that frequent engagement with social media corresponded with elevated anxiety and diminished self-esteem. Further examination indicated that social media activity served as a meaningful predictor of these psychological outcomes. Qualitative insights emphasized the roles of social comparison, validation-seeking behavior, and the supportive potential of online communities. The findings underscore the importance of developing digital literacy programs and implementing platform-level interventions aimed at reducing harmful effects while fostering healthier, more reflective modes of online participation.

Keywords: Anxiety; digital literacy; mental health; self-esteem; social media

The impact of student engagement and school environment on psychological well-being

Muluneh Fetene — 2025-10-24

This study examined how student engagement and the school environment influence psychological well-being, with social skills serving as a mediating factor. A quantitative research design was employed using multiple regression and correlation analyses to explore the relationships among the key variables. The study involved 272 students selected through stratified random sampling to ensure balanced representation across demographic and academic groups. Results indicated that both student engagement and the school environment significantly predicted psychological well-being, while social skills played a crucial mediating role in strengthening these associations. The analysis demonstrated that students with higher engagement and better social competence reported greater psychological well-being within supportive school settings. These findings highlight the interconnected nature of engagement, environmental support, and interpersonal development in promoting mental health among students. The study suggests that educational institutions should foster inclusive environments, encourage interactive learning, and implement social skills training to enhance overall student well-being.

Keywords: Psychological well-being; school environment; social skills; student engagement; well-being enhancement.

Discipline-sensitive EMI in Algerian higher education: Comparative perspectives from STEM and humanities

Ouafa Ouarniki — 2025-10-24

This study investigated how disciplinary variations influence the implementation of English Medium Instruction (EMI) in higher education, comparing science, technology, engineering, and mathematics fields with humanities disciplines. Although EMI is widely promoted as a means of fostering academic internationalization, limited research has explored how disciplinary contexts shape its effectiveness and challenges. A mixed methods approach was employed, combining questionnaire data from 120 participants with qualitative insights from 15 interviews. Participants were selected through convenience sampling from diverse academic departments. Findings revealed shared challenges such as insufficient institutional support and language proficiency constraints, alongside clear disciplinary differences in pedagogical adaptation, relevance of English use, and interactional styles. STEM instructors emphasized content delivery and technical support, whereas humanities lecturers prioritized interactive pedagogy and linguistic precision in academic discourse. The results underscore the necessity for discipline-sensitive professional development that integrates linguistic and content-focused training. The study advocates for institutional reforms aligning EMI practices with integrated content and language approaches to enhance instructional quality and inclusivity.

Keywords: Academic disciplines; English Medium Instruction; higher education; language pedagogy; professional development.

Towards a critical diffractive pedagogy in the teaching and learning of life sciences

Kudakwashe Mamutse — 2025-10-24

This study advances science education by addressing the pressing challenges of the Anthropocene, an era defined by profound environmental and societal transformations driven by human activity. The research identifies a gap in existing pedagogical models, which often reproduce rather than question the assumptions that perpetuate ecological and social crises. To address this limitation, the study develops and conceptualizes Critical Diffractive Pedagogy (CDP), a framework designed to reimagine the teaching and learning of Life Sciences through critical and relational perspectives. The methodological approach involves an intra-active reading of Critical Pedagogy and Diffractive Theory, generating a theoretical synthesis that highlights the potential of education as a transformative practice. The findings reveal that CDP encourages educators and learners to engage with science as an ethical, reflective, and contextually responsive endeavor. The study’s implications underscore the importance of reconfiguring science pedagogy to cultivate critical awareness, ecological responsibility, and the capacity to respond creatively to complex global challenges.

Keywords: Anthropocene; critical pedagogy; diffractive theory; life sciences education; transformative learning.