Language, Literature and Education: Research Updates Vol. 12

Impact of Innovative Pedagogical Approaches on the Teaching and Learning of Definite Integrals in the Congolese School Context: An Experimental Study in Goma (DRC)

2026-07-17T09:37:31+00:00

This study examines the impact of innovative pedagogical approaches on the teaching and learning of definite integrals among secondary school students in Goma, Democratic Republic of the Congo. It responds to persistent difficulties in students' conceptual understanding of the definite integral, particularly its interpretations as area, accumulation and continuous sum, and its use in modelling situations. A mixed-methods design was adopted, combining a quasi-experimental pre-test/post-test approach with qualitative classroom observations and informal exchanges with teachers. The study involved 234 pupils from three secondary schools: 47 pupils formed the control group, which received traditional instruction, and 187 pupils formed the experimental group, which received instruction based on contextualised problem-situations, collaborative activities and pedagogical mediation. The results indicate a marked difference between the two groups. The control group recorded an overall average of 40.77%, whereas the experimental group achieved 75.33%, representing a mean difference of 34.56 percentage points. Student's t-test confirmed that the difference was statistically significant (p = 0.000048; p < 0.05). The experimental group also showed improved performance in the meanings of the definite integral, including area, accumulation and continuous sum, as well as in standard exercises and applications to situations. However, conceptual modelling remained the least mastered competence, with a success rate of 59%, indicating that this dimension requires continued pedagogical support. The findings suggest that innovative pedagogical approaches can support more meaningful learning of definite integrals in the Congolese secondary school context, while also highlighting the need for sustained attention to mathematical modelling, teacher preparation and locally adapted didactic resources.

Influence of Instructional Strategies, Digital Competence, and Social Support on the Research Competence of Science Teachers

2026-07-17T09:42:37+00:00

Research competence is an important component of teacher professional practice, particularly in science education, where evidence-based pedagogy requires the systematic use of inquiry, data and reflective decision-making. This study examined the influence of instructional strategies, digital competence and social support on the research competence of secondary science teachers in the Division of Davao Occidental. It employed a quantitative diagnostic research design with regression analysis. Using total enumeration, 155 science teachers from public and private secondary schools participated during the school year 2025-2026. Data were gathered through adapted and modified survey questionnaires measuring instructional strategies, digital competence, social support and research competence. The data were analysed using descriptive statistics, Pearson product-moment correlation and multiple linear regression. Findings showed very high levels of instructional strategies (M = 3.43, SD = .47), digital competence (M = 3.38, SD = .51), social support (M = 3.52, SD = .48) and research competence (M = 3.42, SD = .47). Significant positive correlations were found between research competence and instructional strategies (r = .811, p < .001), digital competence (r = .872, p < .001) and social support (r = .912, p < .001). Regression analysis further indicated that the three predictors jointly explained 84.9% of the variance in research competence, R2 = .849, F(3,151) = 179.603, p < .001. Social support emerged as the strongest individual predictor, followed by digital competence and instructional strategies. The findings suggest that teacher research competence is associated with pedagogical practice, digital capability and supportive professional environments. Strengthening these areas may assist schools in promoting a more active and collaborative research culture among science teachers.

The Effectiveness of Giving Feedback in Enhancing Students' Reading Performance at Taibah University, Saudi Arabia

2026-07-18T07:51:54+00:00

Reading is an essential ability that supports many facets of learning, especially in formal educational environments. The key characteristics of how to raise first-year university students' reading performance comprise basic pedagogical knowledge and understanding, awareness of expressive classroom practices, and linguistic and communicative competence. Nurturing these traits amongst learners is a challenging issue, specifically when they have a prior lack of English language proficiency. One way of improving learners' poor reading skills is the effective feedback given to them. Giving and receiving constructive feedback is one of the major factors that support students in gaining facts during classroom interactions. This study investigates the efficiency of giving feedback to students to increase their reading abilities at the Foundation Institute in Taibah University. Fifteen (15) EFL instructors who teach these students participated in the study. The descriptive method was applied, and questionnaires were given to instructors to collect their views about the effects of feedback on students' reading skills. The data was analysed via content analysis. The findings revealed that constructive feedback had made remarkable progress in students' reading performance. All participants agreed that giving effective feedback during when teaching first-year students, English language is a crucial factor, as students constantly have to engage with English through all subjects studied at foundation levels. The findings indicate that the absence of feedback significantly limits the effectiveness of the learning process. Observing students’ strengths and weaknesses and reflecting on them through written or oral feedback enables learners to recognize their areas for improvement, avoid potential errors, and develop strategies to make positive changes, ultimately enhancing their performance in the English language.

Exploring the Role of Instructional Resources in Christian Religious Education (C.R.E.) Teaching in Secondary Schools in Kenya

2026-07-17T09:46:28+00:00

Various curriculum writers have underscored the role of teachers, who must be given the necessary resources and specialised support and, above all, be motivated to act. Developing countries face serious financial constraints, to the extent that modern technologies, such as film projectors, television and internet access, are rare and therefore available only in a few high-cost schools in Kenya. Curriculum developers point out that no curriculum can be implemented effectively without adequate resources. In Christian Religious Education (C.R.E.), these materials include the Bible, charts, pictures, resource persons, real objects, maps, audio-visual aids, newspaper cuttings, syllabus books and textbooks. These are the recommended instructional materials for the C.R.E. curriculum. Despite the recognised importance of instructional resources in curriculum implementation, limited attention has been given to their availability, adequacy and utilisation in the teaching of Christian Religious Education (C.R.E.) in public secondary schools in Kenya. The study therefore aimed to determine the availability, adequacy and use of instructional resources in the teaching and learning of C.R.E. in public secondary schools. A descriptive survey was conducted among forty-five (45) Form Four C.R.E. teachers in forty-five (45) public secondary schools selected through simple random sampling. Questionnaires and checklists were administered to the teachers. The data were analysed using descriptive statistics to determine frequencies and percentages, which were presented in tables. Thirty-five teachers (77.7%) indicated that class textbooks and Bibles were inadequate for teaching and learning C.R.E., while 35 (77.77%) reported that they never used teaching and learning resources. The use of resources enhances the quality of instruction and supports the achievement of curriculum goals. A teacher with adequate and relevant teaching materials and facilities is likely to be more confident, effective and productive. The study established that C.R.E. teachers made little effort to support classroom instruction with adequate resources and used few resources in delivering the C.R.E. curriculum. The findings therefore indicated that teachers rarely utilised teaching and learning resources in classroom instruction. In-service and refresher courses are needed to equip teachers with the knowledge and skills required for effective classroom instruction. The Ministry of Education, Science and Technology should adequately equip schools with teaching and learning resources.

Traditional Apprenticeship Systems in Precolonial Africa and their Relevance to Contemporary Work Practices in Nigeria

2026-07-25T09:42:32+00:00

Unemployment is one of the major challenges facing Nigeria's development process. Various attempts have been made to improve the employment situation, especially among young people, with little or no result. This study therefore discusses how Nigeria can adopt, restructure, and improve one of its traditional heritages-traditional apprenticeship-to improve employment opportunities among young people, early school leavers, and graduates of the formal education system. Apprenticeship is the process of learning or acquiring skills through enlistment with a master craftsman. In traditional society, the apprenticeship process began when a child chose a career with parental approval after consultation with the oracle. In the traditional apprenticeship system, there was usually no established curriculum or formal procedure for skills acquisition. The primary objective of the study is to examine traditional apprenticeship systems in precolonial Africa and explore their relevance and potential application to contemporary work practices in Nigeria, with the aim of improving youth employment, skills development, and the effectiveness of vocational training. The paper also discusses the problems facing apprenticeship practice in Nigeria and suggests ways forward. This discourse concludes that using traditional apprenticeship to engage idle and unemployed young people productively would not only create employment and enhance technological advancement but could also have a positive effect on security in the country.

ICT Integration and Case-Based Collaborative Learning in Indian ESL Classrooms: An Empirical Study of First-Generation Learners

2026-08-06T09:16:05+00:00

This study examined first-generation undergraduate learners’ perceptions of an information and communication technology (ICT)-supported, case-based approach to English as a second language learning at Stella Maris College, Chennai. The intervention combined real-life and textual case studies with Google Classroom activities, online discussions, small-group problem-solving, and collaborative presentations. A descriptive empirical design was used. Seventy-five first-year undergraduates from the Arts, Science, and Commerce streams participated in a six-week intervention comprising twelve 60-minute sessions, and 74 students completed the feedback survey. The 14-item questionnaire used a five-point Likert scale and assessed collaborative learning dynamics, engagement and motivation, case-study effectiveness, and ICT competence. Descriptive analysis showed favourable learner perceptions. Collaborative learning was rated positively by 74.3% of respondents, while 75.7% identified it as their preferred instructional style. Case studies were considered effective for clarity and logical structure by 75.7%, and 94.6% reported that case studies made learning more effective. Google Classroom was perceived to enhance technological competence by 69%, and 77% considered collaboration useful or very useful for promoting discussion. Nevertheless, 43.2% regarded collaborative learning as time-consuming. The findings indicate that ICT-supported case-based collaboration may promote participation, peer interaction, problem-solving, and perceived understanding among first-generation learners.

Teacher Attitudes and Educational Success: A Critical Review of Expectations, Relationships, Equity and Instructional Mechanisms

2026-09-03T08:28:03+00:00

Teacher attitude is frequently invoked as an explanation for differences in educational success, yet the term often conceals several distinct constructs and an uncertain causal pathway. This critical narrative review examines how teachers’ expectations, beliefs about ability, relational orientations, motivational styles, emotions, self-efficacy, stereotypes and attitudes towards inclusion may influence students’ achievement, engagement, motivation, belonging, behaviour and educational progression. Literature published primarily from 1990 to 5 June 2026 was identified through accessible scholarly indexes, DOI metadata, journal records and citation searching, with earlier foundational studies retained when conceptually necessary. The synthesis indicates that teacher attitudes rarely affect outcomes as isolated internal states. Their influence is mediated by observable decisions and interactions: the difficulty of work offered, feedback quality, opportunities to respond, emotional support, autonomy support, disciplinary interpretation, referral and placement decisions, and willingness to adapt instruction. Evidence is strongest for teacher–student relationship quality, autonomy-supportive practice and systematic expectation effects, although average achievement associations are generally smaller than effects on engagement and motivation. Expectation research also shows that teachers are often substantially accurate because they possess valid information, making it essential to separate predictive accuracy from bias and self-fulfilling influence. Equity-related evidence demonstrates that ethnic, racial, gender and disability stereotypes can shape expectations, grading, discipline and inclusion, but effect directions vary by context and subject. Intervention studies show that attitudes and associated practices are modifiable, especially when professional learning combines awareness, behavioural rehearsal, feedback, coaching and organisational support. Major limitations include construct ambiguity, reliance on self-report, reciprocal causation, unmeasured confounding, weak linkage between attitude change and student outcomes, and geographical concentration in high-income settings. Teacher attitudes should therefore be treated as components of a recursive, multilevel system rather than as stable personal traits or simple causes of success.