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.