Journal of Education and Learning Reviews

Development of a Collaborative Active Learning Management Platform in an English Communication Course for Education and Application with Undergraduate Students

2026-01-08T19:17:19+07:00

Background and Aim: Thailand’s declining undergraduate English communication scores and continued teacher-centered EFL practices underscore the urgent need for innovation. This Research and Development study created a Collaborative Active Learning (CAL) management platform, designed with the ADDIE model to promote interactive, student-centered learning, strengthen 21st‑century skills, reduce language anxiety, and provide a scalable digital solution aligned with national policies and CEFR standards. The study aimed to: (1) develop and implement the CAL platform for the English Communication for Education course; (2) evaluate its efficiency using the 80/80 criterion; (3) determine its effectiveness index; (4) compare students’ achievement before and after use; and (5) examine expert and student feedback on the platform.

Materials and Methods: This research was a research and development study. The sample consisted of 57 undergraduate students in the Faculty of Education, selected through cluster random sampling using classrooms as the sampling units. The research instruments included: 1) the developed CAL for the English Communication for Education Course; 2) a learning achievement test; 3) an expert evaluation form for the platform’s quality; and 4) a student satisfaction questionnaire. Data were analyzed using percentages, means, standard deviations, and t-tests.

Results: The results showed that the developed platform achieved an efficiency of 81.08/83.97, exceeding the 80/80 standard, with an effectiveness index of 0.8241. Students’ post-test scores were significantly higher than their pre-test scores at the .05 level. Experts rated the platform’s quality as high, while students reported the highest level of satisfaction. The platform is practical for real-world implementation and effectively enhances learning for the English Communication for Education Course.

Conclusion: This research and development (R&D) study developed a Collaborative Active Learning (CAL) management platform for the undergraduate English Communication for Education course using the ADDIE model. The platform significantly improved student achievement, reduced language anxiety, and received high levels of satisfaction from both experts and students. It provides a replicable, evidence-based approach to transforming EFL instruction and fostering 21st‑century skills in Thai higher education.

Patterns of Metacognitive Reading Strategies of Secondary Students in Research-Oriented Learning Contexts

2026-01-08T11:02:46+07:00

Background and Aim: Metacognitive awareness of reading strategies is essential for teachers as it helps them understand how students plan, monitor, and evaluate their reading. This awareness informs targeted instruction, strategy modeling, and scaffolding for complex texts, supporting deeper comprehension and research literacy. While prior research has extensively examined these strategies among university students in EFL contexts, limited attention has been given to how secondary students apply metacognitive strategies when reading scholarly texts in research-oriented instruction. Addressing this gap, the present study examines the levels and differences in global, problem-solving, and support reading strategies among secondary students enrolled in a research course.

Materials and Methods: A quantitative descriptive design was employed to assess students’ metacognitive reading strategies. The sample consisted of 350 students from a secondary institution in Baguio City, Philippines, selected using cluster sampling. The adapted Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used to measure global, problem-solving, and support strategies. Data were collected via a questionnaire administered online with informed consent. Descriptive statistics and Huynh–Feldt–corrected repeated-measures ANOVA were used to analyze strategy levels and differences.

Results: The repeated-measures ANOVA revealed statistically significant differences in the extent to which students employed the three types of metacognitive reading strategies. The analysis indicated that students did not use all strategies equally, but rather demonstrated a distinct hierarchical pattern. Post hoc comparisons showed that problem-solving strategies were used significantly more frequently than global strategies, while global strategies were used significantly more than support strategies (problem-solving > global > support). This pattern highlights that when engaging with scholarly texts, students tend to prioritize immediate comprehension and problem-solving tactics over broader evaluative strategies and supportive practices like note-taking or consulting references, which may impede comprehensive understanding of scholarly texts.

Conclusion: Students actively employ metacognitive strategies when reading scholarly texts, with problem-solving strategies dominant, global strategies moderate, and support strategies least used. The study proposes the Global–Problem-Solving–Support (G–P–S) model as a framework for understanding the interdependence of the different metacognitive strategies for effective reading of scholarly texts. Findings highlight the need for explicit instruction to strengthen global and support strategies. Teachers may design guided research-reading activities, to support students in purpose-setting, monitoring comprehension, and synthesizing information, thereby promoting a more balanced use of global, problem-solving, and support reading strategies.

Why Teachers Leave: A Phenomenological Inquiry into School Climate and Educator Attrition in Misamis Occidental

2026-01-01T17:40:01+07:00

Background and Aim: The problem of teacher attrition is one of the burning issues in the Philippines, and Misamis Occidental is no exception, as quite a lot of teachers are leaving their jobs due to poor school environments, overworking, and a lack of administrative assistance. This research was anchored on both the Organizational Climate Theory and Self-Determination Theory and was aimed at establishing the impact of school climate on the motivation and commitment of teachers, as well as the ultimate decision to abandon the teaching career.

Materials and Methods: Researchers used a qualitative phenomenological design (Moustakas, 1994) to obtain the lived experiences of eight former teachers who had worked in both public and private institutions in Misamis Occidental. Purposive sampling was used to select the participants, according to their previous teaching experience, and their willful exit from the profession. Information was gathered by comprehensive semi-structured interviews with a depth approach and analyzed following the transcendental phenomenological method by Moustakas, which included epoche, horizontalization, and imaginative variation to establish the essence and the structure of the experiences of the people who participated in the interviews.

Results: Thematic analysis demonstrated that there were five themes that were interrelated and helped understand the complex factors leading to teacher attrition. (1) There was a strong mention of personal and professional stressors, and the participants mentioned heavy workloads, burnout, and deterioration of health, which were common causes of emotional depletion. (2) Some of the coping mechanisms were determined as a result of different adaptive responses, including self-reflection, emotional regulation, peer collaboration, and self-care practices. (3) Career satisfaction and fulfillment were tied closely but tend to conflict with each other, where teachers felt the purpose and the success of their work was mainly based on the progress of the students, their freedom in teaching, and their work recognition. (4) Support and administrative leadership were not seen as adequate, and the participants did not feel satisfied with the irregular guidance, lack of recognition, and professional development opportunities. (5) Despite the systemic challenge, professional identity and moral commitment were still apparent since even when some of the participants had chosen to abandon the teaching profession, they still maintained their vocation and moral commitment.

Conclusion: The results focus on the fact that psychological and institutional aspects are important contributors to teacher attrition. The retention and professional well-being can be promoted through a positive and supportive school climate that is marked by understanding leadership, fair workload, and acknowledgement of the contribution made by teachers. On the other hand, unfavorable working conditions and poor management service increase turnover. This study highlights the pressing need for responsive school management practices and all-inclusive teacher support systems that foster motivation, enhance professional identity, and maintain a dedicated and robust teaching force.

The Effectiveness of Mother Tongue as a Medium of Instruction in the Learning Development of Grade 1 Pupils at Baybay Elementary School

2026-01-01T17:40:09+07:00

Background and Aim: The language of education is essential for how well children learn. The K–12 reform in the Philippines made Mother Tongue-Based Multilingual Education (MTB-MLE) a part of Kindergarten through Grade 3 to help kids read, understand, and participate more in class. Although global research validates the advantages of mother tongue instruction, specific evidence from Philippine schools is still scarce. This study aimed to determine how well MTB-MLE helped Grade 1 pupils at Baybay Elementary School in Ozamiz City learn and grow. It wanted to find out what subjects were taught in Cebuano, how mother tongue instruction affected understanding, and how it affected student involvement in the classroom.

Materials and Methods: A descriptive qualitative case study methodology was used. Data were gathered through semi-structured interviews with five Grade 1 kids, supported by teacher interviews, classroom observations, and document analysis. Triangulation was utilized to strengthen the credibility of the findings, and the data were assessed thematically.

Results: The findings indicated that Cebuano was predominantly utilized in subjects such as Araling Panlipunan, Edukasyon sa Pagpapakatao, MAPEH, and Mother Tongue. It was also used as a support language in Mathematics and English. Students said they understood and remembered things better when taught in Cebuano. Classroom observations showed students were more active, confident, and excited during mother language instruction.

Conclusion: The study concludes that MTB-MLE improves Grade 1 students' understanding, involvement, and sense of cultural identity. It shows that teaching in a person's native language is not only a good way to teach, but it also changes society by connecting school and community and supporting Sustainable Development Goal 4 (Quality Education).

Assessment of Critical Thinking and Communication Skills of Grade 8 Students in Science Education at Conat Integrated School

2026-01-01T17:40:07+07:00

Background and Aim: Students in Grade 8 benefit from critical thinking because it helps them comprehend information better, solve problems logically, and make thoughtful decisions. Additionally, communication skills enable them to confidently collaborate with classmates, listen to others, and clearly express their ideas, all of which support both academic success and personal development. This study explores the critical thinking and communication skills of eighth-grade students in science education at Conat Integrated School during the 2024–2025 academic year.

Materials and Methods: Employing a descriptive quantitative approach, data were collected from 73 students using standardized tests and self-assessment questionnaires with established validity and reliability. Descriptive statistics, including percentages with 95% confidence intervals, were used to analyze students’ performance across five critical thinking indicators and four communication skills indicators.

Results: The findings reveal notable gaps in both skill areas: students demonstrated low levels, with critical thinking skills like providing simple explanations at 65%, and communication skills such as expressing and evaluating at 45% and 42%, respectively.

Conclusion: These results highlight the need for targeted instructional strategies to enhance higher-order thinking and communication capabilities. The study underscores the importance of adopting active, student-centered learning approaches to better prepare students for future academic and real-world challenges.

Development of Brain-Based Learning Innovations to Enhance Thai Reading and Writing Skills in Non-Formal Education: A Case Study of the Special Non-Formal Education Center in Chonburi Province

2026-01-01T17:40:05+07:00

Background and Aim: The advancement of brain-based learning innovations is crucial because it enhances the reading and writing abilities of learners in non-formal education by aligning instructional strategies with how learners' brains naturally process language. Additionally, it helps diverse learners close literacy gaps and attain more successful lifetime learning outcomes by boosting engagement and retention. This study aimed to (1) develop and evaluate a brain-based learning innovation to enhance Thai reading and writing skills among primary learners, targeting an efficiency criterion of 80/80, and (2) compare learners’ reading and writing performance before and after the intervention.

Materials and Methods: The research employed a one-group pretest–posttest quasi-experimental design with research and development (R&D) product development. The participants were 41 Grade 3 learners enrolled at a Special Non-Formal Education Center in Chonburi Province during the 2023 academic year, selected through purposive sampling. Instruments included Thai reading and writing skill tests validated for content and reliability. Data were analyzed using descriptive statistics (percentage, mean, standard deviation) and a paired-samples t-test, along with E₁/E₂ efficiency analysis to evaluate instructional effectiveness against the predetermined 80/80 criterion.

Results: The BBL innovation achieved high efficiency, with process efficiency E₁ = 84.64% and outcome efficiency E₂ = 83.13%, exceeding the 80/80 benchmark. Students’ mean reading and writing scores improved significantly from Mₚᵣₑ = 12.81, SD = 1.03 to Mₚₒₛₜ = 23.84, SD = 2.33, t(40) = 21.57, p < .001, Cohen’s d = 3.36, 95% CI [2.64, 4.09], indicating a substantial effect.

Conclusion: The brain-based learning innovation was associated with significant gains in Thai reading and writing skills among primary learners in non-formal education settings. These findings suggest that brain-based instructional approaches can enhance literacy development and may be applicable in similar educational contexts.

Examining the Relationship between AI Competency and AI Awareness among Graduate-Level Instructors in Private Higher Education Institutions in Thailand

2026-01-01T17:40:03+07:00

Background and Aim: Grounded in the Technology Acceptance Model (TAM) and Technological Pedagogical Content Knowledge (TPACK) framework, this study investigates the relationship between artificial intelligence (AI) competency and AI awareness among graduate-level instructors in Thailand’s private higher education sector. The objectives were to: (1) examine overall levels of AI competency; (2) compare competency and awareness across academic disciplines, positions, and faculties; and (3) analyze the relationship between AI competency and awareness in the context of teaching management. The study addresses the growing need for educators to integrate AI tools ethically and effectively in instruction, research, and academic administration.

Materials and Methods: A total of 400 graduate-level instructors from five private universities, Shinawatra University, Rangsit University, Sripatum University, Bangkok University, and Mahanakorn University of Technology, were selected through purposive sampling. Data were collected between January and March 2025 using a validated questionnaire (Cronbach’s α = .902) measuring AI competency and awareness of AI utilization. Descriptive statistics (frequency, percentage, mean, and standard deviation) were used to assess general trends, while inferential analyses (ANOVA, Pearson’s correlation, and t-tests) tested group differences and relationships.

Results: Findings indicated a moderate overall level of AI competency and awareness, with higher proficiency among instructors in STEM disciplines and technology-oriented faculties compared to those in the humanities and social sciences. Significant differences were observed by academic position, with lecturers demonstrating higher engagement in AI-integrated practices than senior professors. A strong positive correlation was found between AI competency and AI awareness (r = .928, p < .001), confirming that instructors with stronger technical, instructional design, and ethical AI skills also exhibited greater awareness of AI’s pedagogical and societal implications.

Conclusion: The study underscores the need for targeted faculty development programs, AI-integrated professional learning, and institutional strategies to enhance instructors’ digital and ethical readiness. Strengthening AI competency not only fosters responsible AI awareness but also supports teaching innovation, faculty performance, and digital transformation within Thailand’s private higher education sector.

Parents’ Views on Technology Utilization in the Learning Process: A Basis for Parents’ Orientation

2026-01-01T17:39:54+07:00

Background and Aim: The use of technology in education has advanced more rapidly due to COVID-19; it has been increasing in recent years. The pandemic has led to a greater shift toward adaptability in teaching, moving from face-to-face instruction to online and hybrid learning formats. This technology has become essential for students, as well as for parents and teachers. The Enhanced Basic Education Act of 2013, known as Republic Act No. 10533, establishes a legal foundation for a reformed educational system in the Philippines, focusing on quality, accessibility, and competitiveness within the global education framework. The crucial aspect of this demand is the incorporation of technology into the educational process to ensure that learning aligns with the requirements of the 21st century. Education is not only being enhanced through digital resources, online opportunities, and other new teaching materials, but it is also addressing current disparities in access, especially for students in remote and underserved areas. The study has explored the understanding of parents regarding the use of technology in the learning of their children and the attitudes, beliefs, concerns, and other factors that influence the development of the parent orientation program.

Materials and Methods: It was carried out using a descriptive correlational design using a sample size of 50 respondents in Tubod, Lanao del Norte, who are parents. A researcher created a questionnaire that was verified with the help of experts was used to gather the data. Descriptive statistics were used to summarize demographic and attitudinal variables, and Spearman correlation to test the relationship between parental attitude and the use of technology.

Results: The majority of respondents were married (74%) and lived in low-income households. Most respondents belonged to low-income households (less than 10,000 monthly, 64). A majority of them had attended high school (60%). The mean scores recorded in Beliefs and Attitudes (M = 3.64, SD = 0.65), Perception of Roles (M = 3.78, SD = 0.74), and Parenting Styles (M = 3.82, SD = 0.64) were high among parents. The score of the general feelings was positive (M = 3.75, SD = 0.60). There was a significant (statistically significant) correlation between parental attitudes and the use of technology (Spearman (r_s = 0.713), p < 0.001).

Conclusion: Parents showed positive attitudes toward education technology, attributing its use to motivation and success, but they were concerned about screen time and content quality. Results also emphasize the necessity of systematic orientation programs to reinforce parental guidance, make the use of technology developmentally appropriate, and enhance equal access. It is the findings that parental engagement is significant in promoting digital literacy and balanced technology immersion in early learning.

Community-Based Integrated Instructional Model for Teaching Science Projects to Develop Digital Innovation and Creativity Skills among Secondary School Students

2026-01-01T17:39:58+07:00

Background and Aim: Digital innovation and creativity skills are essential for 21st-century learners through project-based science learning. This study aims to develop and evaluate a community-based integrated instructional model to enhance secondary school students' digital innovation and creativity skills, fostering authentic problem-solving, civic responsibility, and socially responsible innovation.

Materials and Methods: The model was developed by synthesizing science project-based learning and community-based learning frameworks, comprising four main components: Connector, Community Collaborator, Construct-Contextualize-Create, and Communicate. It integrates eight stages of science project-based learning and eight elements of community-based learning, emphasizing technology integration, real-world problem-solving, collaborative teamwork, and continuous assessment. Five experts evaluated the model's appropriateness and effectiveness.

Results: Expert evaluation demonstrated high overall effectiveness (M = 4.70, SD = 0.47). The model achieved perfect scores (M = 5.00) for digital tool integration for social innovation and generating innovative solutions to community challenges, showing particularly strong performance in promoting problem-solving and critical thinking within community contexts.

Conclusion: The community-based integrated instructional model demonstrates high suitability for enhancing digital innovation and creativity skills among secondary school students. It successfully bridges theoretical learning with practical community engagement, promoting civic responsibility and socially responsible innovation while maintaining flexibility for adaptation across diverse educational contexts.

Employment Status as the Primary Predictor of Faculty Retention: A Quantitative Study in a Local Philippine College

2026-01-01T17:39:56+07:00

Background and Aim: Local colleges continued to struggle with faculty retention because of institutional factors and their reliance on contractual or job-order instructors with limited job security. This study examined faculty retention in a local college by identifying the factors influencing faculty members’ intention to stay.

Materials and Methods: A quantitative causal-comparative design was used, with survey data from 43 faculty members, and the data were analyzed using descriptive and inferential statistical procedures.

Results: The results showed significant, strong, positive relationships between organizational (r = 0.706, p < .001) and institutional (ρ = 0.676, p < .001) factors and faculty retention. Regression analysis revealed that employment status was the only significant predictor of retention (B = 0.5616, p = 0.003), underscoring the importance of a stable job. When grouped by years of service or educational attainment, retention did not differ significantly.

Conclusion: According to these results, job security remains the most important factor influencing faculty members’ intention to stay at a local college, even though leadership practices and institutional support also play a role in faculty retention dynamics. Enhancing workload management and fortifying regularization procedures could promote institutional continuity and increase faculty stability.