Research and Evaluation in Education and Psychology: Integrating Diversity With Quantitative, Qualitative, and Mixed Methods
... Each approach offers distinct strengths and guides the research process in unique ways. Deductive research, which is more commonly utilised in educational research, follows a top-down approach and often begins with a well-established theory or existing body of research (Mertens, 2014). Researchers develop a hypothesis, a prediction about the relationship between variables (Creswell & Creswell, 2018). ...
... Unlike the more prevalent deductive research, which starts with a hypothesis (Mertens, 2014) and seeks to confirm or refute it through testing, inductive research is a bottom-up approach (Punch, 2014), researchers embark on their inquiry with open-ended observations and data collection, allowing patterns and themes to emerge organically (Creswell & Creswell, 2018). This exploratory nature fosters a deeper understanding of the intricacies of social phenomena in education, such as student engagement or teacher-student interactions (Merriam, 2009). ...
... A cornerstone of this strategy should be a robust curriculum that offers a broad range of courses in research design, statistics, and data analysis (Mertens, 2014). By enrolling in courses on research design, students gain valuable knowledge on formulating research questions, selecting appropriate research methods, and developing a sound research plan (Preissle, 2006). ...
Ensuring the trustworthiness of qualitative research remains a critical challenge in educational research. However, early career researchers often lack structured guidance on enhancing the credibility of qualitative data analysis. A key issue is the limited discussion on inductive approaches that support systematic theme generation and theory development. To address this gap, this study examines how two early-career researchers employed a three-level inductive methodology during their PhD studies to strengthen the trustworthiness of their findings. Using an autoethnographic approach, the study finds that this methodology deepened their understanding of participants’ experiences, facilitated the emergence of valid themes, and reinforced credibility, transferability, dependability, and confirmability. These findings offer concrete strategies for researchers undertaking similar approaches to ensure trustworthiness in their qualitative inquiry. This study also highlights the importance of equipping PhD researchers in education with strategies to navigate qualitative research rigorously, ultimately enhancing the quality of their studies.
... For instance, qualitative research has revealed the stigma and misdiagnosis associated with endometriosis, emphasising the need for better diagnostic pathways and patient education. Similarly, narratives from women experiencing menopause have highlighted the diversity of symptoms and the inadequacy of existing healthcare responses, informing more tailored care strategies [6,7]. Traditional qualitative methods often focus on descriptive narratives, which, while rich in detail, may fall short in identifying broader patterns or generating actionable insights. ...
... This approach enables a comprehensive understanding of the factors influencing educational outcomes, from classroom practices to systemic inequities [5]. For instance, a study combining qualitative interviews with teachers about curriculum challenges and quantitative data on student performance highlighted disparities in resource allocation as a key barrier to equitable education [7]. These findings led to evidence-based policy changes, including targeted funding and professional development programs. ...
Qualitative research methods have historically been centered on framework analysis and narrative reporting, particularly in contexts like healthcare, where patient experiences are paramount. While this approach has yielded invaluable insights, it often underutilizes the full potential of qualitative data. This paper critically appraises the current state of qualitative methods, examining their traditional scope and exploring avenues for innovation. Through a systematic critique of existing literature and methodologies, this paper identifies limitations in conventional approaches and proposes novel strategies to maximize data outputs, enhancing the scope and utility of qualitative research. The researchers can obtain richer, real-time data from diverse populations integrating technology-driven approaches, including digital ethnography, AI-supported thematic analysis, and mobile health platforms. Co-design and community-based participatory research would also ensure the women's voices are central in shaping interventions and policies. Innovative frameworks that consider cultural sensitivity, socio-economic disparities, and life course perspectives are crucial for addressing neglected areas like menopause, reproductive health, mental health, and gender-based violence. Methodological advancements must also prioritize ethical considerations, such as informed consent and safeguarding vulnerable populations, while embracing inclusivity in participant recruitment. Optimized qualitative methods can expand the understanding, foster engagement, and provide actionable insights for targeted interventions in terms of women’ health initiatives. Re-designing the scope of qualitative research, would not only improve health outcomes of women but also empower women as active agents in shaping their health and well-being.
... The participants are properly informed about the research objectives, aims, and other relevant information before having their voluntary participation. Besides, the protocols of the Institutional Review Board (IRB) are adhered to safeguard the rights of persons with disabilities(Mertens, 2020). ...
... Methodology to inclusive digital healthcareLastly, there is a dire need for regulators, developers, and healthcare organizations to transcend the boundary of just meeting compliance standards and begin prioritizing the implementation of accessibility best practices in the real world. This can be achieved through compulsorily enforcing accessibility audits, integrating assistive technology support, and undertaking a universal design approach for digital healthcare applications(Mertens, 2020). ...
Modern healthcare facilities demand digital accessibility to guarantee equal access to telemedicine platforms, online pharmacy services, and health monitoring devices that can be worn or are handy. With the rising call for the implementation of robust digital healthcare solutions, people with disabilities encounter impediments in their endeavor of managing and getting accustomed to these modern technologies owing to insufficient accessibility features. The paper highlights the role of comprehensive solutions for enhanced patient engagement and usability, particularly, in digital pharmacy, healthcare, and wearable devices. Besides, it elucidates the key obstructions faced by users experiencing auditory, visual, cognitive, and motor impairments. Through a kind consideration of present accessibility guidelines, practices, and emerging technologies, the paper provides a holistic overview by offering innovative solutions, accentuating the vitality of compliance with Web Content Accessibility Guidelines (WCAG), Americans with Disabilities Act (ADA), and other regulatory structures to foster easy access to digital healthcare services. Moreover, there is due focus on using AI-driven tools, speech-activated interfaces, and tactile feedback in wearable health devices to assist persons with disabilities. The outcome of the research explicates the necessity of prioritizing accessibility for individuals with disabilities and cultivating a culture where healthcare providers, policymakers, and officials build a patient-centered digital healthcare ecosystem that is all-encompassing in nature.
... For example, if a researcher intends to study the effectiveness of a new teaching method, they may need access to classrooms, teachers, and students. This access typically requires approval from school administrators, teachers, and potentially even parents (Mertens, 2014). A researcher's ability to gain access to the necessary sites and people is an important factor in determining whether they can pursue the study (Maxwell, 2013). ...
... Previous studies may have focused on the effects on teenagers, but less attention may have been given to how these effects vary across different socioeconomic backgrounds. By examining this gap, the researcher would add new insights to the literature (Mertens, 2014). ...
The research problem is a foundational element in the research process, serving as the central issue or gap in knowledge that a study seeks to address. This article explores the importance of the research problem in framing the scope and direction of a research project. It examines how a well-defined research problem guides the study's design, methodology, and impact. Distinguishing between practical and theoretical research problems, the article highlights their relevance across various fields such as education and psychology. The article also discusses the steps for formulating and stating the research problem, including identifying the topic, narrowing down the research problem, justifying its significance, and addressing existing gaps in understanding. Furthermore, it emphasizes the importance of determining whether a research problem is worth investigating by considering its potential to fill gaps in literature, inform educational practice, and contribute to knowledge. The article concludes by stressing the role of the research problem in ensuring the study's relevance and guiding both researchers and readers toward a clearer understanding of the study's significance and broader implications.
... This investigation engaged in exploratory analysis of student-written survey responses with the aim of better-understanding the target phenomenon from the perspective of direct stakeholders (Hatch, 2023;Mertens, 2020); in this case students' views of the impact of GenAI on their learning. The aim is to provide a wide-angle lens on how a large group of university students perceive GenAI in their own learning contexts. ...
... This is often framed in the context of power dynamics whereby a participant might feel pressured to provide a particular answer to a question in order to impress a researcher that might be their colleague or even their line manager for instance. Given that this critique is often attributed to interviews or focus groups (Mertens, 2020), this has been mitigated to an extent by this investigation's use of an anonymous online survey as a data collection tool that puts comfort distance between the investigator and participants. ...
As generative AI tools like ChatGPT increasingly shape the higher education landscape, this study makes an original contribution by foregrounding university students’ own perspectives on AI’s role in learning. While these technologies offer promising applications, their adoption also introduces concerns about long-term skill development and academic integrity. This investigation draws on qualitative data from open-ended survey responses provided by 309 students at a leading English-medium university in Kazakhstan. Thematic analysis uncovered nine interrelated themes. Among the positive impacts, students viewed AI as a creative assistant that helps simplify complex tasks and as a virtual tutor offering short-term feedback. However, concerns emerged about dependency on AI, the erosion of critical thinking skills, technological limitations, and challenges in distinguishing AI-generated from original student work. By capturing this student-centered viewpoint, the study contributes new insights into how learners navigate AI in educational contexts and offers practical recommendations for structured student training and updated course documentation to support responsible and gradual AI integration. These findings offer timely guidance for educators and policymakers adapting to this technological shift.
... The use of structured, empirical data allows for statistical testing of differences and relationships between SMEs and large organizations, offering generalizable insights into strategic behaviours. This methodology supports objective comparison and enables the analysis of categorical and continuous variables using established statistical tools [29], [30]. ...
... Correlation analysis explored relationships between resilience and sustainability constructs. Multiple regression models were used to identify predictors of resilience and sustainability engagement, with firm size and other organizational variables treated as independent or moderating factors [29], [30]. ...
The research investigates how organizational size influences the implementation of supply chain resilience and sustainability practices. While resilience and sustainability are increasingly recognized as interrelated priorities, existing literature often overlooks how firm size conditions strategic behaviour, particularly the distinct constraints faced by small and medium-sized enterprises (SMEs). To address this gap, the study employs a two-phase, mixed-methods approach. First, a structured literature review identifying the current state of academic research on the field. Second, a global survey of 252 supply chain professionals captures quantitative data across SMEs and large organizations. Statistical analysis tests three hypotheses regarding core aspects of driving resilience and sustainability outcomes. Findings show that large firms tend to formalize strategies more thoroughly, especially in risk detection and sustainability goal setting. However, SMEs demonstrate comparable resilience through informal, agile approaches and supplier collaboration. Overall, strategic effectiveness does not vary by firm size, but implementation pathways do. This study contributes original empirical evidence to the limited comparative literature on organizational size in supply chain strategy. By introducing size as a moderating variable, the research advances theoretical models and highlights the need for differentiated tools, policies, and partnerships. The findings aim to hold practical value for managers, and support businesses seeking to design scalable, inclusive approaches that enhance resilience and sustainability across the entire supply chain spectrum.
... This study employed a sequential embedded mixed-methods design that helps to draw more rigorous conclusions [40,41]. A wide range of literature [42,43] advocate that using a single data source and method may not suffice to arrive at valid conclusions, as compared to using different data sources and employing multiple data collection methods. ...
... All variables were measured using two types of attitude scales -Likert and rating scales -with scores ranging from 1 to 5. This approach aligns with the recommendations of scholars such as Cohen et al. [51], Creswell [40], Gay et al. [48], and Mertens [41], who suggest that such scales are easier to score and generally less burdensome for participants to complete. Although the sample size was initially set at 247, approximately 300 questionnaires were distributed to meet the requirements of structural equation modeling (SEM), which typically requires a larger sample size [47,52,53]. ...
This study investigated the role of Kaizen in the effectiveness of the Amhara Metal Industry and Machine Technology Development Enterprise in Ethiopia, as perceived by its employees. To this end, the study examined employees’ perceptions of the practice and utility of Kaizen, the relationship between Kaizen and organizational effectiveness, and the role of job performance and affective commitment in mediating the effect of Kaizen on the enterprise’s effectiveness. The study employed an embedded mixed methods design, with documentary data playing a supportive role alongside the survey data. It involved 247 participants, who were recruited using a systematic random sampling technique to complete a questionnaire. The data were analyzed using both descriptive statistics (mean and standard deviation) and inferential statistics (one-sample t-test, correlation coefficient, confirmatory factor analysis, and structural equation modeling). According to employees’ perceptions, although the practice of Kaizen within the enterprise was found to be poor, Kaizen showed a significant relationship with both employee affective commitment and job performance, as well as with the effectiveness of the enterprise. Moreover, Kaizen accounted for approximately 44% of the enterprise’s effectiveness, 37% of employee job performance, and 20% of employees’ affective commitment. Given that the poor implementation of Kaizen still explained such a significant proportion of the enterprise’s effectiveness, it is plausible to conclude that its proper application could make a substantial contribution to productivity and profitability.
... Paradigma konstruktivis berusaha untuk memahami fenomena yang ada dan melihat dari sudut pandang individu yang mengalaminya. Mertens (2015) menyatakan bahwa pengetahuan dikonstruksikan secara sosial oleh individu yang aktif dalam proses penelitian. Paradigma konstruktivis memberikan arahan dalam melihat komunikasi pembinaan yang diberikan LPKA, sebab semua yang terlibat di dalam penelitian dipandang sebagai subjek yang aktif. ...
Anak didik pemasyarakatan atau anak yang menjalani masa pidana karena melakukan tindak pidana, tidak dapat disamakan dengan anak lainnya. Latar belakang yang berbeda dan trauma yang dimiliki membuat diperlukannya metode, pendekatan dan cara berkomunikasi khusus. Hal ini termasuk mengenai penerimaan dan penyampaian pesan selama proses pembinaan. Proses adaptasi dan berbagai kegiatan saat berada di Lembaga Pembinaan Khusus Anak dibantu dan diarahkan oleh petugas, wali, pembina dan psikolog. Penelitian ini mengkaji bagaimana interaksi dan pendekatan yang dilakukan petugas, wali, pembina dan psikolog dengan anak didik pemasyarakatan. Metode kualitatif dan pendekatan studi kasus diterapkan dalam penelitian ini dengan mengekplorasi permasalahan, menangkap pengalaman dari aktivitas yang diteliti termasuk perspektif informan yang berbeda dan nantinya berfokus pada bagaimana para informan memaknai sesuatu. Teori interaksi simbolik digunakan pada penelitian ini guna menganalisis dan menjelaskan temuan penelitian. Hasil penelitian menjelaskan interaksi selama pembinaan menghasilkan makna yang memengaruhi tindakan setiap individu di dalamnya dan dihasilkannya model komunikasi interaksional yang terjadi pada proses pembinaan.
... While the data collection tools-rubrics, eco-action plans, and digital portfolios-provided rich qualitative insights, they relied heavily on student self-assessment and reflection, which may introduce measurement biases (Patton, 2002). Furthermore, due to the nature of action research, the researcher's dual role as both practitioner and data collector may have negatively affected objectivity (Mertens, 2019). The complexity of the interdisciplinary content also posed challenges in aligning concepts from different subjects in a developmentally appropriate and conceptually deep manner for the students (Drake & Burns, 2004). ...
This study explores the effectiveness of an interdisciplinary social studies curriculum designed for gifted seventh-grade students, focusing on climate crisis, global citizenship, and sustainability themes. Grounded in the urgency of environmental education, the curriculum integrates scientific, technological, and social knowledge to foster critical and creative thinking. Utilizing an action research methodology, the study involved iterative planning, implementation, observation, and reflection cycles with twelve gifted students in a Turkish Science and Art Center (SAC). Data were collected through digital portfolios, performance tasks, rubrics, and student reflections. The findings revealed increased environmental awareness, improved data literacy, enhanced empathy through drama activities, and effective use of technology in sustainability projects. Students developed and partially implemented personal eco-action plans. The study contributes to the field by offering a scalable model of interdisciplinary education tailored to gifted learners, highlighting the need for sustainable and student-centered practices in curriculum design. Recommendations for teacher training and policy support are also presented.
... But the aim was to offer an unbiased representation of the multiplicity of views of participants (teachers, students and guardians), while hearkening to all readings as legitimate. Mertens (2014) advises that researchers should consider their own biases because they are part of the research process and a way in which researchers ensure authenticity; otherwise, researchers risk imposing their own views on the data. ...
The assessment of English language skills in Bangladesh has been a major challenge because the teaching of the language has traditionally been based on isolated language elements. Reading and writing skills were emphasised in high-stakes exams such as the Primary Education Certificate (PEC) or the Ebtadayee English exam, yet the skills of listening and speaking were overlooked. As a consequence, students' communicative competence was hindered, and their future educational success was hampered. This narrative inquiry explored the effect that discontinuing the PEC English exam has on primary-level English pedagogy. This study is based on an analysis of literature and policies, as well as six English language teachers from different regions who were interviewed about interview discrepancies and their experiences with past and current PEC practices. What comes out of teachers' perspectives is a concern for the methods of assessment, the content of the textbooks, and the training of the teachers that needs to be aligned with the National Curriculum Framework 2021. The discontinuance of PEC’s English exam forced an alteration to the exam centric method of education, which resulted in student demotivation and the absence of high-stakes examinations. While it encouraged a shift towards communicative and student-centred methodologies, it also encouraged a shift towards co-planning with students. Although limited resources and inadequate professional development may pose challenges to teachers' adoption of these approaches, they express readiness for this adoption. With Bangladesh's plan to introduce the new curriculum for grade five by 2025, all go together. This reform will have to bring out the intrinsic motivation, incorporate all four skills, and satisfy the future needs of the learners. The findings about communicative competence and the contribution of English policy reform are crucial for the further development of English education
... These procedures followed best practices in data protection (BERA, 2021). Although formal ethical clearance was not sought, the study conformed to guidelines for research involving children and vulnerable populations (Mertens, 2020). Teachers and researchers were trained in child safeguarding policies. ...
This study explores the effectiveness of the Little Iggy Center, a drop-off learning facility that supports both early childhood development and teacher training. Guided by a Mixed-Methods Program Evaluation Design, it embraces a convergent parallel approach to bring together quantitative metrics and qualitative insights. The research listens to the voices of parents, observes the experiences of student demonstrators, and traces the growth of young children in the program. Findings reveal a strong sense of satisfaction among stakeholders and marked progress in children’s cognitive, motor, language, and social-emotional development. While the evaluation focuses only on the January–May term and draws from self-reported and observational data, factors that may limit broader applicability, it highlights the powerful role of structured early education in nurturing holistic growth and practical teaching experiences. The study invites future research to go deeper: extending timelines, involving more institutions, and incorporating standardized tools to enrich understanding and broaden impact. Keywords: Mixed-Methods Research, Early Childhood Education, Program Evaluation, Teacher Training, Child Development, Stakeholder Satisfaction, Developmental Assessment, Educational Research
... Esta configuración de muestra proporcionó una comprensión integral de la implementación y el impacto del estudio en relación con las estrategias de enseñanza activa desde la experiencia del estudiante y la perspectiva de la práctica docente, lo que se alinea con las sugerencias metodológicas en estudios sobre innovación pedagógica en la educación superior (Patton, 2015;Maxwell, 2021). Además, la diversidad interdisciplinaria y experiencial de los participantes mejora la validez ecológica de los hallazgos del estudio (Mertens, 2019). ...
El estudio descrito en este artículo, titulado Enseñanza Innovadora en las Ciencias Experimentales: Estrategias Activas para el Desarrollo de Competencias en Estudiantes Universitarios de Física y Química, tuvo como objetivo evaluar el impacto de los métodos de enseñanza activos en el desarrollo de competencias científicas, cognitivas y afectivas en estudiantes universitarios de asignaturas experimentales. Ante las problemáticas de baja motivación, métodos tradicionales y la limitada conexión con el mundo profesional en las disciplinas de Física y Química, se implementó una intervención metodológica utilizando estrategias activas como el Aprendizaje Basado en Problemas (ABP), el aprendizaje cooperativo, el descubrimiento guiado y entornos de simulación virtual. El enfoque metodológico fue mixto con un diseño cuasi-experimental, que involucró a 148 estudiantes de primer y segundo año de pregrado en ciencias experimentales, asignados a grupos de control y experimentales. Se utilizaron instrumentos cuantitativos como rúbricas de evaluación de competencias, escalas de motivación, y pruebas pretest y postest, junto con entrevistas y diarios reflexivos de los estudiantes como instrumentos cualitativos. Los resultados mostraron mejoras significativas en el rendimiento académico, el desarrollo de habilidades como la colaboración y la resolución de problemas, y el aumento de la motivación intrínseca. Los estudiantes mostraron una percepción positiva del aprendizaje experimental y su utilidad. Estos hallazgos empíricos son ideales para cambiar la metodología de los programas de física y química en niveles universitarios donde se integren de manera sistemática formar críticos en el desarrollo de ejercicios científicos.
... This research uses a quantitative approach with a proper experiment type (Mertens, 2015;Muijs, 2004), as it involves two experimental groups randomly selected from a homogeneous population. This study uses a posttest-only control group design, where researchers measure outcomes only after delivering the treatment to each group. ...
Various factors – such as low interest, motivation, and poor problem-solving skills – contribute to vocational high school students' low mathematics learning outcomes. The cooperative learning models of Teams Games Tournament (TGT) and Student Team Achievement Division (STAD) are the alternative teaching strategies proven to improve student learning outcomes. This study aims to compare the effects of the two models on the mathematics learning outcomes of eleventh-grade students at SMK Negeri 1 Salam – a vocational high school in Indonesia. The research uses a quantitative approach with a true experimental design of the posttest-only control group design type. We randomly selected two classes from a homogeneous population, which applied the TGT model to one class and the STAD model to the other. They used a learning outcome test that experts had validated and tested for reliability. Data were analyzed using the independent sample t-test and one-tailed test. The research results show a significant difference in the influence between the TGT and STAD models on mathematics learning outcomes, with the average score of the TGT group being higher (78.57) compared to the STAD group (74.11). One-tailed tests show that the TGT model has a significantly greater impact than STAD. Thus, the TGT model is considered more effective in improving the mathematics learning outcomes of vocational school students because it can create a competitive, enjoyable learning atmosphere and encourage active student participation.
... This study employed a transformative mixed-methods design with participatory action research principles to explore the multisensory, cultural, and spiritual impacts of Kolintang music training for deaf individuals. The transformative framework actively challenges traditional power imbalances by positioning deaf participants as co-researchers rather than subjects (Mertens, 2009). The research unfolded in three sequential phases: (1) exploratory qualitative research to inform intervention development, (2) implementation with concurrent data collection, and (3) integrative analysis with community validation. ...
This study investigates how Kolintang, a traditional Indonesian percussion instrument, creates pathways for cultural participation and spiritual engagement for deaf individuals. Through a mixed-methods participatory action research design, we documented the experiences of 20 deaf and non-deaf participants across three Indonesian provinces during a six-month culturally responsive Kolintang training program. The multisensory pedagogical approach integrated vibrotactile feedback, visual rhythm mapping, and kinesthetic learning techniques, co-designed with deaf researchers to ensure cultural and communicative relevance. Findings reveal transformative impacts across three dimensions: (1) cultural identity through unprecedented access to Indonesian heritage; (2) social connectivity via expanded networks transcending deaf-hearing boundaries; and (3) spiritual engagement, facilitating experiences previously unavailable in conventional religious settings. Thematic analysis of interviews, ethnographic observations, and performance assessments triangulated with quantitative engagement metrics demonstrated how Kolintang's wooden resonance properties enabled embodied experiences of rhythm and melody. Participants reported a profound shift from being passive recipients of accommodation to becoming active cultural agents. This study extends theoretical frameworks of disability justice and cultural participation by reconceptualizing traditional instruments as inclusive technologies. The resulting pedagogical framework offers practical guidance for developing cultural programs that honor both disability culture and traditional heritage while addressing the often-neglected spiritual dimensions of inclusive education. This article builds on ideas first explored in the author’s unpublished master’s final project titled Pelatihan Musik Inklusif bagi Tunarungu Dalam: Memberdayakan Komunitas dan Meningkatkan Aksesibilitas Pelayanan (2025), which can be accessed at:
https://repository.sttaa.ac.id/xmlui/handle/123456789/726
... According to Mertens (2015), reality is socially shaped, therefore interpretivist or constructivist research approaches aim to capture the world of human experiences. By adopting a constructivist lens, teachers can better understand error persistence as a natural part of language development and create teaching approaches that support learners in overcoming these challenges through ways like being active participants in their language development journeys, interaction with peers and teachers in learning and receiving personalised constructive feedback. ...
The study sought to investigate the interlanguage fossilisation phenomenon in a multilingual Namibian classroom. English language performance has consistently been among the lowest in Namibia's National Senior Secondary School leaving examinations, highlighting persistent challenges. In multilingual classrooms, learners often develop an interlanguage that is transition linguistic system shaped by their first language(s) and the target language. However, this interlanguage can become fossilised, where certain linguistic errors persist despite exposure to and practice with the target language. The objectives of the study were to investigate the causes of lexical interlanguage fossilisation in a Namibian multilingual high school classroom, to analyse interlanguage fossilisation at the level of sentences as well as to examine grammatical interlanguage fossilisation in the high school learners' essays. The study adopted an explanatory research design, and data were collected through a Focus Group Discussion with English teachers, as well as through documentation by conducting an Error Analysis of the errors that the learners committed in the essays. Through the stratified sampling method 68 learners' essays were analysed for errors. Data was analysed qualitatively, and through a thematic analysis approach, as well as through explications of Corder's (1976) Error Analysis Theory. The study observes that lexical interlanguage fossilisation results from the mispronunciation of words, mother tongue influence, overgeneralisation of the target language rules, lack of appropriate feedback and lack of interest to learn appropriate language rules. The results from the Error Analysis (EA) conducted on the learners' essays evinced that learners fossilised errors of lexical, grammatical and syntactical aspects such as spelling, omission, auxiliaries, word order, verb tense, word choice,punctuation, concord, fragmentation, coherence, and cohesion. The study concludes by submitting that interferences from mother tongue, overgeneralisation of TL rules, developmental issues, ignorance of TL rules and limited vocabulary prompted error fossilisation in learners' writing. Therefore, these findings underscore the need for target instruction strategies to address fossilised errors in multilingual classrooms.
... This study was part of a larger research project based on a mixed methods design (Creswell & Plano Clark, 2018). In accordance with the philosophical postulates of our research paradigm (i.e., pragmatism; Tashakkori & Teddlie, 1998), the choice of methods was guided by research objectives rather than a worldview (Mertens, 2005). Our epistemology thus leads us to view research from a practical perspective (Tashakkori & Teddlie, 1998). ...
... La investigación básica constituye el motor del avance científico al profundizar en los fundamentos de los fenómenos, expandiendo las fronteras del conocimiento como señalan Hernández-Sampieri & Mendoza (2018). Según Mertens (2020), no solo genera conocimiento nuevo, sino que fomenta la creatividad y la resolución de problemas, habilidades esenciales para abordar desafíos globales. Este tipo de investigación resulta fundamental para generar ideas innovadoras y transformar nuestra comprensión del mundo, estableciendo bases sólidas para aplicaciones prácticas mediante hipótesis fundamentadas y experimentos rigurosos, como destaca Babbie (2020). ...
El presente investigación, analizó de qué manera las aplicaciones de inteligencia artificial fortalecen lucha contra la criminalidad, el estudio es tipo básica o pura, método inductivo, enfoque cualitativo, diseño fenomenológico hermeneútico, la técnica e instrumento de investigación utilizada fue la entrevista y la guía de entrevista semi estructurada, la investigación incorporó el expertise de cuatro destacados especialistas en inteligencia artificial, quienes aportaron su amplia experiencia en el tratamiento avanzado de información y optimización de la toma de decisiones, para combatir y mitigar fenómenos criminales complejos. con el objetivo de profundizar en los significados implícitos en los datos, se optó por un análisis cualitativo para ello se utilizó el estadígrafo ATLAS.TI. Concluyendo que las aplicaciones de inteligencia artificial han demostrado ser un recurso valioso al mejorar la precisión y eficiencia del Sistema de Inteligencia Policial (SIPOL), automatizando la recolección de datos para decisiones más informadas. Sin embargo, persisten desafíos como la dependencia tecnológica, la calidad de los datos y el riesgo de sesgo algorítmico. Por ello, es crucial integrar estas capacidades con supervisión humana adecuada para garantizar resultados justos y efectivos en seguridad pública.
... Since the total number of science teachers is manageable, the entire population will be included without the need for sampling. This approach ensures that the findings reflect the perspectives of all science teachers across different grade levels (Mertens, 2014). ...
The study investigates the comparative implementation of online versus traditional submission methods for Daily Lesson Logs (DLLs) among science teachers at Rizal National Science High School. Daily Lesson Logs are crucial for instructional planning, monitoring, and reflection, traditionally submitted in printed form, posing challenges in efficiency and resource utilization. The research addresses these issues by exploring an online submission system designed to enhance efficiency, user experience, and data accuracy. Anchored in Change Management Theory, the study assesses perceptions of science teachers on efficiency, user satisfaction, data compliance, and the impact on lesson planning. Using a one-group pretest-posttest quantitative design, it evaluates teachers' experiences with both methods. Data collection involved surveys validated through expert review and pilot testing, analyzed using descriptive statistics and paired t-tests. Findings reveal a significant preference for online submission, highlighting its time efficiency, ease of use, and enhanced accessibility compared to traditional methods. Teachers reported improved data accuracy and better alignment with instructional planning needs. The study also demonstrates that online submission supports reflective teaching practices and future lesson preparation, aligning with broader trends in integrating digital tools for educational documentation. The research concludes that transitioning to online DLL submission improves administrative processes, reduces environmental impact, and enhances instructional quality. It recommends adopting digital systems for lesson documentation in schools, offering insights for implementing efficient and sustainable educational practices. These findings may serve as a model for other institutions seeking to modernize their administrative workflows. Acknowledgment
... The study responds to a phenomenological design. It is based on the understanding of educational phenomena through the analysis of the experiences and discourses of the participants (Mertens, 2005). In this case, it delves into the discrimination suffered by homosexual PE teachers. ...
... sustainability education (Tilbury, 2011). Additionally, semi-structured interviews and focus groups are commonly used in bilingual education research to explore teachers' and students' perceptions of learning tools and pedagogical strategies (Creswell & Poth, 2018;Mertens, 2019). ...
This study presents a dataset and analysis on the integration of interactive app-based games in bilingual Physical Education (PE) settings, aiming to enhance English proficiency and promote sustainable learning practices. By utilizing digital technologies, the research explores how these tools support language acquisition while fostering environmentally responsible education. Grounded in bilingual education theories and digital sustainability principles, the study emphasizes resource-efficient educational technologies. It also aligns with the FAIR Data Principles, ensuring that the generated data is findable, accessible, interoperable, and reusable, contributing to open science. A mixed-methods approach was used to collect quantitative data on English proficiency and PE conceptual understanding, complemented by qualitative data from observations, interviews, and focus groups. The study involved 120 elementary school students from grades 3 to 5 and six PE teachers from three different schools, focusing on the effectiveness of app-based games in bilingual education and their role in sustainable teaching and learning. The dataset indicates statistically significant improvements in English proficiency and PE conceptual understanding among participants. Additionally, the findings highlight the environmental and social implications of integrating digital technologies in bilingual PE settings. This study demonstrates how app-based games align with global educational goals by minimizing environmental footprints and fostering inclusive learning environments. The dataset offers insights into the dual academic and environmental benefits of digital tools in bilingual education, providing a scalable and adaptable model for integrating digital sustainability into curricula. By bridging bilingual education, sustainable learning, and digital innovation, this study contributes to discussions on the evolving role of technology in education.
... This data provides evidence of the program's effectiveness and helps guide future decisions. As noted by Mertens (2020), quantitative methods enable public administrators to understand whether a program's goals have been achieved or need to be adjusted. Forecasting and Trend Analysis: Quantitative research methods are also useful for forecasting future trends and outcomes in public administration. ...
Quantitative research methods are widely used in public administration to collect and analyze numerical data, providing measurable evidence to help policymakers make informed decisions. These methods involve techniques such as surveys, experiments, and statistical tools to identify patterns, trends, and relationships within the data. The main goal of quantitative methods is to produce objective, replicable results that can be generalized to larger populations or used to inform public policies. In public administration, these methods are valuable for evaluating programs, measuring public satisfaction, and assessing the impacts of policies. There are several types of quantitative methods commonly used in public administration research, including descriptive statistics, inferential statistics, and experimental research. Descriptive statistics summarize the characteristics of a data set, while inferential statistics help draw conclusions about a population based on a sample. Experimental research involves manipulating variables to observe their effects. These methods are crucial for assessing government programs, measuring public opinion, and identifying patterns that inform policy decisions. The utility of quantitative methods in public administration is vast, particularly for analyzing large data sets and tracking trends in areas like education, healthcare, and infrastructure development. However, challenges include the complexity of data collection and analysis, the difficulty of capturing human factors, and the lack of flexibility to respond to changing political climates. Despite these challenges, quantitative methods remain a powerful tool for evidence-based policymaking and improving public service delivery.
... Students appeared more motivated, active, and enthusiastic in learning Nahwu. This aligns with (Mertens, 2019), who emphasized that combining quantitative and qualitative methods offers a comprehensive understanding of learning phenomena. ...
Nahwu learning is one of the essential aspects of mastering the Arabic language; however, it is often considered difficult and monotonous by students. To address this issue, the use of innovative media, such as pantun (traditional rhyming verses), can serve as an alternative solution to enhance learning effectiveness. Therefore, this study aims to determine the effectiveness of nahwu learning using pantun as a teaching medium. This research employs a mixed-method approach, incorporating both qualitative and quantitative methods sequentially. The data collection techniques used in this study include observation, interviews, documentation, and tests. The tests are conducted in two stages pretest and posttest to measure improvement before and after learning. Furthermore, the data analysis process includes validity test, normality test and N-Gain test. The results showed that there was a difference in improvement in nahwu learning before and after using pantun media. The results increased with an average pre test of 66.42 to a post test with an average of 92.38. Thus, this study proves that there is effectiveness in the application of nahwu learning by using pantun media at Madrasah Aliyah Al-Ittifaqiah Indralaya.
... Participants were asked if they would like to choose their own pseudonyms. In doing so, this acknowledges the inevitable power dynamics between researcher and participant and attempts to increase collaboration where possible (Dill & Kohlman, 2014;Mertens, 2015). Many participants commented that the ability to choose their own pseudonyms felt novel and unexpected. ...
Introduction
Psychologists can bring social justice into their professional presence on social media, with the public perceiving health care professionals as a reputable source of information online. This study aimed to explore practitioner psychologists' use of social media for social justice advocacy as a mental health influencer.
Methods
Twelve UK‐based practitioner psychologists were interviewed who had an Instagram account that they used as a mental health influencer. The semi‐structured interview transcripts were analysed using reflexive thematic analysis.
Results
Systemic issues have motivated many psychologists to begin work as a mental health influencer. There are challenges between the use of social media for social justice advocacy and for business purposes to promote private practice. Psychologists can use social media to share psychoeducation to increase mental health literacy and encourage access to therapy. The accessibility of this content is particularly valuable for people from marginalised communities and for people on long waiting lists to access mental health support. Psychologists can use social media to raise critical consciousness of social inequalities and reduce an individual's sense of self‐blame.
Conclusion
Irrespective of working in the public sector or private practice, there are opportunities for psychologists to use social media as a resource for social justice advocacy.
Este libro, intitulado “Algunas líneas de investigación en las ciencias administrativas”, está conformado por cuatro colaboraciones: el capítulo 1 trata sobre “La educación financiera como una herramienta estratégica en la educación básica”; en el capítulo 2 se habla de “La influencia del clima organizacional mediante el ‘balanced scorecard’ en la imagen del servicio turístico”; mientras que el capítulo 3 versa sobre la evaluación de la “Transparencia en las universidades públicas de México”, y por último el capítulo 4 toca el tema del “Liderazgo femenino y su influencia en la cultura organizacional de las empresas de consultoría”. En esta obra colaboran investigadores de la Universidad Autónoma de Tlaxcala, la Universidad Autónoma del Estado de Hidalgo y la Universidad del Valle del Mezquital, México; la metodología empleada en la investigación es documental y de campo, ya que atiende la naturaleza de los objetivos de esta investigación y permite contrastar las hipótesis planteadas en los capítulos mencionados. Es relevante mencionar que las ciencias administrativas son un campo multidisciplinario, como apreciamos en este libro, pues en él se muestran investigaciones de educación financiera, clima organizacional, información y transparencia y liderazgo; dentro de este vasto ámbito, varias líneas de investigación emergen reflejando los retos y desafíos contemporáneos, como la evolución de las teorías de la administración. Cada una de las líneas de investigación en este libro contribuyen a un entendimiento más profundo de las prácticas administrativas, y además proporcionan herramientas valiosas para resolver problemas reales en el contexto empresarial. A medida que el entorno global continúa evolucionando, las líneas de investigación que se desprenden de este libro se expanden y adaptan a nuevas necesidades de la sociedad.
Psycho-educational development for learners with special educational needs (SEN) involves understanding their unique cognitive, learning, and behavioral challenges, along with their strengths. It focuses on providing appropriate interventions and support to facilitate their learning and overall well-being. Inclusive education has become a significant policy for improving access to and the quality of education for children with special educational needs (SEN), who often encounter physical and social barriers hindering their access to education and entry into the labor market, which in turn is detrimental to the economic and social progress of a country (Filmer, 2008; Mitra and Sambamoorthi, 2008). Thus, the United Nations has declared “inclusive and equitable quality education” as the fourth 2030 Sustainable Development Goal, which aims to reduce the disability gap in education. Likewise, there exist international declarations like the Salamanca Statement in 1994 (UNESCO, 1994) or the Declaration of the Decade of the Americas for the Rights and Dignity of Persons with Disabilities 2016–2026 (OAS, 2018) that incorporate the principle of inclusive education to guarantee education for all.
XXI. mendeko euskal gizartea indibidualismoak, familia eredu anitzek, etenik gabeko zahartze demografikoak eta ondarearen gaineko kontzeptualizazio berriak janzten dute. Euskal Zuzenbide Zibila errealitate berri horretara egokitu beharra dagoela ukaezina da, eta, horretarako, baitezpadakoa da diziplina desberdinetik erronka honi heltzea; hain zuzen ere, legea bere horretan aztertu eta euskal gizartearen beharrizanak identifikatzea, alegia, ikuspegi juridikoa soziologikoarekin uztartzea. Ildo horretatik, metodologia mistoa proposatzen da; batetik, dokumentu notarial eta epaien gaineko azterketa; eta, bestetik, elkarrizketak, legearen idazketan eta aplikazioan parte hartu duten profesionalei, bai eta euskal gizarteari ere. Azterketa enpirikoa lagungarria da egun indarrean den 5/2015 Legea, ekainaren 25ekoa, Euskal Zuzenbide Zibilari buruzkoa sakonean ikuskatu, eta bere eragingarritasun soziala aztertzeko, bai eta, hala dagokionean, Eusko Legebiltzarrari etorkizuneko proposamen legegilea egiteko ere.
Provide a comprehensive and detailed understanding of how to construct and implement research with semi-structured interviews in applied social sciences. By the end of this chapter, readers will have a clear, practical grasp of conducting research with semi-structured interviews and see how to apply the research protocol in practice. The chapter will consist of eight topics: introduction, semi-structured interviews, how to prepare a good semi-structured interview script, testing and refining the script, data collection, data analysis in semi-structured interviews, strategies to ensure the credibility (validity) and reliability of data, research ethics, and practical activity. This chapter does not aim to exhaust the topic or imply these are the only possible strategies.
This chapter explores the development of research design in qualitative research, emphasizing its crucial role in shaping effective studies. It begins with an overview of key components and progresses through the formulation of research questions, including their significance and refinement process. The selection of participants and sampling techniques is examined, highlighting criteria, methods, and sample size considerations. Planning and structuring research projects are detailed, covering objectives, research frameworks, data collection methods, timelines, and budgeting. The chapter also outlines the development of a qualitative research plan, including writing proposals and ethical considerations. It concludes by reinforcing the importance of meticulous and ethical research design in achieving credible and valuable outcomes.
This qualitative phenomenological study investigates the lived experiences of kindergarten teachers in Sta. Maria West District, Davao Occidental, as they adapt flexible learning methods to teach their learners. Utilizing semi-structured in-depth interviews and focus group discussions, ten kindergarten teachers were purposively selected to provide comprehensive insights. The findings highlight significant barriers in resource accessibility, including limited technological tools, scarcity of learning materials, and transportation and geographical challenges. Despite these obstacles, teachers demonstrate a strong commitment to professional development, emotional support, and peer collaboration, which enhance their adaptability and effectiveness. Community involvement, through parental engagement, community resources, and volunteer support, plays a pivotal role in overcoming resource limitations and enriching the educational experience. Additionally, pedagogical adjustments such as adapting curricula to local contexts, using local languages, and implementing blended learning techniques are identified as essential strategies. Innovations and community-specific solutions further enable teachers to manage material shortages and foster collaborative learning environments. These insights underscore the resilience and resourcefulness of teachers, highlighting the importance of supportive educational management practices to sustain flexible learning initiatives in rural settings.
This study investigated the experiences of school heads in managing deferred responsibilities among teachers, particularly focusing on the challenges they face, the coping mechanisms they utilize, and the insights they gain from their experiences. A qualitative research design using a phenomenological approach was employed, with data collected through in-depth interviews from 10 school heads. Thematic analysis of the interview data revealed 10 primary challenges that school heads encounter: lack of accountability, difficulty in managing time, motivational barriers, lack of professional support, and gaps in communication. The study also uncovered several coping strategies, including implementing regular follow-ups and check-ins, providing time management training, and establishing clear communication channels to ensure task completion. Key insights from the research highlighted the importance of setting clear expectations, offering supportive leadership, equipping teachers with time management skills, and providing professional development opportunities to improve overall performance. The study suggests that by implementing these strategies, school heads can create a more efficient and productive educational environment that reduces procrastination and enhances teacher accountability. The findings contribute to the body of knowledge on educational leadership and offer practical recommendations for improving task completion in schools.
Disaster preparedness education is essential in building resilient communities, especially in disaster-prone countries like the Philippines. Despite national policies such as DepEd Order No. 21, s. 2015, the actual classroom implementation of disaster risk reduction (DRR) remains inconsistent. This study explores the lived experiences of 10 junior high school teachers in integrating disaster preparedness into their teaching practices, focusing on the challenges they face, the coping mechanisms they employ, and the insights they gain. The study used a qualitative research design anchored in phenomenology. In-depth interviews were conducted with purposively selected junior high school teachers who had experience in integrating DRR topics into their lessons. Thematic analysis was applied, and triangulation was used to ensure trustworthiness in the findings. Findings revealed that while teachers are committed to teaching disaster preparedness, they encounter challenges such as lack of training, overcrowded curricula, and weak policy implementation. To address these, teachers employed coping strategies such as self-directed learning, curriculum integration, and peer collaboration. Insights from the study show that effective integration occurs when DRR is contextually and subject-aligned, and when school-level initiatives compensate for policy gaps. Implications point toward improving training, resources, and monitoring systems, while future directions encourage stakeholder collaboration to sustain disaster education in schools.
This chapter offers practical ideas to immediately address disability social justice struggles and embodiments in elementary mathematics education, a fertile context for abolitionist work. The chapter first introduces Disability Studies in Mathematics Education (DSME) framework, then ways that abolitionist tenets of immediacy, intersectionality, and imagining can further inform this framework, and consequently classroom practices. Abolitionist practices with its long, rich genealogy have been applied to educational fields but to a much lesser extent in mathematics education involving disabled youth. As a scholar-activist teacher educator, the author offers educational unit planning and designing as an avenue for abolitionist practice in elementary mathematics classrooms. A key feature of DSME with Abolitionist Tenets (DSME-A) unit is who, youth with “severe or profound” disabilities, and what, equity and social justice, are centered. Such an approach aims to disrupt mathematics education contexts as sites of harm and incarceration for disabled youth, particularly those of color. This chapter closes with a detailed description of DSME-A unit planning and designing for practitioners to consider in struggles toward liberatory practices in their contexts.
The proliferation of platform-mediated work necessitates a nuanced examination of how workers negotiate their agency and contest power dynamics within these novel labour arrangements. This research seeks to examine the diverse resistance practices among platform workers and the worker-driven determinants that either facilitate or hinder such practices among workers. The research design uses a Global North-Global South dichotomous perspective to understand how workers engaged in analogous labour processes within disparate political-economic frameworks are responding to the challenges. In this, 122 semi-structured interviews were conducted among online food delivery workers in India [Mumbai and Guwahati] and Italy [Milan and Bologna]. The findings contribute to our appreciation of how individual determinants among workers impede resistance practices, ultimately diminishing the potential for unified collective action within the platform workforce.
The Arabic Language and Islamic Values Education (ALIVE) Program serves as a vital component of the Department of Education’s efforts to promote inclusive and culturally responsive education in the Philippines. This study aimed to examine the relationship between school-related factors, namely curriculum, instructional materials, and school facilities, and pupil competency in the implementation of the ALIVE Program in Region XII. Utilizing a descriptive-correlational research design, the study gathered data from 33 school heads, 73 teachers/Asatidz, and 273 pupils across 26 schools in General Santos City, Koronadal City, Tacurong City, and Kidapawan City. Quantitative data analysis, including regression, was employed to determine the influence of school-related factors on pupil competency. Findings revealed that the ALIVE curriculum is highly effective in promoting critical thinking and fostering Islamic values, and that instructional materials are culturally sensitive and aligned with curriculum goals. School facilities were rated positively, particularly in terms of safety and maintenance; however, the integration of technology in teaching remains a challenge. While pupils demonstrated strong ethical values and social responsibility, a gap was noted in Arabic language proficiency, especially in speaking and sentence construction. Regression analysis showed no significant relationship between school-related factors and pupil competency, suggesting that other influences such as teaching quality, learner motivation, and external support may play a more pivotal role. The results emphasize the importance of addressing both academic and non-academic factors in enhancing the effectiveness of the ALIVE Program. While school-related factors are foundational, a more holistic and inclusive approach incorporating teacher development, learner engagement, and community support is essential for fostering Arabic language skills and Islamic values among learners.
p>This phenomenological study aimed to understand students’ experiences in foreign universities. This study recorded their lived experiences, challenges, coping mechanisms, and insights. Moreover, it involved 14 students from Africa, Asia, and the United Arab Emirates, selected using purposive sampling. They underwent in-depth interviews and focus group discussions using validated research instruments. The findings of this study revealed that the graduate students had the following experiences: A high standard, quality education, interaction with different nationalities, personal and professional growth, alignment with academic qualifications, acquired an edge when applying for jobs, affordability and accessibility, availing of the latest technology, acquired training in leadership, competence, and confidence, value and recognition, authentic classroom environment. Regarding challenges, the themes were: language adaptation and cross-cultural communication, support networks as pillars of resilience, conflicting educational objectives, being output-oriented and deliverables-driven, strategic time orchestration across cultural contexts, proactive cultural-linguistic integration, spiritual resilience as an anchor in academic transition, high cost, homesickness and alienation, and recognition of credentials. On coping mechanisms, the themes were: hurdling the language barriers, seeking social support, realigning educational objectives to a higher level, professional pragmatism over emotional investment, coping through time management, researching their language and culture, asking for divine intervention, financial resilience through strategic resource management, navigating emotional geography, managing family separation, and credential recognition anxiety and professional identity reconciliation. As for insights, the themes were as follows: the unique curriculum of the school, the opportunity to live in and learn other countries’ cultures and history, edge in the job market, faith in God, boosted personal value in the workplace, advice for fellow students, advice for administrators.
SDG # 4: Quality Education;
SDG # 10: Reduced Inequalities;
SDG # 17: Partnership for the Goals.
Article visualizations:
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Students are among the most vulnerable populations during periods of crisis, including war, economic collapse, and pandemics. These events extend beyond academic disruption, significantly affecting students' emotional and social well-being. Mental health challenges such as anxiety, depression, and behavioural changes are commonly reported, particularly among youth living in conflict-affected areas or economically disadvantaged households. This review examines the consequences of crises on school-aged students across both local and global contexts. A structured search strategy was employed to retrieve peer-reviewed articles published between 2005 and 2024 from databases including PubMed, ERIC, Scopus, and Google Scholar. The selected studies were thematically categorized into three primary domains: pandemics, economic hardship, and war-related trauma. The review emphasizes the identification of common psychological outcomes, contributing factors, and resilience strategies implemented at the school and community levels. The findings highlight the urgent need for early interventions, trauma-informed pedagogical approaches, mental health support programs, coping strategies, and emotional regulation skills. By examining the interplay between crisis-induced stress and student support mechanisms, this review seeks to inform educators, policymakers, and practitioners in their efforts to foster resilience and promote academic recovery.
In recent years, the rapid integration of artificial intelligence (AI) technologies into education has sparked intense academic and public debate regarding their impact on students’ cognitive development. One of the central concerns raised by researchers and practitioners is the potential erosion of critical and independent thinking skills in an era of widespread reliance on neural network-based technologies. On the one hand, AI offers new opportunities for personalized learning, adaptive content delivery, and increased accessibility and efficiency in the educational process. On the other hand, growing concerns suggest that overreliance on AI-driven tools in intellectual tasks may reduce students’ motivation to engage in self-directed analysis, diminish cognitive effort, and lead to weakened critical thinking skills. This paper presents a comprehensive analysis of current research on this topic, including empirical data, theoretical frameworks, and practical case studies of AI implementation in academic settings. Particular attention is given to the evaluation of how AI-supported environments influence students’ cognitive development, as well as to the pedagogical strategies that can harmonize technological assistance with the cultivation of autonomous and reflective thinking. This article concludes with recommendations for integrating AI tools into educational practice not as replacements for human cognition, but as instruments that enhance critical engagement, analytical reasoning, and academic autonomy.
Buku ini berisi tentang evaluasi Program Pendidikan Digital, Model Evaluasi Digital, Instrumen dan Teknik Evaluasi Digital.
Education plays a crucial role in shaping the future of individuals and communities. However, the perception of education can vary significantly between urban and rural areas due to differences in access to resources, infrastructure, and cultural norms. This study aims to explore the perceptions of education in both urban and rural communities in Indonesia. Using a qualitative approach, data were collected through in-depth interviews with 30 respondents, including students, teachers, parents, and educational leaders. The findings indicate that urban communities generally have a more positive perception of education, often viewing it as a pathway to better career opportunities and economic stability. In contrast, rural communities tend to perceive education as valuable but face significant barriers, including limited access to quality educational facilities, inadequate teaching resources, and economic constraints. These challenges often lead to lower educational aspirations and higher dropout rates in rural areas. The study highlights the need for targeted educational interventions and policies that address these disparities, ensuring equal educational opportunities for all students, regardless of their geographical location.
As individual needs of the learners vary, they need to tailor their learning to meet their diverse, unique demands. This study determined the effectiveness of differentiated instruction techniques in enhancing pupils' learning outcomes to selected elementary schools in Tampakan, South Cotabato, for 2024- 2025 academic year using a quantitative research design, which is descriptive and correlational, respondents included selected grades 4 to 6 pupils and all teachers from ten schools, using stratified random sampling for pupils. Statistical tools such as mean scores and Pearson’s r correlation were used to analyze the data. Findings showed that differentiated instruction techniques, including hands-on exploration, varied instructional materials, visual aids, graphic organizers, and scaffolded tasks, were highly implemented. The pupils responded highly to differentiated instruction in motivation and engagement, with a section mean of 4.63. Additionally, the academic achievement of the respondents obtained a mean of 85.55, Science with the highest mean of 85.94, and Mathematics the lowest at 85.34. A moderate, positive correlation was determined between the implementation of differentiated instruction and pupils' motivation, engagement, and performance in academic areas. Identified challenges included time constraints, resource limitations, and classroom management, highlighting the need for strategic support. The study concluded that differentiated instruction enhances inclusive learning but requires robust support mechanisms.
This literature review explores the use of mixed-methods research to evaluate leadership in cooperative education programs at South African universities. It identifies challenges such as ineffective leadership, lack of stakeholder engagement, and misalignment between academic and industry goals. Findings from case studies reveal that mixed methods approach improve leadership decision-making by combining quantitative and qualitative data. The review concludes that mixed-methods research is key to understanding leadership dynamics and enhancing program effectiveness. Recommendations include expanding the use of mixed-methods research to improve leadership, foster better industry partnerships, and enhance graduate employability.
This paper examines the enhancement of leadership and management research skills in Namibia's agro-education sector, focusing on digital agro-processing transformation. It identifies gaps in research skills, curriculum, and interdisciplinary collaboration that hinder digital adoption. Using a mixed-methods approach, the paper explores how research designs like convergent parallel, explanatory sequential, exploratory sequential, and embedded can address these challenges. Findings suggest the need for specialized training, curriculum updates, and institutional support for digital initiatives. Recommendations include fostering collaboration, integrating digital leadership modules, and securing funding for research. In conclusion, improving research skills is crucial to empowering leaders for successful digital transformation in agro-processing and agro-education.
Metode penelitian eksperimen adalah pendekatan yang digunakan untuk menguji hubungan sebab-akibat antara variabel dengan memanipulasi variabel independen dan mengamati pengaruhnya terhadap variabel dependen. Artikel ini membahas prinsip-prinsip dasar yang mendasari penelitian eksperimen, seperti kontrol, randomisasi, dan replikasi. Selain itu, prosedur eksperimen yang mencakup desain penelitian, pengumpulan data, dan analisis statistik juga diuraikan. Aplikasi metode eksperimen dijelaskan dalam berbagai bidang, termasuk psikologi, ilmu kesehatan, dan pendidikan, dengan contoh-contoh yang menggambarkan bagaimana eksperimen digunakan untuk menguji teori dan mengevaluasi intervensi. Meskipun memberikan bukti yang kuat tentang hubungan sebab-akibat, penelitian eksperimen juga menghadapi tantangan terkait kontrol variabel luar dan isu etika. Artikel ini bertujuan untuk memberikan pemahaman komprehensif tentang penerapan metode eksperimen dalam penelitian ilmiah.
The unending war between qualitative and quantitative researchers is an indicator that mono method scholars are more willing to tenaciously hold on to their positions rather than appreciate merits of a combined strategy. Research shows that business students find a mixed research design as a difficult topic. In light of these problems, this study seeks to highlight the differences between the two paradigms, and use these as a springboard to demonstrate how weaknesses and strengths of each paradigm can be combined to derive synergy. The negative consequences of the divide are examined, and specific recommendations are made in the attempt to reduce the impact of the divide.
Globalisasi membawa perubahan signifikan dalam pandangan dunia dan mempengaruhi berbagai aspek kehidupan tantangan global dan daya saing yang kita peroleh melalui sistem pendidikan akan menggabungkan teknologi dalam inovasi baru untuk mempermudah peserta didik dalam mengetahui teknologi informasi yang semakin berkembang. Untuk itu dalam era Society 5.0 yang merupakan penyempurnaan dari society 4.0, dimana teknologi menjadi bagian dari manusia itu sendiri, bukan hanya untuk berbagi informasi, namun dapat memudahkan kehidupan manusia sehari-hari. Pesantren dengan tradisi klasiknya menampilkan aspek pengembangan teknologi saat ini terus mengalami kemajuan yang pesat seiring dengan adanya globalisasi. Hal ini terjadi di PP. An-Nahdliyah Sooko Mojokerto, penting kiranya pondok pesantren memberikan wawasan baru dalam konteks penggunaan teknologi 5.0 yang sedang terjadi. Dengan metode kualitatif, tehnik pengambilan data dengan observasi, wawancara dan dokumentasi, maka pokok persoalan yang diangkat sebagaimana berikut Bagaimana peran kiai dalam pengembangan kebijakan terkait penggunaan teknologi di Pondok Pesantren An-Nahdliyyah? Bagaimana penerapan penggunaan teknologi di Pondok Pesantren An-Nahdliyyah?, Apa saja tantangan yang di hadapi di pesantren dalam meningkatkan pembelajaran di era society 5.0 ? Dengan hasil penelitian sebagaimana berikut ini; Peran Kyai dalam pengembangan kebijakan penggunaan teknologi di Pondok Pesantren An-Nahdliyyah sangat penting di era Society 5.0. Kyai sebagai pemimpin spiritual dan arsitek kebijakan, memastikan teknologi digunakan dengan tetap mempertahankan nilai-nilai agama. Kepemimpinan uswatun hasanah yang berkarisma memberikan teladan kepada santri dan ustadz, membantu mereka menerima dan memanfaatkan teknologi untuk pembelajaran. Kyai menetapkan kebijakan komprehensif untuk penerapan teknologi di pesantren, mendorong perubahan budaya, dan melakukan evaluasi rutin untuk memastikan efektivitas. Dengan menjadi fasilitator, motivator, serta pemberdaya SDM, Kyai memastikan staf pengajar siap mengadopsi teknologi. Pendekatan ini memastikan pesantren siap memanfaatkan teknologi secara etis dan bijak untuk mempersiapkan generasi santri yang mampu menghadapi era masyarakat 5.0. Pondok Pesantren An-Nahdliyah di Mojokerto telah memanfaatkan teknologi dalam mendukung pembelajaran di era Society 5.0 dengan menyediakan fasilitas seperti ruang kelas multimedia, laboratorium praktikum, dan ekstrakurikuler berbasis teknologi. Pesantren telah melakukan perencanaan strategis dalam penggunaan teknologi, mengembangkan infrastruktur, dan memberdayakan sumber daya manusia melalui pelatihan. Evaluasi rutin memastikan strategi penerapan teknologi selalu diperbarui dan relevan, sehingga memberikan nilai tambah dalam meningkatkan kualitas pembelajaran dan layanan. Pondok Pesantren An-Nahdliyah telah menerapkan kebijakan teknologi dengan strategi perencanaan yang mencakup pengembangan infrastruktur, pelatihan tenaga pendidik, penggunaan media sosial, dan evaluasi berkala. Namun, pesantren menghadapi beberapa tantangan seperti penolakan budaya, keterbatasan anggaran, kesenjangan pengetahuan, dan akses konten negatif. Solusi yang diterapkan meliputi dialog, kemitraan, pendekatan etis, serta sosialisasi dan pelatihan berkelanjutan. Kiai memiliki peran strategis dalam merumuskan kebijakan yang sejalan dengan nilai-nilai agama untuk memanfaatkan teknologi secara optimal. Evaluasi rutin memastikan penerapan teknologi mendukung pembelajaran efektif dan etis, sementara kolaborasi antara kiai, guru, dan santri memastikan kesuksesan di era Society 5.0.
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