Papers by International Journal of Research Publication (IJRP)
International Journal of Research Publications (IJRP), 2026
This study analyses the effectiveness of the self-evaluation technique practised by the followers... more This study analyses the effectiveness of the self-evaluation technique practised by the followers of the Higher National Diploma in English (HNDEn) program conducted by the Sri Lanka Institute of Advanced Technological Education (SLIATE), with the main objective of assessing the effectiveness of self-evaluation as a teacher evaluation technique. The effectiveness of the self-evaluation technique is measured by examining the student teachers' self-evaluation reflections and their subsequent performance. The study adopts a mixed research design in collecting and analyzing quantitative and qualitative data. Findings are analysed using statistical data analysis methods and thematic analysis. Multiple themes are disclosed from the analysis that pertain to the reflections on the problems faced by the student teachers during the course of teaching and how they try to overcome them through the practice of self-evaluation techniques. The effect of novel self-evaluation techniques such as self-monitoring, goal setting, peer/mentor feedback, and reflective journaling that can be utilized for the improvement of student teachers was also disclosed. The results of the study have pedagogical value, as they draw the attention of novice teachers who endeavour to improve through the experiences they gain in the early stages of their teaching careers.
International Journal of Research Publications (IJRP), 2026
This study examined the literacy levels, extent of academic leadership, digital competency, and i... more This study examined the literacy levels, extent of academic leadership, digital competency, and implementation of the Learning and Development (L&D) in ARAL Reading Program in public elementary schools in Lopez West District for School Year 2025-2026. A quantitative descriptive design with comparative and correlational analyses was used. The respondents included the 27 school heads and 168 ARAL tutors, teachers, and coordinators selected through total enumeration and purposive-criterion sampling. Data were gathered using CRLA and PHIL-IRI results, school profile records, and validated research-made questionnaires on academic leadership, digital competency, and L&D Plan implementation. Frequency count, percentage, mean, median, weighted average, paired sample t-test, and Spearman rho were used in analyzing the data. Findings revealed that most schools were small, had limited reading specialists, and showed moderate compliance with school-based reading programs. Literacy results improved from pretest to posttest in both CRLA and PHIL-IRI, although several learners still remained in lower reading levels. Academic leadership practices were generally effective, while ARAL teachers and coordinators were found competent in digital competency. The designed L&D Plan was highly implemented by the school heads. Significant differences were found between the pretest and posttest literacy levels, which confirmed the positive effect of ARAL on learners’ reading performance. However, no significant relationship was found between literacy levels and academic leadership, nor between literacy levels and digital competency. The study concluded that a contextualized L&D Plan is needed to strengthen reading intervention, data-driven leadership, monitoring systems, and applied digital pedagogy in ARAL implementation.
International Journal of Research Publications (IJRP), 2026
This study investigated the effectiveness of flash card games in enhancing vocabulary retention a... more This study investigated the effectiveness of flash card games in enhancing vocabulary retention among university students at a university in northern Viet Nam and examined students’ responses to this vocabulary learning technique. The study employed a classroom action research design involving planning, action, observation, and reflection. Data were collected through a vocabulary pre-test, a post-test, and a closed-ended questionnaire. The pre-test was administered before the intervention to identify students’ initial vocabulary achievement, while the post-test measured vocabulary retention after students learned vocabulary through flash card games. Questionnaire data were used to explore students’ perceptions of the technique. The findings showed that students’ vocabulary achievement improved after the intervention. Students’ responses were also largely positive, indicating that flash card games made vocabulary learning more interesting, enjoyable, understandable, motivating, and active. The study concludes that flash card games can be an effective and practical technique for improving vocabulary retention in university EFL classrooms, especially where traditional memorization remains a common classroom practice. The findings suggest that English teachers should integrate visual and game-based activities into vocabulary instruction to promote learner engagement and long-term word recall.
International Journal of Research Publications (IJRP), 2026
Generative AI has transformed education, presenting both opportunities and challenges for Science... more Generative AI has transformed education, presenting both opportunities and challenges for Science teachers in integrating these tools into their classroom instruction (Barakat et al., 2025; Ramnarain et al., 2024). However, while there is increasing interest in GenAI, most research failed to look into educators’ perspectives, especially their satisfaction and motivation towards GenAI integration (Barakat et al., 2025). This study utilized a quantitative descriptive-comparative research design anchored on Fred Davis’ Technology Acceptance Model (TAM), which proposes how individuals come to accept and use novel technology. A total population of 30 university Science teachers who were teaching part-time or full-time in the A.Y. 2025-2026 and at least use GenAI-tools participated in the study via a structured questionnaire survey. Findings revealed that teachers reported moderate satisfaction (M = 3.38) and high motivation (M = 3.86) towards GenAI-tools integration, indicating receptiveness but not that high enthusiasm. Further analysis revealed no significant differences in satisfaction (p = 0.839, 0.287) and motivation (p = 0.438, 0.376) towards GenAI-tools integration across years in teaching experience and digital competence. This implies that teaching experience and digital competence do not act as barriers to adopting and appreciating GenAI in the classroom. This study recommends that professional development initiatives and workshops regarding GenAI do not need to be heavily segmented or customized based on a teacher’s tenure or current digital competence. Institution-wide training can be designed universally to benefit the entire faculty. However, to increase teacher satisfaction, institutions may need to introduce targeted support systems, such as providing specific use cases tailored for science instruction.
International Journal of Research Publications (IJRP), 2026
Filipino students have continued to perform significantly below international standards, as shown... more Filipino students have continued to perform significantly below international standards, as shown in assessments like PISA. Among the many factors that may contribute to this trend, teachers' assessment literacy, particularly formative assessment literacy, should not be overlooked. Existing literature on assessment literacy remains largely general in scope, predominantly focused on in-service language teachers, and rarely examines formative assessment literacy in relation to other psychological constructs such as teaching efficacy. To address these gaps, this study investigated the relationship between teaching efficacy and formative assessment literacy among BSEd Science pre-service teachers, anchored in Bandura's self-efficacy theory. Employing a descriptive correlational design, the study involved 86 respondents who had completed their teaching internship in the school year 2025-2026. Data were gathered using adapted instruments, which are self-report questionnaires, measuring teaching efficacy and formative assessment literacy. Results revealed a very high level of teaching efficacy across instruction, motivation, and classroom management. Formative assessment literacy was likewise rated very high across the conceptual, practical, and socio-emotional dimensions. Spearman's correlation further revealed that teaching efficacy for instruction had a moderately significant relationship with the conceptual and practical dimensions and a weaker relationship with the socio-emotional dimension of formative assessment literacy. Similarly, teaching efficacy for motivation showed a moderately significant relationship with the conceptual, practical, and socio-emotional dimensions. Likewise, teaching efficacy for classroom management demonstrated a moderately significant relationship across all dimensions of formative assessment literacy. These findings support strengthening teacher education programs, fostering formative assessment literacy and teaching efficacy as pre-service teachers progress toward professional practice.
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Papers by International Journal of Research Publication (IJRP)