International Journal of Academic Studies in Science and Education
The International Journal of Academic Studies in Science and Education (IJASSE) is a double-blind peer-reviewed scholarly online journal. It is published twice a year in Winter and Summer. There is no publication fee in the IJASSE. IJASSE is affiliated with the International Society for Academic Research in Science, Technology, and Education (ARSTE): www.arste.org The journal accepts research papers on science and education across various technical knowledge domains, including theoretical works, literature reviews, research reports, social and psychological issues, curricula, learning environments, book reviews, and review articles. Submitted articles should be original, unpublished, and not under consideration elsewhere. It is important to note that withdrawing a submission without the approval of the editorial office is not permitted during the review, revision, production, or publication process, as the editor and reviewers dedicate significant time to each submission. The initial review, conducted by the editorial team, typically takes two weeks. If the submission passes this stage, it proceeds to a double-blind peer review process, which usually takes about 6 months. IJASSE employs a double-blind peer review process, wherein at least two international reviewers with expertise in the relevant subject area evaluate each manuscript submitted for publication consideration. Papers must adhere to language and APA 7 style standards. Failure to meet these standards at any stage of the review or publication process will result in rejection. So don't forget to take a look at the author guidelines section before submitting.
Artificial Intelligence in Higher Education: A Case Study of Faculty Teaching Methodologies at a Private University
This qualitative case study investigates faculty perspectives on artificial intelligence (AI) integration within a private university context, examining pedagogical, administrative, and ethical implications. Data collected through semi-structured interviews with faculty across four disciplines revealed ambivalent yet cautiously optimistic attitudes. Participants acknowledged AI’s potential to enhance personalized learning and reduce bureaucratic burdens through automation. However, three critical barriers emerged: (1) insufficient institutional technological infrastructure, (2) lack of systematic faculty training programs, and (3) unresolved ethical dilemmas surrounding data privacy, algorithmic bias, and academic integrity. Notably, while faculty welcomed AI as a supplemental tool, they unanimously emphasized the irreplaceable role of human judgment in pedagogy. The study contributes to emerging scholarship on educational technology by proposing an ethical implementation framework that reconciles efficiency gains with core academic values. Practical recommendations address policy development and targeted professional training to support responsible adoption. These findings offer timely insights for higher education institutions navigating AI integration while preserving pedagogical integrity and equity considerations.
Copyright (c) 2025 International Journal of Academic Studies in Science and Education
Examining EFL Learners' Motivation in Vocabulary App Usage: The Moderating Role of Fundamental Drives
This study examines the relationship between vocabulary testing app usage frequency and motivation enhancement among adult EFL learners, with a focus on the moderating role of primal motivation (conceptualized as fundamental learning drives distinct from initial engagement factors). Analyzing data from 43 Chinese EFL learners, results revealed no direct correlation between usage frequency and motivation enhancement (r = -0.069, p > 0.05), challenging the assumption that increased app exposure inherently boosts motivation. However, primal motivation significantly moderated this relationship (p = 0.002), suggesting that learners with strong fundamental drives sustain engagement regardless of usage patterns. Additionally, English proficiency positively correlated with app usage (r = 0.366, p = 0.016), indicating advanced learners may utilize apps more strategically. The findings offer critical implications for theory and practice. Theoretically, they extend motivation frameworks to digital contexts by introducing primal motivation as a key sustainer of engagement, bridging gaps in MALL literature. Practically, they highlight the need for: (1) app developers to move beyond MCQ-dominated designs toward hybrid formats that stimulate deeper cognitive engagement; (2) educators to assess and nurture primal motivation (e.g., through goal-setting interventions) before app implementation; and (3) institutions to integrate apps as supplementary tools, particularly for proficient learners. This study calls for a paradigm shift in MALL design—from frequency-focused metrics to motivation-sustaining ecosystems—to optimize long-term language learning outcomes.
Investigation of the Effect of Writing Activities for Learning Purposes on Metacognitive Awareness in the Context of Mathematics Course
In this study, the effect of writing for learning activities on metacognitive awareness was investigated in the context of mathematics course. The study group of this research, which was conducted with a pretest-posttest control group quasi-experimental design method, consisted of 39 students (4th grade) selected by convenience sampling method. Data were collected using the “Metacognitive Awareness Scale for Children (MCAS-C) A form and writing for learning activities. The data were analyzed using SPSS. 26 program. As a result of the study, it was determined that writing for learning activities positively affected the knowledge of cognition sub-dimension and total metacognitive awareness in mathematics lesson, although not significantly, but did not cause any effect on the organization of cognition sub-dimension. This result makes the study different in terms of the fact that no significant difference was obtained in metacognitive awareness and all its sub-dimensions. As a result of the comparison of the ÜBFÖ-A form scores between the groups, no significant difference was found in all sub-dimensions of metacognitive awareness and total metacognitive awareness between the pre-test and post-test scores of the groups.
Bibliometric Analysis of EEG and Eye Tracking Techniques in Executive Function Research
Neuropsychology explores the link between brain function and behavior, emphasizing executive function (EF) components such as attention, decision-making, and working memory. Tools like EEG (Electroencephalography) and Eye-Tracker (ET) are instrumental in measuring neural signals and visual actions tied to cognitive abilities. This study presents a bibliometric analysis of EEG and ET applications in EF and cognitive performance research, reviewing 212 articles from major databases. The analysis highlights literature distribution among authors, institutions, countries, research trends, and thematic developments in this dynamic field. Key findings include identification of influential authors, prominent institutions, country contributions, and emerging research topics. Additionally, historical trends and significant concepts related to EEG and ET applications are discussed. The results showcase global collaboration patterns and underscore the importance of these technologies in advancing interdisciplinary research on EF. EEG and ET are pivotal in cognitive studies, particularly in education, marketing, and neuropsychology. This study suggests that integrating EEG and ET could revolutionize the investigation of complex cognitive processes and expand their practical applications across diverse fields.
Effect of Peer Tutoring on Biology Achievement Among Secondary School Students
This study investigated the effect of peer tutoring on the biology achievement of secondary school students in Epe Local Government Area (LGA) of Lagos, Nigeria. A quasi-experimental pretest-posttest control group design was adopted for the research. Two research questions and two hypotheses were formulated to guide the study. The sample consisted of two intact classes selected through simple random sampling, comprising 160 Senior Secondary II students. Data were collected using a 30-item multiple-choice Biology Achievement Test (BAT), with a reliability coefficient of 0.75, as determined by the Kuder-Richardson Formula 21 (KR-21). Mean and standard deviation were used to answer the research questions, while ANCOVA and t-test were employed to test the null hypotheses at a 0.05 level of significance. The findings revealed that peer tutoring significantly improved students’ biology achievement, with students taught using peer tutoring outperforming those taught through conventional methods. Furthermore, the study found no significant difference in the effect of peer tutoring based on gender, indicating that both male and female students benefited equally from the method. It is recommended that peer tutoring be integrated into biology instruction, alongside other active learning strategies, to enhance students' academic achievement in the subject.
An Examination of Middle School Students' Mathematical Bullying Victimization Levels in Relation to Socio-Demographic Variables
This study aimed to examine mathematical bullying victimization among middle school students and its relationship with socio-demographic variables using the Mathematical Bullying Victimization Scale (MBV-S). The sample consisted of 493 middle school students selected using a disproportionate stratified sampling method from five different schools in Konya, Türkiye, during the spring semester of the 2021-2022 academic year.Data were collected using the relational screening model and analyzed with nonparametric statistical methods. The results showed that female students were more frequently subjected to mathematical bullying compared to males. No significant differences were found in MBV-S scores based on grade levels. However, the analysis of school types revealed that students in girls-only religious middle schools experienced higher levels of mathematical bullying than students in other types of schools. Additionally, students with below-average mathematics achievement were more likely to be victims of mathematical bullying, whereas students with above-average achievement reported lower levels of victimization. The findings highlight the importance of developing strategies to address mathematical bullying that consider students' mathematical abilities and social dynamics. Supportive and inclusive environments should be prioritized, particularly for students with low achievement and those in specific school settings.
Mathematical Bullying Victimization Scale
Copyright (c) 2024 International Journal of Academic Studies in Science and Education
Measure of online indices among tertiary institution students in Lagos, Nigeria
Online indices can serve as a gauge of students' digital readiness and proficiency in navigating digital learning environments. Assessing students' familiarity with digital tools, online communication platforms, and information literacy skills can help institutions tailor support services and training programs to meet students’ needs. Hopefully, it is expected that data generated can inform instructional design and course delivery strategies that would enhance the online learning experience and promote student success. Hence, this research work assesses the extent of undergraduate students’ response to ten online indices such as attendance, attention, regularity, distraction and so on, using an adapted questionnaire. Answers were provided to three research questions raised in the study. Data generated was analysed using descriptive statistics of frequency counts, percentages, mean and Standard deviation. Findings revealed that undergraduate students are ready to navigate digital learning as seen in their engagement in online learning and agreement to convenience in attending online classes among others, though it is established that they face technical issues during online classes. It is therefore recommended that tertiary institutions can leverage on undergraduates digital literacy and accept the change for effective technological integration.
Post-traumatic Growth and Reconstruction of Values in The Shack Film
Trauma is used to name all kinds of events that leave deep scars in the mental and physical being of a person. It is a deep emotional and psychological wound experienced by the individual after an unexpected and shocking event or in the face of a situation involving physical and psychological threat. Such profound events can lead to the decline or complete breakdown of personal beliefs, values and social bonds. Cinema is one of the powerful artistic tools that can read individual and social changes. Thanks to its audiovisual effects, cinema offers the opportunity to analyze the mental state of the characters. The Shack, based on the novel by Paul Young, deals with the effects of the trauma of loss and how the individual emerges from this process and how values are rebuilt with spiritual guidance centering on the experiences of a father. The aim of the study is to reveal how the protagonist Mack's deep spiritual journey after the loss of his daughter leads him to re-establish family ties and core values such as love, justice, faith and forgiveness. This study is limited to the film The Shack (2017) and will be analyzed with the semiotics method.
Bibliometric Analysis of Spatial Ability Studies Based on Scopus Data
The aim of this study was to conduct a bibliometric analysis of all studies related to spatial ability available in the Scopus database. It is expected that this research will make a significant contribution to the literature on spatial ability and serve as an important resource. In this way, researchers can gain a better understanding of the topic, evaluate the current research landscape, and use this information to plan their own studies. A bibliometric analysis method was employed in this study. Through this method, the Scopus database was searched, and 7,345 studies published from 1939 to the present were examined. We categorized the selected studies by publication year, source, authors, institutions, countries, types, subject areas, and the most highly cited works. Additionally, network maps illustrating co-authorship relationships by author and country, common keyword networks, bibliographic coupling by institution, and co-citation networks based on cited studies, journals, and authors are presented in detail in the findings section. The results indicate that numerous studies on various aspects of spatial ability have been conducted in different countries over time.
A Four-Tier Diagnostic Test to Determine Pre-Service Science Teacher’s Misconception About Solution
In the study, a misconception diagnosis test was developed for the subject of solutions. The validity and reliability studies of the misconception diagnostic test developed by the researchers were carried out with 203 pre-service science teachers. The analyses indicate that the developed diagnostic test satisfies the validity and reliability criteria essential for identifying misconceptions within the group of pre-service science teachers concerning the topic of solution. The developed test consists of eight questions in four stages. The test showed a two-factor structure. The reliability coefficient of the test was calculated as KR-20, .704 for scientific knowledge and KR-20, .741 for misconceptions. Researchers believe that the conceptual misconception diagnosis test they have developed will serve as a guide for efforts to identify and eliminate existing misconceptions about solutions in prospective science teacher candidates. A four-stage misconception diagnostic test for the subject of solutions was not found in the literature. In this respect, the study is considered to be unique and powerful.
Impacts of ICT as Tools in Teaching Biology in Senior Secondary Schools
Information and Communication Technology (ICT) has been pivotal in training across the world. Due to the abstractness of Biology in schools, it is essential to develop an effective strategy of ICT tools to improve student’s learning process. Similarly, biology helps people understand how organisms adapt to their environment and the importance of biodiversity in sustaining our planet's delicate balance. Therefore, this study investigates the impacts of ICT as instructional material in teaching and learning biology and its gender dimension in senior secondary school at Ado-Odo Ota local government area of Ogun State, Nigeria. The sample size for this research was 240 which consisted of 180 Biology students and 60 Biology teachers. The research questions were investigated with descriptive statistics; Frequency and percentage with the Statistical Package for Social Science (SPSS). The results show a sizable correlation between information communication and technology and the performance of students offering biology in senior secondary school at Ado Odo Ota local government area of Ogun State. It also showed a notable difference in the performance of male students taught with information and communication technology-related facilities and female students taught with ICT-related facilities in Ado-Odo Ota local government area of Ogun State. It was concluded that ICT tools in Biology class can make students more interested in learning Biology. Therefore, Biology concepts should be incorporated into ICT tools to make learning Biology worthwhile, seamless, and entertaining.
Information and Communication Technology
A Qualitative Study on Digital Citizenship Education in Primary Schools
In recent years, the number of studies related to digital citizenship has increased amidst the intense use of digital media. The literature, rich in theoretical and empirical examples related to this topic, provides a clear picture of contemporary society. There is little empirical research on digital citizenship education in the early school years. Thus, through this investigation, we aimed to collect qualitative data on the development of specific digital competencies and digital citizenship in primary school students. Therefore, the authors considered it appropriate to use the observation method in its participatory version. Over a year, a group of 29 pupils, aged between 6 and 7, formed the sample to identify how they would develop digital competencies and digital citizenship in the context of formal and non-formal learning experiences. To collect the necessary information, we used the observation protocol, conducted in the form of open-ended questions described by Gay, Mills & Airasian (2006). The results of the study showed that parental educational attainment, family structure, time spent online, and the type of device have an important impact on the development of digital competencies and digital citizenship in young learners.
Optimising Educational Outcomes: Data and Process Analysis Approaches with Attention to Self-Directed Learning
The swift advancements in technology and the corresponding job market impose increasingly challenging and dynamic requirements on workers. This is a significant obstacle for higher education institutions in adequately preparing their students for contemporary expectations and equipping them to tackle future difficulties. Today's students are "digital natives", and they distinctly absorb knowledge and employ new strategies to learn compared to earlier generations. Hence, it is of utmost significance for higher education institutions to comprehend the student learning process. Learning management systems (LMS) can offer substantial assistance in this endeavor, as they facilitate comprehension of students' learning process, while log files also offer unbiased insights into individual adaptation. This study aims to investigate the learning mechanisms of Business Informatics students at Corvinus University of Budapest by analyzing Moodle's educational data. The objective of the study was to acquire a more comprehensive understanding of the learning patterns exhibited by students in higher education through the utilization of an extensive collection of log files. The central idea revolved around examining the behavioral, motivational, and interest-related dimensions of learning as indicators of self-directed learning. These were examined using two primary methodologies: data analysis and process analysis. The findings indicate that distinct learning patterns exist regarding data and learning processes. Additionally, there are variations in time management and information consumption habits. The results of this study have practical implications for identifying learning patterns and developing tailored interventions to enhance educational achievements.
Paints of the Artist’s Palette in STEAM Teaching
This qualitative study was an emergent phenomenological study based in the tradition of portraiture, which shares many of its features with ethnography, case study, and narrative inquiry. The purpose of this study was to identify the most engaging cooperative learning methodologies for students to actively participate in home-school learning with parents during scientific inquiry investigations and supportive strategies for teachers to employ for Science, Technology, Engineering, Art, and Mathematics (STEAM) education. The conditions identified motivated students and their parents to take ownership of the learning in which they became self-managed, self-responsible, and self-directed. Data indicated the increased success of students were the result of students participating in teacher-designed experiential, constructivist learning activities that utilized a facet of involvement strategies and provided students with authentic and socially constructive learning. Providing a guided inquiry-based learning environment also promoted student achievement and empowered students to assess their learning for developing self-responsibility, acquiring self-management skills, and raising student efficacy. As a result, students were empowered to develop scientific inquiry and literacy skills and were enabled to take control of the learning through cooperative learning that included interactive homework, collaborative inquiry-based activities, metacognitive questioning, self-assessments, and dialogue journaling.
Social Media and the Reshaping of Religious Identity in Youth
In recent years, much research has shed light on social structure and interpretation concerns that have highlighted problems with religious tolerance and intolerance. Social constructions have changed as a result of Internet-based connections and social media platforms like Facebook, Twitter Instagram, etc. which have reopened old discussions about paradigms of peace from a fresh viewpoint. To understand the correlations between social media usage and attitudes impacting religious tolerance and intolerance, this study evaluated previously published data regarding attitudes and stereotype modifications via research on the Muslim-Hindu interaction in Nepal. An online and offline survey is used to assess the research hypothesis about online platform usage frequency, relationship-bridging attitudes and actions, religion, life happiness, and social trust among youngsters. The findings revealed a statistically significant positive association between Facebook and YouTube usage frequency and views toward religious intolerance especially after being influenced by Indian Islamaphobic media as it is the neighboring country of Nepal, with an enhanced relationship bridging both online and off. Additionally, the paper aims to show the correlations between heavy social media users and individuals who cited social media as the cause of their eventual offline intolerance. The findings of this study are beneficial to individuals trying to comprehend and take part in peacemaking in a society that is continuously changing, always linked, and mediated by the Internet.
Stressors and Coping Mechanism Strategies of Islamic Boarding School Students
The study aimed to explore how students at an Islamic boarding school in Tangerang, Indonesia perceived various pressures and the strategies they employed to deal with them. It included the sample of 150 students from the first, second, and third grades enrolled in the school. The data were analyzed using Lazarus and Folkman's (1984) theory to identify recurring themes related to students' stress-coping strategies. The findings indicated that the majority of stressors stemmed from non-academic sources, encompassing issues such as interpersonal relationships, environmental factors, and health-related concerns. Interestingly, despite a substantial female representation in the sample, exceeding 60% of the total participants, a significant proportion of students employed problem-based coping strategies to address these stressors. The study suggests further exploration of coping strategies within the framework of human development theories and their potential contributions to future educational interventions, policies, and practices.
Copyright (c) 2023 International Journal of Academic Studies in Science and Education
An Analysis Of The 5th Grade Social Sciences Questions In The Non-Paid Boarding Scholarship Exam According To Value Classification
In this study, it was aimed to analyze the 5th grade social studies test items of the Ministry of National Education Non-Paid Boarding Scholarship Examination (PYBS) held between 2018-2023 according to the value classification by using the document analysis method. Within the scope of the research, 100 social studies test items asked at the 5th grade level in PYBS were analyzed by taking a 5-year section between 2018-2023. For the classification of the items, it was determined that the national and universal values within the purpose of the study were present in the test items. Accordingly, 33 of the 100 items included items with national and universal values (33%). Of these items, 22 were universal values (66%) and 11 were national values (33%). It was observed that national and universal values were not homogeneously distributed while preparing exam questions in central exams such as PYBS, whose results enable disadvantaged groups to receive a more equitable education, and that the items related to value education were homogeneously distributed in the test items according to the current social studies course curriculum. In the future PBYS exams, studies can be conducted to increase the items that include national values.
Preparing for Life Beyond School. A Moderated Mediation Approach from the Perspective of Self-Determination, Self-Concept, Student Transition Planning, and Life Skills Development
The link between self-determination and life skills development, a crucial ability for the vocational future and career advancement of students with mild and moderate intellectual disabilities, has been explored in limited research. The present study aims to examine the patterns of relationships in terms of direct and conditional indirect effects on self-determination, life skills development, self-concept, and student transition planning regarding students with intellectual disabilities. The data were collected using standardized instruments from 304 adolescents with mild and moderate intellectual disabilities. The outcomes showed that self-concept has a moderating role in the relationship between self-determination and student transition planning. The study findings indicated that student transition planning mediates the relationship between self-determination and life skills development. The value of the index of moderated mediation indicated that self-concept moderated the conditional indirect effect of student transition planning on the relationship between self-determination and life skills. Future research and implications for practice are discussed.
Mild and moderate intellectual disabilities
Canvases of Professional Erudition in STEAM Education
The delivery of instruction in Science, Technology, Engineering, Art, and Mathematics (STEAM) requires layers upon layers of professional knowledge concerning STEAM pedagogy, methodologies, technology, and active involvement strategies to support student learning. A professional understanding of these critical areas is relevant for supporting student learning and is germane in actively involving parents in STEAM learning. While educators commonly engage in professional development opportunities, professional development is principally singular and typically ends without continuance or re-examination. Professional learning, on the other hand, is ongoing and revisits professional growth needs for educators. In this article, the researcher utilized targeted professional growth needs for STEAM educators that included qualities of site-based professional development and professional learning referred to as professional erudition. This study employed targeted professional erudition for providing high school science teachers skills related to constructivism, experiential learning, communications and dialogue, reflection and self-evaluation, and active parental involvement. Students and parents participating in the study maintained journals regarding their experiences during science inquiry learning and teachers maintained journals concerning their experiences and perceptions regarding targeted professional erudition. Qualitative data indicated providing professional erudition for STEAM teachers results in authentic professional growth, improved communications, and skills and strategies for supporting participatory science learning.
The Attitudes of EFL Teachers in Kazakhstan towards Continuous Professional Development
This research looks into Kazakhstani EFL teachers' attitudes towards continuous professional development (CPD). It looks at both the beneficial and challenging aspects of their CPD involvement. The study analyzed the attitudes of nine EFL teachers who participated in continuous professional training within the last year. The study aimed to understand teachers' perceptions of their ability to self-control their learning, their needs, and their relatedness to colleagues and course instructors. The qualitative method was utilized in the study, which implied thematic analysis and the interpretation of the findings. Overall, the participants have a positive attitude toward CPD, but they have trouble accessing a wider variety of professional development activities that suit their interests and specific professional needs. The study also highlights how crucial it is to develop and establish policies and programs that foster professional development and deal with these issues. The results can direct the creation and implementation of CPD initiatives in Kazakhstan and other comparable settings.