Aug 2026· Science and innovation· 0 citations· 8 references
Abstract
This mixed-methods study examined primary school teachers' assessment competencies, with particular attention to formative assessment, digital assessment tools, culturally responsive practices, and professional development. The quantitative component analyzed survey responses from approximately 100 teachers working in urban, suburban, and rural school settings, while qualitative evidence was obtained from open-ended responses and follow-up interviews or focus groups with a purposively selected subset of participants. Descriptive findings showed that 85% of teachers reported using formative assessment regularly; verbal questioning (92%), classroom observation (75%), and peer feedback (68%) were the most common practices. However, 45% reported difficulty using assessment evidence to adjust instruction. Only 40% felt confident using digital tools for data analysis, and consistent implementation of culturally responsive assessment was reported by 36%. Teachers who had access to ongoing professional development reported substantially greater confidence in assessment design and implementation than those without such support (78% versus 45%). The findings indicate that assessment competency depends not only on teachers' knowledge of techniques but also on sustained professional learning, collaboration, time, resources, and institutional support. The article recommends practice-based training in formative assessment, digital assessment literacy, culturally responsive design, and collaborative analysis of student evidence.
This study examined the pedagogical approaches, instructional practices, self-assessed utilization, influencing factors, and challenges in teaching literature among Senior High School teachers in Cluster 3, Division of Masbate Province. It was anchored in Constructivist, Behaviorist, and Connectivist Learning Theories and used a systems-based conceptual framework. A mixed-method design combined descriptive quantitative research with a phenomenological qualitative approach. Forty-four literature teachers from seventeen public secondary schools participated through complete enumeration, while fifteen teachers were purposively selected for interviews. Data were gathered using an adapted survey questionnaire, open-ended questions, and semi-structured interviews and were analyzed through frequency counts, percentages, weighted means, standard deviations, and thematic analysis. Findings showed that the Information-Based Approach was used most frequently (M = 4.89, SD = 0.32), followed by the Personal-Response Approach (M = 4.77, SD = 0.42). Teachers reported Proficient-to-Expert utilization across lesson stages, with the Moral-Philosophical Approach obtaining the highest overall self-assessment (M = 3.53, SD = 0.43). Retelling literary texts, checking comprehension, incorporating moral values, and identifying values from texts were practiced by all respondents. Approach selection was influenced by learner characteristics, curriculum requirements, instructional resources, professional experience, pedagogical beliefs, and sociocultural relevance. Major challenges included literacy and comprehension difficulties, low motivation and engagement, limited instructional time, large classes, inadequate resources, technology constraints, and insufficient professional preparation. The study concluded that literature instruction was competent and multifaceted but required a more coherent integration of approaches across lesson stages. It recommended adopting the Integrated Literature Instructional Guide anchored on the DepEd ILAW Framework, strengthening teacher training, and improving contextualized and multimedia resources. The study primarily supports SDG 4—Quality Education and also contributes to SDGs 9, 10, and 17 by promoting instructional innovation, equitable access to learning resources, and institutional collaboration. Its sustainability impact lies in strengthening inclusive, culturally responsive, technologically supported, and institutionally sustainable literature education.
Sharime Columna· International Journal of Sus...· 0 citations
Despite Rwanda’s adoption of the Competency-Based Curriculum (CBC) to promote learner-centered, skills-oriented education, evidence suggests a persistent gap between curriculum intentions and classroom practices. This study examines teachers’ perceptions and instructional practices in implementing the CBC, with a focus on the alignment between curriculum intentions, instructional planning, and classroom practices. The study employed a sequential explanatory research design. Quantitative data were collected through structured questionnaires administered to teachers, while qualitative data were generated from semi-structured interviews, classroom observations, and document analysis of lesson plans and schemes of work. Quantitative findings indicate that teachers hold generally positive perceptions of the CBC (M = 3.87, SD = 0.64), particularly regarding its relevance to real-life skills and learner engagement. However, the level of classroom implementation was moderate (M = 3.12, SD = 0.71), revealing a gap between beliefs and practice. Regression analysis indicated that teachers' perceptions were a statistically significant predictor of instructional practices (β = 0.48, p < .01), explaining variation in instructional practices without implying causality. Qualitative results corroborate these findings, revealing conceptual ambiguity in translating competencies into instructional activities, weak alignment between objectives, teaching strategies, and assessment, and a predominance of surface-level learner-centered practices. Additionally, contextual constraints such as inadequate professional development, limited instructional resources, and large class sizes were found to hinder effective implementation. The study concludes that while teachers demonstrate strong conceptual support for CBC, its implementation remains constrained by cognitive, pedagogical, and systemic factors. It underscores the need for sustained professional development, improved resource provision, and stronger alignment between curriculum design and classroom realities to achieve meaningful educational reform.
Epimaque Mutabera Nziza· Journal of Classroom Practic...· 0 citations
Inclusive education requires the effective integration of assistive technologies (ATs) to remove learning barriers for trainees with disabilities. This study examined teacher educators' competencies, institutional support mechanisms, and implementation challenges in integrating ATs at the Kenya School of Technical and Vocational Education and Training (KSTVET). Adopting a mixed-methods design, data were collected from 100 participants (80 teacher educators and 20 institutional administrators) using structured questionnaires, semi-structured interviews, observation schedules, and document analysis. Quantitative data were analyzed descriptively using SPSS, while qualitative data underwent thematic analysis. Findings revealed significant competency gaps: only 20% of teacher educators demonstrated high technical proficiency in AT usage, 45% exhibited moderate competence, and 35% reported low competence. Similarly, pedagogical integration was low, with only 15% effectively embedding ATs into instructional delivery, despite 60% maintaining positive attitudes toward inclusive education. Institutional findings indicated that 53% of educators considered available AT resources insufficient. While departments like ICT and ODeL showed higher familiarity, 58.2% of educators in other departments acquired AT skills informally. Key barriers identified included inadequate structured professional development (63%), limited access to advanced AT devices, and insufficient practical training. The study concludes that positive attitudes alone are insufficient to drive inclusive pedagogy without targeted technical and pedagogical capacity building. It recommends establishing mandatory continuous professional development programs, expanding modern AT infrastructure, and reinforcing policy implementation to enhance TVET trainer preparation for inclusive classrooms.
J. N. Baraza· International journal of res...· 0 citations
Classroom assessment practices enhance students’ language learning by promoting learners’ engagement and connecting their theoretical knowledge with real-life situations. This study explores the classroom assessment practices of the secondary-level English language teachers. A qualitative research approach was employed under an interpretive research paradigm, applying semi-structured interviews guided by a set of interview guidelines. Participants included four secondary-level English teachers from four government-funded community schools in Taplejung, with more than 10 years of teaching experience. Using narrative inquiry as a research method, the information was collected, coded, and thematically analyzed to understand how the participants make meaning of their experiences with classroom assessment practices. The study found that the teachers perform classroom assessments; however, these assessments lack transparency and consistency. In addition, all four language skills are not equally emphasized during teaching and assessment. The teachers also encountered several challenges in the effective implementation of classroom assessment, including a large number of students, students’ irregular attendance, a lack of teachers’ authority to issue internal marks, and students’ low language proficiency. The findings suggest teacher training, workshops, and policy alignment to conduct the classroom assessment effectively.
Assistive technology (AT) plays a critical role in supporting students with disabilities; however, less is known about how teachers perceive its use across educational contexts. This study examines special education teachers’ attitudes toward AT, viewed across cognitive, affective, and behavioral dimensions, with a focus on accessibility, psychosocial, and academic benefits, as well as implementation challenges. A mixed-methods systematic review was conducted following PRISMA guidelines, identifying 14 empirical studies (2004–2025) across diverse educational settings. Findings were synthesized using a hybrid inductive–deductive thematic analysis, and study quality was appraised using the Mixed Methods Appraisal Tool. Results indicate that teachers generally hold positive attitudes towards AT and perceive it as enhancing student independence, engagement, and academic performance. However, persistent challenges in training, resource availability, and implementation were identified. The findings underscore the importance of integrating AT into instructional practices, strengthening teacher preparation through hands-on training, and ensuring institutional support, infrastructure, and equitable access.
Bara'ah A. Bsharat, Jasmine Begeske, Fan Cao· Journal of Special Education...· 0 citations
This study examined parents’ assessments of school practices for preventing and overcoming challenges faced by learners with special educational needs (SEN), with the goal of informing efforts toward a safe living community. Using a descriptive-correlational and descriptive-comparative approach, the study surveyed 32 parent-respondents of learners from public elementary schools in the Schools Division of Cavite. A researcher-developed four-point questionnaire was used to describe the respondents’ profile and assess school practices in two domains: prevention of challenges in school environments and overcoming challenges in school environments. Frequency counts, percentages, weighted means, Spearman’s test, and the Kruskal–Wallis test were used. Most respondents were 30–34 years old (66%), female (81%), and parents rather than grandparents (88%). The overall assessment of school practices was 3.23, interpreted as Often True of the School of My Child. Overcoming challenges obtained the higher sub-mean of 3.40 (Always True), while prevention obtained 3.11 (Often True). The lowest-rated practice was collaboration with the learner’s doctors, nurses, and other specialists (M = 2.97). Age and family role were not significantly associated with assessments. Sex showed a weak positive relationship with overcoming challenges (ρ = .384) and a significant difference in prevention assessments (p = .005). The findings indicate strong perceived instructional and classroom support but a need to strengthen proactive planning, inter-professional collaboration, and equitable caregiver engagement.
L. Orias· The International Review of...· 0 citations
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