Jul 2026· Ilomata International Journal of Social Science· Vol 7, pp. 871-876· 0 citations· 30 references
Abstract
Students’ creativity constitutes a central cognitive–pedagogical capacity that supports speaking skill development within a Constructivism framework, particularly in primary education. Despite its theoretical importance, empirical evidence indicates that the integration of creativity-oriented constructivist strategies in speaking classrooms remains limited, especially in developing contexts. Addressing this gap, this study explores how constructivist pedagogy facilitates students’ creativity in speaking classes. It examines: (1) how constructivist learning models influence creativity, (2) which learning activities are perceived as effective in stimulating creativity, and (3) the challenges faced by teachers in implementation. This qualitative case study involved two English teachers and thirty fifth-grade students, with data collected from six classroom sessions. Data sources included classroom observations, semi-structured interviews, and lesson plan documentation. Students’ creativity was operationalized through indicators of idea fluency, originality, flexibility in language use, and elaboration in speaking performance. Data were analyzed using Thematic Analysis to identify recurring instructional patterns. The findings indicate that constructivist practices enhance students’ creativity through interactive learning, scaffolding, and performance-based assessment. Teachers perceived project-based learning, contextual tasks, and collaborative discussions as effective in fostering creative expression. However, challenges include limited linguistic proficiency, cognitive readiness, and instructional constraints. This study contributes empirically grounded insights into the operationalization of creativity within constructivist speaking instruction at the primary level.
This study explores the metacognitive strategies of education students in educational research writing using a learner-centered perspective grounded in Flavell’s metacognitive theory (1979) and Zimmerman’s self-regulated learning (SRL) model (2000). Employing a qualitative phenomenological design, data were gathered through semi-structured interviews with ten purposely selected fourth-year education students with direct experience in research writing. Reflexive thematic analysis was used to interpret the data. Findings reveal four (4) key themes: education students’ perceptions and application of metacognitive strategies in research writing, metacognitive challenges encountered by education students in the planning, execution, and writing stages, learner-centered instructional approaches fostering or hindering the enactment of metacognitive regulation essential to research competence, and education students' reflections and learning Adaptation. Results indicate that while students demonstrate strong conceptual understanding of metacognition, their regulatory practices remain largely reactive rather than proactive, particularly in complex tasks such as synthesis and data analysis. Emotional challenges, peer collaboration, and instructor feedback were also found to significantly shape students’ metacognitive engagement. The study concludes that research writing serves as a developmental space for strengthening self-regulated learning, although students require stronger instructional scaffolding to enhance strategic and emotional regulation. The study recommends structured reflection, explicit strategy instruction, and targeted feedback should be integrated to support the transfer of metacognitive skills.
Jane M. Malit, Jenelyn T. Peña, Hazel M. Bautista· International Journal of Lea...· 0 citations
In the context of higher education, where student engagement and motivation are central concerns, innovative teaching strategies that represent a holistic, student-centered approach to teaching are needed. This study aims to examine university students’ perceptions of three innovative teaching strategies integrated into classroom practice—weekly individual reflections, gamification using Quizizz, and one-minute silent mindfulness sessions before class. The study also investigates how these methods influence students’ engagement, focus, and perceived learning. A mixed-methods design was employed, combining quantitative survey data from a structured Likert-scale questionnaire (18 items) with qualitative responses from three open-ended questions, administered to 61 undergraduate students enrolled in a Research Methodology course at a university in Cambodia during the 2024–2025 academic year. Quantitative data were analyzed using descriptive statistics, and qualitative reflection data from open-ended questions were thematically analyzed. The quantitative analysis indicated that all three strategies contribute to a positive and effective classroom environment. Further qualitative analysis showed they significantly enhanced comprehension, recall, and focus. Specifically, reflection deepened understanding and increased awareness of knowledge gaps. Quizizz supported immediate recall and application. The one-minute silence activity promoted mental preparation and focus. Collectively, these strategies boosted students’ motivation, focus, and cognition by increasing intrinsic drive, improving concentration, reducing stress, and supporting deeper understanding and self-assessment. Students are highly satisfied with the innovative learning strategies, affirm their effectiveness, and support their continuation. Suggestions for improvement focused on the classroom environment (e.g., reducing distractions and adjusting pacing) and on activity modifications (e.g., easing Quizizz-related anxiety and extending silence periods). The article concludes with recommendations and suggestions for practical implications.
Mengkorn Pum· Journal of Technology-Assist...· 0 citations
Mathematical creativity is important for students to reason flexibly, generate meaningful ideas, and experience mathematics as a space for exploration rather than only procedural accuracy. This multiple case study examines how three middle school students experienced and engaged with mathematical creativity during creativity-directed tasks and how they perceived opportunities for creative mathematical thinking in their regular classroom settings. Data sources included task-based interviews, observations, student reflections, group discussions, and problem-solving artifacts. Thematic analysis identified ten themes organized across three focal areas: students’ engagement with mathematical creativity, their perceived barriers to creative participation, and the influence of prior learning experiences on their creative confidence. Findings indicate that creativity-directed tasks supported students’ self-expression, deeper reasoning, collaborative idea generation, and sense of mathematical agency. In contrast, students perceived their regular classroom experiences as providing fewer opportunities for creative risk-taking and as more often validating the contributions of high-achieving or outspoken students. Implications emphasize the importance of classroom structures and pedagogical approaches that support all students as capable of engaging in creative mathematical thinking, offering guidance for designing instruction that promotes both creativity and equity in mathematics education.
Ali Bicer, Tugce Aldemir, Micayla Gooden et al.· Mathematics Education Resear...· 0 citations
This qualitative inquiry explored the lived experiences of Grade VI public elementary school teachers in
addressing academic difficulties among learners. Anchored in a phenomenological approach, the study aimed to uncover
how teachers guide and support struggling students amid the growing demands of the 21st-century classroom. Data were
gathered through In-Depth Interviews (IDI) and Focus Group Discussions (FGD) with ten purposively selected
participants from the Langilan District, Division of Davao del Norte, each having at least five years of teaching experience.
Through Thematic Analysis, three major themes emerged: building meaningful teacher-student relationships,
implementing differentiated instruction, and displaying patience, emotional regulation, and encouragement. Coping
mechanisms included fostering collaborative reflection, setting realistic expectations, and seeking administrative and
institutional support. Teachers also demonstrated strategic leadership, integrated technology-supported engagement, and
exhibited adaptive patience in guiding learners. The findings offer practical implications for improving instructional
practices, teacher support systems, and educational leadership, particularly in addressing the needs of academically
challenged learners in public elementary education. To broaden its impact and contribute to educational practice and
policy, the publication of this study in a reputable academic journal is strongly recommended.
Queene D. Araña· International Journal of Inn...· 0 citations
This study explores how creative thinking emerges in language classrooms through the interaction of instructional practices, learner cognition, and curriculum constraints. Grounded in an integrated framework that combines Vygotsky's sociocultural theory, Guilford and Runco's divergent thinking theory, and Amabile's componential creativity theory, the study adopts a qualitative interpretivist design based on semi-structured interviews with 22 English as a foreign language (EFL) teachers in Amman, Jordan. Thematic analysis reveals that dialogic and interactive instructional strategies enable creative engagement by stimulating fluency, flexibility, and originality in language use. However, rigid syllabi, limited instructional time, and the high-stakes Tawjihi examination constrain these practices. Crucially, curriculum constraints do not merely reduce creativity but reshape how teachers operationalize creative pedagogy, leading to adaptive practices such as "small creativity” brief, compressed creative episodes embedded within examination preparation lessons. The study also identifies second language (L2) proficiency as a condition shaping the expression of creative thinking, showing that lower-proficiency learners may struggle to demonstrate creative thinking even when instructional conditions are supportive. The study concludes that creative thinking is mediated, bounded, and a proficiency-conditioned process, not an individual cognitive trait. This research contributes to the EFL creativity literature by documenting how Jordanian teachers negotiate the interaction of pedagogy, learner cognition, linguistic proficiency, and curriculum constraints under the Tawjihi system, while identifying the adaptive practice of "small creativity" as a contextually situated pedagogical response to institutional constraints. The findings extend understandings of creativity in language education by demonstrating how teachers adapt creative pedagogies within examination-oriented environments rather than abandoning them.
Amal Madallah Al-Shu'ara· International Journal of Lea...· 0 citations
This study explored the pedagogical strategies and challenges experienced by Technical-Vocational-Livelihood (TVL) teachers in fostering 21st-century competencies among learners. Anchored on Constructivist Learning Theory, the study examined how teachers design and implement instructional activities, assessment practices, and learning experiences that promote critical thinking, communication, collaboration, creativity, and digital literacy. A qualitative descriptive research design was employed, involving seven TVL teachers from selected public secondary schools. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis framework. The findings revealed that teachers employ a variety of learner-centered and industry-aligned pedagogical strategies, including experiential learning, scaffolded industry simulation, project-based activities, collaborative learning, and technology-supported instruction. These approaches enable students to engage in authentic workplace-related experiences while developing both technical and transferable competencies. The study further found that teachers implement differentiated instruction and competency-based assessment practices to accommodate diverse learner needs and evaluate both technical performance and workplace readiness skills. Despite these positive practices, teachers encountered several challenges, including limited instructional resources, insufficient laboratory equipment, varied levels of student readiness, technological skill disparities, administrative workload, and time constraints in balancing technical competencies with 21st-century skill development. Teachers nevertheless demonstrated adaptability and resilience in addressing these challenges through collaborative and contextualized instructional approaches. The study concluded that fostering 21st-century competencies in TVL education requires a holistic approach that integrates technical mastery, soft skills development, authentic learning experiences, and continuous teacher innovation. Strengthening institutional support, industry partnerships, resource provision, and professional development opportunities is essential to enhance the effective implementation of competency-based and learner-centered vocational education.
Julie Ann Bag-ao, Zenyam Baldesoto, Quedelyn Balo et al.· The International Review of...· 0 citations
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