International Journal of Education Research and Reviews

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 14 (2), pp. 001-007, February, 2026. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Teaching Across Grades: An Analysis of Multi-Class Instruction in Fijian Primary Schools

Govinda I Lingam

The University of the South Pacific, Faculty of Arts and Law, School of Education, Laucala Campus, Fiji. E-mail: [email protected]

Accepted 1 November, 2025

Multi-class teaching is a common phenomenon in small schools not only in Fiji, but also in many countries. The aim of the present study was to determine the teaching styles adopted by teachers in the context of multi-class teaching. A qualitative case study research design was adopted. This included a school with multi-class teaching as the norm. Data for the study was gathered by means of non-participant observation and interviews from the population of teachers in the case study school. A purposive sampling technique was employed for the purpose of the study. Analysis of the feedback obtained show that the teachers in the case study school generally carried out the teaching/learning process using transmissive approaches. A number of factors have influenced these teachers to take this position, such as lack of professional preparation and limited resources for teaching and learning. The findings have implications for the delivery of basic education in rural schools where multi-class teaching is the norm and it is suggested that some in-depth training is needed to equip future teachers to cope with multi-class teaching.

Key words: multi-class, basic education, pedagogical practices, rural education, Fiji.

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 14 (1), pp. 001-010, January, 2026. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Teamwork and Communication for Better Parent Involvement in Public Schools

Raj Mestry* and Bennie Grobler

University of Johannesburg, South Africa.

Accepted 21 October, 2025

In South African educational literature and educational research, the influence of the home and family environment on school achievement has not received the attention it deserves. The study under review shows that parents who play an active role in the homework and study programmes of their children contribute to their good performance in schools. Although the South African Schools Act creates expectations for parents to be active partners in school governance, our research shows that they are not all participating meaningfully in their children’s education. This is evident in the low attendance at many parents’ meetings, their lack of involvement in fundraising projects and the lack of interest shown by many in their children’s schoolwork and homework. This article examines two factors, namely collaboration and communication, as effective strategies for active parental involvement in schools. A quantitative research was used to determine the perceptions of teachers regarding aspects of parental involvement in school governance that were considered essential. The findings revealed, amongst others, that collaboration and communication determined the parents’ commitment to the education of their children and the role they play in school governance. The research affirms the view that input from the parent community was crucial in both co-curricular and extra-curricular programmes of the school.

Key words: Collaboration, communication, parent involvement, cooperative governance, school governance.
 

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 13 (3), pp. 001-004, March, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

The Link Between ICT Proficiency and Technology Adoption Attitudes Among Lecturers in Nigerian Tertiary Institutions

Philip Olu Jegede1*, Odusola Olutoyin Dibu-Ojerinde1 and Matthew Olugbenga Ilori2

1Faculty of Education, Obafemi Awolowo University, Nigeria
2Faculty of Technology Obafemi Awolowo University, Nigeria

Accepted 21 November, 2024

The study investigates the relationship between ICT competence and attitude as well as attitudinal constructs of teachers. Four hundred and sixty seven teachers randomly selected from 10 institutions (5 universities and 5 colleges of education) participated in the study. Information bordering on ICT competence and attitude of the teachers were collected employing two research instruments. The resulting data were analyzed using multiple regressions. Findings revealed that attitude bears signi-ficant relationship with and also predicts competence. It was further obtained that two of the five attitude constructs predict competence. It was observed that as teachers perceived computers to be useful in their pedagogical enterprise, the interests become aroused which in turn help their computer skills.

Key words: Computer attitude, Competence, Relationships.
 

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 13 (3), pp. 001-006, March, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Research Output of Academic Staff in the South-South Zone of Nigeria

Bassey Usang1*, Akuegwu Basil1, Udida Lucy1 and Udey Franca .U.2

1Department of Educational Administration and Planning, University of Calabar, Calabar Nigeria. 2Department of Educational Foundations and Administration, Guidance and Counseling, Cross River State University of Technology, Calabar, Nigeria

Accepted 2 January, 2025

This study examined academic staff research productivity in Universities in South-South zone of Nigeria. Ex post facto design was adopted for this study. Three hypotheses were formulated to guide this study. The sample size comprised of 480 academic staff drawn from a population of 3120. Data collection was carried out using a researcher – constructed instrument called Academic Staff Research Productivity Inventory (A.S.R.P.I.), which was validated and pilot tested. The data obtained were treated statistically using Independent t -test and contingency Chi-square (X2) analyses. Results indicated that male and female academic staff differed significantly in their research productivity; married and single academic staff differed significantly in their research productivity and there is a significant influence of areas of specialization on academic staff research productivity. It was recommended that academic staff in universities should be encouraged to carry out research work irrespective of their gender, marital status and areas of specialization.

Key words: Academic staff, research productivity, South South zone, Nigerian Universities.
 

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 13 (3), pp. 001-007, March, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Managing and Addressing Conflicts in Secular and Non-Secular Tertiary Institutions of South West Nigeria

Joseph Babatola Ayodele and Joseph Olukayode Adewumi

Department of Educational Foundations and Management, Faculty of Education, University of Ado-Ekiti, Nigeria Department of Christian Religious Education, Baptist College of Theology, Igede-Ekiti, Nigeria.

Accepted 16 January, 2025

This paper compared the incidence and management of conflicts in secular and non-secular tertiary institutions in Nigeria. The sample of this study was made of sixty staff, and two hundred and forty students randomly selected each from two secular and two non-secular tertiary institutions in south western Nigeria. A validated questionnaire was designed and administered to collect data on the occurrence of conflict and conflict management strategies. Data collected were analyzed using frequency counts and percentage. In addition, t-test and Pearson Product Moment Correlation statistics were used to test the hypotheses at 0.05 level of significance. The findings revealed that conflict is common to both secular and non-secular tertiary institutions. The study however revealed that the level of occurrence of conflict is low in the two types of institutions. It was also revealed that there is no significant difference in the conflict management strategies adopted by authorities of both secular and non-secular tertiary institutions. In addition, the study revealed that the conflict management strategies adopted by authorities of both secular and non-secular tertiary institutions are significantly related to their effectiveness. Based on the findings, it was recommended that authorities need to give prompt attention to addressing causes of conflicts. The use of dialogue in resolving conflicts should be embraced. In addition, all stakeholders in tertiary institutions are encouraged to employ religious exercises for divine intervention to reduce the emergence of conflict or for resolving existing conflicts.

Key words: Conflict, occurrence of conflict, conflict management, secular tertiary institutions, non-secular tertiary institutions.
 

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 13 (2), pp. 001-008, February, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Postmodern Moral Education: Concepts, Foundations, and Critique

Seyed Mahdi Sajjadi

Department of Education, Tarbiat Modares University, Tehran, Iran. E-mail: [email protected], [email protected]

Accepted 11 October, 2024

Moral education is an important and complicated issue facing the educational institutions, specifically in religious societies in the modern world .The existing flaws and shortcomings in moral education arise in the first place, from the lack of a precise definition for the concepts, processes, content, aims, principles and foundations of moral education and in the second place, is affected by changes and transformations that might induce in the elements enumerated above. In the modern world, be it in religious or irreligious societies, post-modern teachings, principles and foundations are in the process of development and spreading, bringing about contradictions with the specific religious teachings of a society. As a result, ambiguity in principles of moral education is one of the problems of moral education. This paper provides an explanation and critique of the principles of moral education from the post-modern point of view.

Key words: Moral education, moral principles, post-modernism, meta-narratives, critique.