American Journal of Creative Education

A quasi-experimental study of two technology-supported constructivist models training programmes and pre-service teachers’ teaching quality and students’ learning outcomes in chemistry

Victor Oluwatosin Ajayi, Rachael Folake Ameh, Simon Adekali Negedu — Fri, 08 Aug 2025 00:00:00 -0500

The study investigated the effect of two technology-supported constructivist learning models training programmes (Technology-Supported Predict-Explain-Observe-Explain (TS-PEOE) training programme and Technology-Supported Vee Heuristic (TS-VH) training programme) on pre-service teachers’ teaching quality and students’ learning outcomes in Chemistry. Quasi-experimental research design was adopted in this study. The instruments used for data collection were Pre-Service Teachers’ Teaching Quality Inventory (PTTQI) and Chemistry Learning Outcomes Test (CLOT). Using multi-stage sampling technique, a sample of 9 pre-service teachers and 127 students drawn from 3 schools in Anyigba Local Government Area of Kogi State, Nigeria was selected for the main study. Descriptive statistics of mean and standard deviation scores were used to answer the research questions while the null hypotheses were tested using the inferential statistics of analysis of covariance. The study revealed that, the difference among the mean teaching quality scores of pre-service chemistry teachers as rated by students taught chemistry using TS-PEOE training programme, TS-VH training programme and those taught without training programme was statistically significant {F1, 125 =14.801, P<0.05}. Thus, chemistry teachers should adopt the use of the two technology-supported constructivist learning models training programmes so as to improve their teaching quality, ultimately leading to higher students learning outcomes in Chemistry.

The effect of teaching grammar in context on EFL learners’ grammar performance

Malek Ahmad Kord, Narges Samavati, Kimiya Okati, Kosar Samavati — Fri, 08 Aug 2025 00:00:00 -0500

This study aims to examine the effectiveness of contextualized and communicative approaches in teaching grammar to secondary school EFL learners. A quasi-experimental design was implemented with 60 female students of similar language proficiency. The instructional approach emphasized the integration of grammar into meaningful, real-life tasks, including peer interaction, guided composition, student writing analysis, and oral communication activities. Findings revealed that students exposed to contextual grammar instruction demonstrated significant improvement in grammatical accuracy and overall language competence. The inclusion of reflective and collaborative activities contributed to enhanced comprehension and confident application of grammar in communication. These results highlight the importance of embedding grammar teaching within communicative contexts to foster student engagement, long-term retention, and more effective language development. The study offers valuable insights for educators and curriculum designers seeking to align grammar pedagogy with authentic, learner-centered instruction.

Social media utilization for instructional delivery and student assessment in Obio Akpor secondary schools, rivers state: Types, extent, and challenges

Augustine, Sandra Eberechukwu, Eteng-Uket, Stella — Fri, 08 Aug 2025 00:00:00 -0500

This study investigated the utilization of social media for teaching and student assessment among secondary school teachers in Obio Akpor, Rivers State, focusing on the types, extent, and challenges associated with it. The study has five research questions and four hypotheses. The study employed a descriptive survey, and 156 teachers from private and public schools were selected using a stratified random sampling technique. The researchers collected data through a structured questionnaire titled "Teachers’ Social Media Utilization for Instructional Delivery and Student Assessment Questionnaire (TSMUIDSAQ)". The researchers used Cronbach's alpha to assess the instrument's internal consistency, achieving a reliability coefficient of 0.94. Data was analyzed using frequency, simple percentage, mean, standard deviation, one-way, and two-way Analysis of Variance. The results showed that WhatsApp is the most used social media platform for instructional delivery and assessment, followed by Facebook, YouTube, Telegram, and LinkedIn, respectively. There was a significant influence in the extent of using social media for instructional delivery and assessment among secondary school teachers in Obio Akpor, Rivers State; gender and school type had a significant interaction on the extent of social media use for instructional delivery and assessment, and there was a significant influence of gender and school type on the levels of challenges experience, but there was no significant interaction influence. The recommendations include that school administrators provide digital resources that enhance social media utilization for instruction and ensure that female teachers have access to and effectively use them.