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Research Article
The Teacher as Researcher - Big Idea and Reality of Education
Urszula Ostrowska*
Issue:
Volume 14, Issue 5, October 2025
Pages:
218-224
Received:
15 August 2025
Accepted:
25 August 2025
Published:
15 September 2025
Abstract: Since the initiation of action research in the 1940s, it has aroused growing interest on a global scale, gradually gaining an increasing group of supporters among teachers interested in improving their professional activity and their own professional development, and among university teacher trainers preparing candidates for teaching. A teacher who undertakes the role of a researcher of his or her own educational activity performs his or her profession as a special obligation and, therefore, not only by contract, but also by vocation, orientating himself or herself towards a research approach to his or her work, by passionately engaging in the process of his or her own professional development and enriching his or her professional knowledge. In this article, I refer to the many years of experience I have gained in the course of conducting action research. It shows that the theory forming the basis for educational practice in the course of reflective professional practice may prove and validate itself, or be questioned and, summa summarum, constitute the basis for introducing changes, improving and developing also the sphere of praxis, and constructing premises for scientific knowledge (theory). This reciprocity of circulation of both spheres owing to, on the one hand, a specific theoretical orientation and brightening of educational practice and, on the other hand, making the arena of practice available, not only for demonstrating, but also for verifying the validity of the theoretical foundations, constitutes a constantly open space for action research.
Abstract: Since the initiation of action research in the 1940s, it has aroused growing interest on a global scale, gradually gaining an increasing group of supporters among teachers interested in improving their professional activity and their own professional development, and among university teacher trainers preparing candidates for teaching. A teacher who...
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Research Article
Research Progress and Trend Outlook on College Students' Online Learning Satisfaction
Liu Xiaohan*
Issue:
Volume 14, Issue 5, October 2025
Pages:
225-231
Received:
15 July 2025
Accepted:
2 September 2025
Published:
19 September 2025
Abstract: Online learning satisfaction is an important indicator for measuring online learning experience. To understand the latest international research dynamics and grasp the cutting-edge trends, this study systematically combed and conducted a quantitative analysis of 494 literatures included in the core collection of the Web of Science database from 2010 to 2024 using CiteSpace, and drew a knowledge map of research on college students' online learning satisfaction. The research results show that the top three countries in terms of the number of published articles are the United States, China, and Australia. Tight cooperation networks have been formed among high-output institutions, promoting academic exchanges and cooperation. Research hotspots focus on three aspects: influencing factors of online learning satisfaction, strategies to improve online learning satisfaction, and evaluation methods for online learning satisfaction. Future research should focus on constructing transnational and interdisciplinary collaboration networks, deepening the research on the interaction mechanism of multiple factors, and developing dynamic evaluation tools combined with artificial intelligence to promote the sustainable development of the online education ecosystem.
Abstract: Online learning satisfaction is an important indicator for measuring online learning experience. To understand the latest international research dynamics and grasp the cutting-edge trends, this study systematically combed and conducted a quantitative analysis of 494 literatures included in the core collection of the Web of Science database from 201...
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Research Article
Online Education in Physical Education Teacher Education
Eun Hye Kwon,
Taeeung Kim*
Issue:
Volume 14, Issue 5, October 2025
Pages:
232-239
Received:
26 August 2025
Accepted:
11 September 2025
Published:
26 September 2025
Abstract: The inclusion of students with disabilities in general physical education (GPE) has steadily increased, yet many GPE teachers remain underprepared to address their needs effectively. Traditional Physical Education Teacher Education (PETE) programs have attempted to address this gap through the infusion approach, which integrates disability-related concepts throughout the curriculum. While this model is effective in strengthening pre-service teacher preparation, challenges such as time constraints and financial limitations restrict its broader implementation. In light of these challenges, digital learning has emerged as a promising alternative. This study reviewed research published since 2021, accessed through the ERIC database, using broad search terms including “e-learning” and “online education.” Findings indicate that when carefully designed, online learning environments can be as effective as face-to-face instruction, particularly in promoting engagement, knowledge retention, and skill development. The review emphasizes that incorporating disability-focused content into online PETE courses could overcome some of the resource barriers associated with traditional instruction. Moreover, best practices in online learning, such as interactive content and flexible delivery methods, offer opportunities to enhance pre-service teacher readiness. This study highlights the potential of digital platforms to advance inclusion efforts in PETE and outlines directions for future implementation.
Abstract: The inclusion of students with disabilities in general physical education (GPE) has steadily increased, yet many GPE teachers remain underprepared to address their needs effectively. Traditional Physical Education Teacher Education (PETE) programs have attempted to address this gap through the infusion approach, which integrates disability-related ...
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Research Article
Effect of Personalized Learning Strategy on Senior Secondary School Students’ Achievement in Mathematics
Issue:
Volume 14, Issue 5, October 2025
Pages:
240-256
Received:
5 September 2025
Accepted:
20 September 2025
Published:
17 October 2025
DOI:
10.11648/j.edu.20251405.14
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Abstract: The main purpose of the study is to find out the effect of personalized learning strategy on the mathematics achievement of secondary school students. The design of the study is quasi-experimental, involving pre-test, post – test non randomized control group design. Hence, two intact classes were used (59 students for experimental group while 49 students for control group). The population of this study comprised of 5221 senior secondary one (SS1) student in public secondary schools within Okigwe education zone one of Imo State, Nigeria. The sample of this study comprised 108 senior secondary one (SS1) student using stratified random sampling techniques. Trigonometry Achievement Test (TAT) which was constructed by the researcher based on the topics chosen for the study, guided by the Table of Specification. The TAT instrument was used as pre-test and after the treatments, the same instrument was re-arranged and used as post-test. The instructional tool used for teaching the students was lesson plan and the Adaptive learning platform used for Personalized learning group. The Trigonometry Achievement Test (TAT) was face and content validated by experts. The reliability co-efficient values of 0.72 was gotten which was calculated using the Kuder – Richardson Formula 20. The research questions were answered using mean and standard deviation while ANCOVA was used to test the hypotheses. The findings revealed that significant difference exists between the achievement scores of students taught mathematics with Personalized learning strategy (PLS) and traditional learning strategy. There is no significant difference in the mean achievement scores of male and female students taught mathematics using PLS. Also, the findings revealed a significant difference in the mean achievement scores of high and low students taught mathematics using PLS. Based on the findings of the results, it was recommended that lack of professional development and the overall definition of personalized learning should be tackled, learners should be allowed to reach their individual goals based on their individual levels and that consistent support for the program from Government and education administrators.
Abstract: The main purpose of the study is to find out the effect of personalized learning strategy on the mathematics achievement of secondary school students. The design of the study is quasi-experimental, involving pre-test, post – test non randomized control group design. Hence, two intact classes were used (59 students for experimental group while 49 st...
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