REd Issue 11

Although the implementation of the blended learning approach (BLA) in the classroom has attracted significant research attention, previous studies on their impact on students’ learning outcomes such as achievement have reported contrasting findings. In this study, we extended the study of BLA’s influence on students’ academic achievement in biology. Two research questions and three hypotheses guided the study. The sample size involved 87 students, (36 males and 51 females), enrolled in the experimental group (42 students) and the control group (45 students) in the 2022/2023 academic session. The data for the study was collected using the Biology Achievement Test (BAT) and was analysed through descriptive analysis for the research questions, while the analysis of variance (ANCOVA) was employed to test the null hypotheses at 0.05 alpha level of significance. The findings revealed a significant difference in students’ achievement in biology in favour of BLA. However, no significant influence of gender on students’ achievement was observed. The findings also show that the interaction effects of teaching methods and gender do not significantly influence students’ achievement. Conclusion, implications, and future directions were discussed.

This study evaluates the impact of ChatGPT, a generative AI tool, on students’ independent learning experiences within Pentecost University, a higher education context in Ghana. The study adopts a quantitative research approach using a descriptive research design, focusing on Pentecost University, one of the Ghanaian private universities with significant involvement in artificial intelligence studies. The survey collected data from 334 students, representing an 87.7% response rate, to assess various aspects of their interaction with ChatGPT, including engagement, reliability, motivation, and personalisation of learning. Results indicate that ChatGPT is widely used among students for completing assignments (45%), conducting research (35%), and learning new topics (20%). The findings demonstrate that ChatGPT significantly enhances student engagement, particularly through its real-time response capabilities, providing immediate feedback and fostering interaction. Multiple regression analysis highlights that personalised learning goals and real-time response are key predictors of increased student motivation, accounting for 62% of the variance observed. However, gender and educational level do not significantly impact engagement, indicating the inclusivity of ChatGPT as a learning tool. The study concludes that while ChatGPT has proven beneficial in enhancing independent learning experiences, its effectiveness is maximised when integrated with structured support from educators.

The research explores the perceptions and representations of Romanian schoolteachers regarding the design and implementation of didactic activities from the perspective of outdoor education (OE). The study involved 642 teachers from various curriculum areas, focusing on their pedagogical practices and how they integrate outdoor education into teaching, learning, and assessment processes. The findings emphasise the potential of outdoor education to enhance students’ cognitive, social, and emotional development by fostering collaboration, critical thinking, and environmental awareness. Teachers perceive outdoor education as an extension of formal classroom learning, offering practical and engaging contexts that reinforce theoretical concepts. However, challenges such as logistical constraints, lack of resources, and the limited diversity of outdoor activities hinder its full integration into the school curriculum. The study concludes that outdoor education can significantly enrich the educational experience, provided it is systematically planned and aligned with curriculum objectives. Proper teacher training, resource allocation, and institutional support are critical for successful implementation. Outdoor education emerges as a valuable tool for promoting holistic learning and bridging the gap between theoretical knowledge and real-world application.

The paper analyses the impact of employment status on Burnout levels among master’s degree students at the University of Petroșani, Romania. For this, a questionnaire designed and validated by researchers at Purdue university and which is aimed at identifying the level of Burnout has been applied to the target group of 27 working students following a master’s degree program at this university. The results were interpreted with help of descriptive statistics and the Burnout scoring system provided by the authors of the questionnaire and show that although participants were both hired and following a master’s degree program, the levels of observed Burnout among them were moderate with only isolated cases of participants experiencing what would be considered high or severe levels of Burnout. This moderate level of Burnout might have been linked to the seemingly healthy work environments that the students reported working in, environments in which they felt safe, and supported, and which provided good rewarding systems.

The study investigates the contribution of the peer education programmes in encouraging gender awareness among secondary schools’ students in the Eastern Cape, South Africa, focusing on achieving the SDGs. The quantitative research design was implemented through a case study approach as it would give more detailed insight into the process and implementation and the outcome of gender education initiatives. The population comprised students, teachers, and peer educators in secondary schools where gender awareness programmes were being carried out. Simple random sampling techniques selected the sample of 170 (100 students, 50 teachers, and 20 peer educators). Data collection was through a structured questionnaire. The experts validated the research instrument, which was further tested for its reliability through a pilot study, obtaining a reliability coefficient of 0.85. Data analysis was based on descriptive statistics, comprising means and standard deviation, and an inferential statistics through ANOVA tested at 0.05 levels of significance. The results reveal that peer education programmes greatly increased students’ knowledge on gender issues, awareness about gender-based violence, and challenge negative stereotypes. Nevertheless, it also identified several limitations such as a lack of training for peer educators, resource constraints, and deep-seated cultural norms that hamper the effectiveness of these interventions. It recommends comprehensive training for the peer educators, adequate resources, engagement with the community to solve cultural barriers, more collaboration among stakeholders, and continued monitoring and evaluation for sustaining the impacts of peer education programmes. This can provide an enabling environment at schools to empower students in advocating for gender equality and engender positive behavioural changes in the long term.

This study examines the influence of university educational managers profiles on educational quality, using the Enneagram and leadership styles as analytical tools. The research aims to correlate leadership characteristics and managers profiles with institutional quality, focusing on the School of Medicine at the Universidad Juárez del Estado de Durango. A quantitative approach was employed, with structured surveys administered to three groups within the institution: students, professors, and administrative staff. The objective was to determine how these factors interact to impact academic performance and educational quality. Findings reveal a significant relationship between leadership characteristics and improvements in educational quality. Certain Enneagram types were associated with higher levels of educational quality and better academic outcomes, suggesting that personality traits play a key role in leadership effectiveness. The study concludes that understanding the Enneagram can facilitate the development of tailored leadership strategies to address specific institutional challenges. These findings offer valuable insights for university administrators, policymakers, and educators, providing actionable recommendations to enhance institutional quality, improve academic outcomes, and establish a framework for future research and practical applications in educational management.