UMT Education Review

Use of Audiovisual Materials in Teaching and Learning Science Subjects in Air Force Secondary School, Ikeja, Lagos-Nigeria

2025-08-11T12:20:48+00:00

The study was conducted to ascertain the adoption and utilisation of audio-visual materials for teaching science subjects in Air Force Secondary School Ikeja Lagos. It was motivated by the need to provide insights for a base for understanding the use of audiovisual materials for learning among young learners. The researchers adopted survey design as research method with the use of a questionnaire to elicit data from the respondents. The instruments of data collection were administered to 120 students of senior secondary school I and II offering science courses. The researchers showed that there is a prominent use of multimedia, portable and overhead projectors, posters and charts, photographs and pictures, and specimens among several other audio-visual instructional materials used for teaching and learning in senior secondary school. Additionally, the researchers revealed that benefits such as students’ motivation for science subjects, lasting and meaningful learning, students’ attentiveness, enhanced performance as well as learning outcomes, among others are associated with the use of audio-visual instructional materials in the teaching of science subjects in the school. Furthermore, the researchers revealed that challenges associated with the use of audio-visual materials in science teaching in secondary schools include psychological fear and lack of interest in sciences. The researchers concluded that despite the glaring challenges, the use of technology-based teaching materials such as audio-visual instructional aid has gained popularity in the 21st century and recommended that students must be motivated to become interested in science subjects through continuous and improved use of audio-visual aids for teaching.

Exploring Qualitative, Quantitative, and Mixed Methods: A Comprehensive Review in Educational Research

2025-08-11T12:20:00+00:00

There are several kinds of educational research with benefits and drawbacks. Examining the two main approaches in educational research, qualitative and quantitative, this research discusses their respective merits, drawbacks, and their appropriateness. Fundamentally interpretive, qualitative research is distinguished by a search for a depth of meaning and a strong dependence on the case study method, interviews and ethnographic techniques. It is strong for probing for contextual richness but could run across problems with poor generalizability, research bias, and time. In contrast, quantitative research is based on statistical analysis and emphasizes objectivity, making it suitable for generalization. It relies heavily on surveys, experiments, and standardized tests to collect data. However, quantitative methods may overlook the nuanced and subjective aspects of human behavior, failing to capture the complexities of educational events. The paper also looks at the mixed methodological combination of qualitative and quantitative approaches to grasp educational issues fully. Finally, the consequences of method selection, its effect on the results, and suggestions for future projects are discussed for educational researchers.

Developing Urdu Stories to Address Articulation Errors in Children

2025-09-25T05:32:54+00:00

The recent study centered on the development and standardization of Urdu stories as an intervention tool to address articulation errors. A mixed method design was employed, consisting of two phases. Phase I utilized qualitative methods, focused on story development and content validation, while Phase II used quantitative method and involved standardization and data analysis. Stories were developed by compiling age appropriate vocabulary from PTB (Punjab Textbook Board) books for the targeted sounds /g/, /k/, /ch^h/, /k^h/ and /p^h/ at initial, middle and final position of the word in Urdu language. Additionally, pictures of the stories were developed. For content validation, even speech and language pathologists and three Urdu language experts were consulted. The feedback obtained from these experts was then integrated into the stories and pictures to finalize them. Content validity was assessed through I-CVI, with scores ranging from 0.8 to 1, indicating high level of agreement among experts. In the second phase the finalized stories were applied on the sample of 200 typically developing Urdu speaking children within the age range of 3 to 7 years. Sample was selected through purposive sampling. The Cronbach’s alpha value ranging from 0.93-0.98>0.78 indicated high internal consistency. The mean score of Item’s difficulty lie within the range of 3.00 to 5.00. Results revealed that the developed stories were reliable and age appropriate and can be used as an intervention tool to address articulation errors in Urdu-speaking children.

The Art of Emotional Labor: Balancing Authenticity and Performance in Public Sector Teaching

2025-09-25T05:24:38+00:00

This study examines the impact of emotional labor strategies on work performance and the mediating role of self-efficacy. Data were collected from 331 faculty members employed at three public universities in Pakistan. Findings reveal that surface acting hurts teachers' job performance. The structural model reveals no significant relationship between deep acting and self-efficacy, nor between deep acting and job performance, suggesting challenges in internalizing desired emotions. In contrast, genuine or naturally felt emotions positively correlate with job performance and self-efficacy. Furthermore, the findings indicate that self-efficacy mediates the relationship between surface acting and job performance, as well as between the expression of genuine emotions and job performance. Academic leaders should prioritize providing essential training and opportunities for teachers to express their feelings in a healthy manner, which will positively impact their performance and self-efficacy. This study contributes to the existing literature on emotional labor by examining the effects of various strategies on job performance in public-sector university teaching. Incorporating self-efficacy as a moderating variable offers a novel perspective on how educators' beliefs influence their emotional labor strategies and job performance. It provides theoretical and practical insights for supporting teachers' well-being.

Challenges in Early Childhood Care & Education (ECCE) in public sector schools of South Punjab: A Qualitative Study

2025-09-25T05:31:30+00:00

Despite ECCE serving as a main support for children’s development, its application in public schools in South Punjab did not work very well due to various issues. The study conducted qualitative research into the delivery barriers of ECCE programs through the feedback of 14 educators and administrators from six districts. Findings revealed three critical issues: (1) Long delays in how policies were carried out, (2) A lack of trained teachers in early childhood education, and (3) Difficulties for parents to be involved because of their low economic status. The research suggested that to overcome these problems, integrated approaches, for example, community-based information campaigns and teacher training at the local level, should be applied. Nonetheless, the fact that the data was applied only to a selected region, and had a small size suggested the need to conduct studies in other underserved parts of the country. The study ended by recommending several policies that could improve both how accessible and high-quality ECCE was in South Punjab. Open-ended qualitative Google surveys collected responses from 14 respondents, public sector teachers and Assistant Education Officers (AEOs) who were working for ECCE in South Punjab. The findings indicated that a lack of proper policy implementation, resource scarcity, and poor teacher training were the major challenges for them. Supporting early learning required community as well as school-based action, yet poor parental involvement with socioeconomic gaps made educational outcomes difficult to achieve. The study further outlined the effective strategies that would assist in responding to such diversified development needs of younger learners, and it called for a focused intervention. The collaboration of governmental agencies, schools, and families was underlined as one strategy to enhance ECCE practices. As systematic gaps were revealed by this study, a contribution was made to the continuous debate on how early childhood education could be improved in disadvantaged regions.