Indonesian Journal of Innovative Teaching and Learning

Availability and Utilization of Unprinted Education Resources for Teacher Job Performance in Rural and Urban Technical Colleges in Anambra State, Nigeria

Udochukwu Chukwunwike Asuzu — 2025-06-12

Background: This study explores the availability and utilization of unprinted (non-textual) educational resources and their impact on teacher job performance in rural and urban technical colleges in Anambra State, Nigeria. Non-printed resources are vital for enhancing teaching effectiveness, particularly in technical education. However, the availability and use of these resources remain challenging, especially in rural schools. Method: A descriptive survey design was employed, with data collected from 343 randomly selected teachers across 15 technical colleges. A structured observational scale assessed the availability (≥50%) and utilization (4-point scale) of non-printed resources. Reliability was tested via a pilot study, and data were analyzed using descriptive and inferential statistics. Result: The study found that urban colleges had higher resource availability (42%) than rural ones (29.6%), but both were below NCCE standards. Utilization of these resources was low in both areas, with mean scores of 1.54 for rural and 2.07 for urban schools. Conclusion: The study concludes that inadequate resource availability and utilization, particularly in rural areas, hinder teaching effectiveness, emphasizing the need for better resource distribution. Contribution: This research highlights the resource disparities between rural and urban technical colleges, offering insights that can inform policies to improve resource allocation and enhance educational outcomes.

The Merits and Demerits of Undergraduate Exit Exams: A Systematic Literature Review

Samson Worku Teshome — 2025-08-02

Background: Exit exams in higher education serve as a critical mechanism for assessing students' readiness for professional or advanced academic pursuits. These high-stakes assessments are intended to uphold academic and professional standards, promote accountability, and ensure quality across institutions. Objective: This study aims to systematically review the existing literature to evaluate the benefits and challenges of exit exams in higher education, focusing on their effectiveness, equity, and implications for students and institutions. Method: A systematic literature review was conducted, analyzing findings from 33 peer-reviewed studies across various educational contexts. The review examined both quantitative and qualitative evidence on the outcomes and perceptions of exit exams. Results: The review reveals that exit exams contribute positively to transparency, standardization, and alignment with labor market demands. They provide valuable feedback for curriculum development and institutional improvement. Conclusion: While exit exams have the potential to enhance graduate preparedness and institutional accountability, their current implementation often undermines equity and educational depth. A more balanced and inclusive approach is required to address these issues. Contribution: This review offers a comprehensive synthesis of the current discourse on exit exams and provides actionable insights for educators and policymakers. It advocates for integrating formative assessments, enhancing exam design, and prioritizing student well-being to create a more equitable and effective assessment framework in higher education.

The Effect of Teachers' Professional and Pedagogical Competencies on Mathematics Learning Outcomes of Students at Madrasah Ibtidaiyah

Anggun Putri Yunanti — 2025-08-30

Background: Competence is the ability or skill of an individual that is still in the form of potential. In the context of education, teacher competence, both professional and pedagogical, plays an important role in influencing student learning outcomes. Objective: This study aims to determine whether teachers' professional and pedagogical competencies influence students' mathematics learning outcomes at Madrasah Ibtidaiyah Negeri 02 Lebong. Method: The approach used in this study was ex post facto. This study was conducted in 2023 with a sample of 24 students. Data collection was carried out through questionnaires and documentation. Data analysis used normality tests, homogeneity tests, and paired t-tests. Results: The results showed that teachers' professional and pedagogical competencies had a significant effect on students' mathematics learning outcomes at Madrasah Ibtidaiyah Negeri 02 Lebong. Conclusion: Teachers' professional and pedagogical competencies play an important role in improving students' mathematics learning outcomes. Therefore, developing teachers' competencies in these two areas is very important for improving the quality of education at Madrasah Ibtidaiyah. Contribution: This study is expected to contribute scientifically to the field of education, particularly education at Madrasah Ibtidaiyah, by providing insight into the influence of teachers' professional and pedagogical competencies on student learning outcomes.

Impact of Experiential Learning Strategy on Secondary School Students’ Academic Achievement in Computer Studies in Nnewi Education Zone, Anambra State

Muogbo Uchenna Favour — 2025-08-14

Background: The impact of Experience-Based Learning (EBL) on the academic achievement of secondary school students in Computer Science in the Nnewi Education Zone, Anambra State, Nigeria, has become an important issue that needs to be addressed. Objective: The study aims to assess the effect of the Experiential Learning Strategy (ELS) on the academic achievement of secondary school students in Computer Studies. Method: A quasi-experimental design with a pretest-posttest non-equivalent control group was used. Eighteen community secondary schools were selected from 48, with two schools randomly chosen. Intact classes participated, where students were taught Microsoft Word using either ELS or the traditional lecture method (LM). The Computer Studies Achievement Test (CSAT) was used for data collection, and data were analyzed using mean, standard deviation, and ANCOVA. Results: Results showed a significant difference in achievement scores, favouring students taught with the Experiential Learning Strategy (ELS). Conclusion: The study recommended incorporating the Experiential Learning Strategy into the curriculum as a teaching strategy for Computer Studies in the classroom, as it fosters self-development. Contribution: This study provides empirical evidence of ELS's effectiveness in improving academic achievement, offers a framework for enhancing student engagement in Computer Studies, and suggests future directions for integrating innovative teaching strategies into education.

Enhancing Teacher Training Quality through Transversal Skills: A Case Study of CRMEF Sidi Kacem

Toufik Faik — 2025-08-28

Background: To support Morocco's growth, the education sector must prioritise improving teacher qualifications through higher standards in training and professional development, focusing on transversal skills and modern, tech-integrated methodologies. Method: The study employs a combination of interactive research methodologies, including questionnaire-based data collection and content analysis, to interpret the results. These methodologies allow for an in-depth evaluation of the current state of teacher training and the integration of transversal skills into professional development programs. Result: The findings stress the importance of providing teacher trainees with transversal skills for critical reflection, professional growth, and improved teaching outcomes, while urging educational systems to move beyond traditional methods and address gaps in teacher training programs with targeted interventions. Conclusion: Integrating transversal skills into the curriculum is essential to enhance teacher training in Morocco. The shift towards innovative, skill-based teaching methodologies will better prepare educators for the challenges of modern classrooms, ensuring they are equipped to contribute effectively to Morocco's educational advancement. Contribution: This study provides insights into improving teacher training programs through transversal skills and recommendations for interventions that can equip teachers with the skills necessary to meet evolving educational demands, supporting Morocco's efforts to improve its education sector in line with global trends.

Availability and Usage of Laboratory Equipment for Chemistry Learning in Onitsha North Local Government Area

Chika Mary Ezeiheukwu — 2025-09-28

Background: Practical activities in Chemistry are vital for students' scientific skills, but the lack of laboratory equipment in Nigerian secondary schools hinders effective teaching and learning. Objective: This study investigated the availability and use of laboratory equipment for Chemistry learning in public secondary schools in Onitsha North, Anambra State, focusing on equipment availability and its usage during lessons. Methods: A descriptive survey research design was adopted. The sample consisted of 200 Chemistry students selected from 10 randomly chosen public secondary schools in the study area. Data were collected using a validated questionnaire with a reliability coefficient 0.72, determined using Cronbach's alpha. Data analysis was conducted using mean and standard deviation to answer three research questions. Results: The study revealed that laboratory equipment is not adequately available, and that the available laboratory equipment is poorly utilized in the learning of Chemistry in the selected schools. As a result, these students encounter difficulty in learning Chemistry, and lack the ability required to acquire scientific knowledge and skills. Conclusions: The study concluded that the limited availability and poor utilization of laboratory equipment negatively impact Chemistry's effective teaching and learning. Without sufficient resources, students are deprived of hands-on experiences vital for understanding scientific concepts. Contributions: This research highlights the infrastructure challenges public secondary schools face in practical science education, emphasizing the need for policymakers and educators to prioritize laboratory equipment and create an environment that supports students' scientific skill development.

The Application and Impact of Video-Based Fairy Tales on Students’ Communication Skills at a State Islamic Elementary School

Lydia Al-Hudzaifah — 2025-10-21

Background: Language is a system of verbal symbols agreed upon by a community for communication and interaction, grounded in a shared culture. In instruction, relevant strategies are needed to strengthen students’ communication skills. Objective: To determine the effect of applying the storytelling (fairy-tale) method through video media on communication skills in Indonesian language learning for second-grade students at MIN 1 Bengkulu City. Method: A quasi-experimental design was employed with 26 second-grade students at MIN 1 Kota Bengkulu, as participants. The intervention consisted of Indonesian language lessons using a storytelling method supported by video media. Result: Findings indicate that the application of storytelling through video media has a positive effect on students’ communication skills in Indonesian language learning. Conclusion: The conclusion reveals that video-assisted storytelling is a worthwhile consideration as an alternative learning strategy to enhance the communication skills of elementary school students. Contribution: This study provides empirical evidence on the effectiveness of storytelling through video media in the context of Indonesian language learning in elementary schools, offering practical insights for teachers and informing curriculum design.

The Effectiveness of Gamification on Academic Achievement in Biology Among Senior Secondary Students

Josephine Ese Konyeme — 2025-10-21

Background: This study examines the effectiveness of gamification in improving biology achievement among senior secondary students in Delta State, Nigeria, where context-specific evidence is still limited. Objective: To evaluate the impact of gamification on academic performance, motivation, engagement, and knowledge retention. Method: A quasi-experimental design involved 80 students from four schools, divided into an experimental group (n=40) receiving gamified biology lessons and a control group (n=40) taught with traditional methods; data were collected via pre- and post-tests, motivation and engagement questionnaires, a delayed retention test administered several weeks after the intervention, and observational checklists. Result: The experimental group significantly outperformed the control group on the post-test and showed higher motivation, engagement, and retention of biological concepts. Conclusion: Gamification effectively enhances this level's learning experiences and academic outcomes in biology. Contribution: The study provides context-specific evidence from Delta State that supports integrating high-tech and low-tech gamification into the curriculum alongside teacher training, particularly in resource-limited settings.