International Journal of Curriculum and Instruction

Fitness and Cognition: A Significant Connection with Implications for Students and Teachers

Andrea Dimitroff — 2026-03-01

Abstract

The connection between fitness and cognition is an often overlooked but crucial factor in not only managing stress but also plays a pivotal role in optimal cognitive function. Analyzing this connection provides multiple implications for teachers and students alike. Topics in this paper will include the findings of a survey related fitness and cognition as well as insights from Spark: The Revolutionary New Science of Exercise and the Brain by John Ratey, M.D. and Built to Move by Kelly Starrett and Juliet Starrett. Lastly, classroom implications for teachers and learners will be discussed as well as general lifestyle enhancements. The two main research questions addressed were “Is there a connection between fitness and cognition?” and “If there is a connection between fitness and cognition, what are the implications for learners and teachers?”.

Keywords: Fitness; cognition; kinesthetic learning; wellness; classroom implications

Between Curriculum Documents and Pedagogical Practice: A Review of Music Education in Indonesia

Piter Sembiring — 2026-03-01

The purpose of this study is to analyze the construction of pedagogy in Indonesian music education through the relationship of curriculum documents and teaching practice. More specifically, this study aims to understand the interpretation, implementation, and adjustment of music education curricula in the formal, non-formal, and informal learning contexts. Using an interpretative literature review method, this study reviews and synthesizes selected literature, mainly published between the years 2020 and 2025, related to curriculum and pedagogy, teaching practice, and the cultural aspects of music education in Indonesia. The study demonstrates the ongoing disjunction between the curriculum as policy and music education pedagogy as practice. Although the curriculum documents can be policy, structure, and level documents, in the practice of teaching music, a major part is determined by the teacher, the context, and the cultural activity. Participants in the study described the important role of non-formal education, extra-curricular activities, and cultural activities in implementing the curriculum, which is often beyond the guidelines of the curriculum document. The study suggests that the explicit description of the curriculum is not enough in teaching music. More is needed from a curriculum that demonstrates an understanding of the pedagogy involved, the variety of contexts, and the relationship of policy and practice

The article has been removed from the issue due to some content errors.

2026-03-01

The article has been removed from the issue.

Budgeting Practices of Secondary Schools in Allocating Operational Funds for Instructional and Support Services in Mbeya District, Tanzania.

Samwel Bukuku — 2026-03-01

This study focused to investigate the budgeting practices of secondary schools in allocating operational funds for instructional and support services in Mbeya district, Tanzania. The quantitative data were collected from a sample of 255 respondents encompassing members of the School Management Team (SMT) and heads of departments from 17 surveyed schools. These were analyzed by descriptive statistics and correlation analysis. Also qualitative data were collected from 10 participants involving 5 heads of schools and 5 school bursars. These were analyzed by thematic analysis. The concurrent triangulation design was employed to underscore breadth and in depth understanding of the problem. In budgeting school requirements, this study found that schools tend to prioritize some requirements over funds allocated for other categories. This practice compromises the indicative budgeting standard prescribed by the central government. It results into inequitable allocation of instructional and support services in schools. Also schools experience competency gaps in using the NeST (National e-Procurement System of Tanzania). The study underscores the necessity for ensuring consistent and timely disbursement of funds, strengthening the current school audit, enhancing transparency in utilization of funds, and employing expert bursars dedicated for managing school funds.

Beyond the Social: A New Perspective on Character Analysis through Evolutionary Psychology

Ali Eren — 2026-03-01

This study explores how evolutionary psychology can offer a complementary perspective on character analysis, especially for feminist literary criticism, in American literature. Feminist criticism provides a valuable framework for understanding how gender roles and patriarchal structures shape literary texts, often interpreting character behavior through social and cultural norms. However, evolutionary psychology provides the opportunity to evaluate characters' decisions and relationships from a broader perspective, through biologically based instincts such as mate selection, status seeking, sexual competition, and parental investment. This article analyzes F. Scott Fitzgerald's The Great Gatsby and Charlotte Perkins Gilman's “The Yellow Wallpaper” through the lens of evolutionary psychology, primarily drawing on David M. Buss's Evolutionary Psychology: The New Science of the Mind. The Great Gatsby is examined through Gatsby's and Daisy's mate selection and competition between men; the psychological disintegration of the female protagonist in “The Yellow Wallpaper” is addressed not only within the framework of patriarchy but also evolutionarily derived vulnerabilities. This article challenges biases against evolutionary psychology, bridges it with feminist theory, and offers a multi-layered approach to character analysis, proposing evolutionary psychology as an alternative tool for literary studies.

Keywords: Evolutionary Psychology; American Literature; Feminist Criticism; Character Analysis; Literary Analysis

Awareness on Republic Act No. 7610 Among High School Students at Wesleyan University Philippines: Focus on Articles VIII (Working Children) & IV (Child Trafficking)

Lyndon John Deleon — 2026-03-01

This research described the level of awareness of 215 Wesleyan University-Philippines high school students regarding Article VII and Article IV of Republic Act No. 7610 otherwise known as the Special Protection of Children Against Abuse, Exploitation, and Discrimination Act. The researchers found that the high school students at WUP are fully aware of how important it is for employers to protect the health, safety, and well-being of child workers. On the other hand, the students only slightly agreed that children should be allowed to work at all times. This suggests that they are concerned about how it might affect the children's education and development. Some respondents agreed that it is important to get clear permission from the child, their guardian, and the right authorities before signing an employment contract in the public entertainment or information industries. However, most of them agreed that the protection and well-being of child workers should come before giving them unlimited work opportunities. Also, the students strongly support stricter measures to prevent child trafficking, which show that they are fully aware of the problem and agree that something needs to be done. There is, however, a clear lack of information and agreement among the students about the specific punishments for individuals involved in child trafficking. This gap shows the importance of educating schools about the legal consequences of trafficking children and how important it is to have harsh penalties for people who try to do it.

Applicability of the Proposed Policy Guidelines on the Acceleration for Filipino Gifted Learners

Sheena Jade G. Manuel-Pantoja — 2026-03-01

In its relentless efforts to address the learning requirements of students in public schools, through the provision of quality basic education, the Philippine Department of Education (DepEd), has proposed a policy on acceleration for gifted learners. Through a mixed-method study design, 14 teachers, 14 principals, and 17 supervisors from various regions of the country were invited to participate. In effect, the focus group discussions (FGDs) gathered insights, suggestions, and recommendations for possible integration in the policy, while the quantitative aspect of the study yielded a composite mean of 2.315, thereby reflecting the view that, among the participants, the policy was deemed to be acceptable and beneficial. In addition, the stability of the participants’ responses concerning the policy’s acceptability is shown by the test statistic yielding a probability estimate of 0.24074, surpassing the 0.05 criterion for significance, which further demonstrates that the participants’ answers did not vary at a statistically significant level. While the participants are unanimous in their agreement relative to the proposed policy containing the essential components and standards, necessary for a successful implementation, it was also mentioned that the following enabling conditions would effectively enhance its feasibility: (1) capacity and capacity-building for field implementers; (2) clarification of the incentive system to strengthen advocacy and sustained support; (3) establishment of enabling mechanisms with clear operational guidelines, and (4) provision of instructional support, particularly through technical assistance and improved instructional delivery.

The Effect of Teaching Contrasting Concepts on Long-term Learning of Science Concepts

Ali Yıldız — 2026-03-01

The purpose of the current study is to make the concept of inertia comprehensible by examining it in relation to its contrasting and similar concepts and to discuss the effect of introducing contrasting concepts in concept teaching on long-term learning. The study employs a document analysis method. In the study, relevant documents containing the concept of inertia and its contrasting and similar concepts were examined using a descriptive analysis approach. In the study, the claim that supporting conventional concept teaching with a concept pool to be developed may be beneficial is discussed. Explaining concepts and providing appropriate examples through a concept pool strategy that includes main, contrasting and similar concepts may contribute to the permanent learning of the main concept. Moreover, presenting multiple concepts together may enable students to develop an intellectual perspective.

Keywords: Inertia; evolution; science; concept pool; concept learning

The Impact of Student Flexibility on Enhancing Classroom Engagement in a Tertiary-Level EFL Class

Melisa Aydogdu — 2026-03-01

This study investigates the impact of student flexibility in enhancing classroom participation in a tertiary English as a Foreign Language (EFL) context. Defined as the ability to adapt to new tasks, roles and learning environments, student flexibility is increasingly seen as an important factor in promoting active participation, communication and critical thinking in modern educational environments. Adopting a mixed-methods approach, the study collected data through a survey administered to 40 students and semi-structured interviews with a smaller group (n=15). The survey provided an overview of students’ attitudes and self-perceptions regarding flexibility and participation, while the interviews provided deeper insight into individual experiences, emotions, and coping strategies when faced with dynamic classroom activities. Findings revealed that students with higher self-reported flexibility were more likely to be actively involved in tasks such as group work, role-playing, and open discussions. However, a subset of students expressed discomfort or anxiety, particularly in conversational or collaborative situations. While many appreciated the opportunity to try out new learning formats, others preferred more structured, predictable environments. These results highlight the important role that student flexibility plays in shaping engagement levels in EFL classrooms and the need for teaching approaches that both challenge and support students to become more adaptable. The study contributes to the growing body of research on learner-centered pedagogy by highlighting the importance of developing student flexibility as a pathway to improved engagement and language learning outcomes.

A Comprehensive Analysis of Trinity College London’s ISE Exams: History, Structure, Implementation and Scoring

İsmail Fırat Altay — 2026-03-01

This paper presents an extensive analysis of the Integrated Skills of English (ISE) exam conducted in Trinity College, London. This is done through providing a detailed investigation of its history, structure, implementation and discussing its advantages and limitations by referring to current literature and testing principles. Initially, a brief historical background of the college is introduced with the development of the ISE exam. Then, a comprehensive analysis of the exam's modular system from A1 to C2 is given along with detailed task descriptions for both digital and paper-based formats. In the next part, the evaluation and scoring process is explained thoroughly with a specific emphasis on CEFR alignment. Lastly, the exam’s negative and positive aspects are discussed objectively which is followed by suggesting an enhanced involvement of test-takers, teachers, exam designers and researchers.

Keywords: Trinity College London; ISE Exam; Integrated Skills Assessment; CEFR alignment

The Impact of Gamification on Students’ Attitudes and Achievement in Mathematics Instruction: An Action Research

Hatice Gözde Uysal — 2026-03-01

Abstract

Within the scope of this paper, which was designed as an action research study, the researcher—who is also a mathematics teacher—investigated the role of gamification in mastery-based mathematics instruction. The study was conducted with 25 seventh-grade students attending a public middle school in the Akdeniz district of Mersin. It examined how the implementation affected students’ academic achievement, and attitudes. While designing a six-cycle action plan, an instructional program incorporating gamification activities based on mastery learning was prepared. Climate change themes were placed at the center of the instructional program. By utilizing the similarities between the elements of gamification and those of the mastery learning model, these components were integrated with one another. In addition, the study explored how gamification contributed to mastery learning throughout the research. Quantitative data were collected through an academic achievement test, an attitude scale, a retention test, and parallel tests. Quantitative data were analyzed using the non-parametric Wilcoxon Signed-Ranks Test, and qualitative data were analyzed through content analysis. According to the results, there was a significant difference between the students’ pre-test and post-test scores in the implementation where mastery-based mathematics instruction was carried out through gamification. Furthermore, the retention test and parallel test results indicated that gamification contributed to mastery learning.

The Effects of Podcast-Based Listening Instruction on High School EFL Students’ Attitudes Toward English and Listening Skills

Mehmet Sengul — 2026-03-01

The study examined the impact of podcast-based listening instructions on students’ attitudes toward learning English as a Foreign Language (EFL) and their listening skills. It collected both qualitative and quantitative data using a quasi-experimental mixed-methods research design based on constructivist learning theory, utilizing a pre-/post-test non-equivalent control group model. There were 96 ninth-grade students from two high schools in Türkiye who participated; the control group received traditional curriculum-based listening instruction, while the experimental group received podcast-supported listening activities over a six-week period. Quantitative data were collected using an Attitude Questionnaire toward English (pre-and post-Test), and qualitative data were collected using teacher and student self-reflection sheets. Using non-parametric and parametric statistical analyses, the researchers found no statistically different attitudes between the two groups at pre-Test; however, the post-Test scores showed that the experimental group had a statistically significant improvement in their attitudes toward learning English. When analysing the data based on gender, female students in the experimental group had significantly more gain in their overall attitude than males, but internet access did not significantly affect their attitudes about the study. The qualitative data also confirmed the quantitative findings, showing an increase in learner autonomy and engagement and less listening anxiety by students exposed to podcasts. These findings may be beneficial for secondary EFL listening instruction and indicate that using podcasts may positively affect students’ affective engagement and motivation. The authors discussed how language teachers can utilise technology in ways that will enhance their teaching practice and suggested that further research should be conducted on this topic.

Keywords: Podcast-based learning; EFL listening; learner attitudes; constructivist learning; technology-enhanced instruction

Mapping Sociocultural Influences on Teacher Anxiety and Well-Being: Evidence from Turkish EFL Instructors

Taner Hosseini — 2026-03-01

In recent years, scholars in applied linguistics have increasingly shifted their attention toward understanding teacher foreign language anxiety, yet the sociocultural dimensions shaping foreign language anxiety (FLA) in instructors remain inadequately investigated. This research investigates how institutional and interpersonal dynamics contributes to FLA among Turkish EFL instructors at foundation universities in Istanbul, Turkey. Research data collection was conducted through administering a modified Foreign Language Anxiety Scale (FLAS) to 70 EFL instructors. The scale demonstrated strong reliability (α = 84). Exploratory Factor Analysis produced a five-factor model- feedback, private speech, self-efficacy, peer interaction and scaffolding – accounting for 75.7% of the total variance. Among these factors, self-efficacy and feedback were identified as the strongest predictors of teacher FLA. Research findings about teacher FLA were explained through Vygotsky’s Sociocultural Theory and Seligman’s PERMA model of well-being, emphasizing the role of social mediation and well-being in teachers’ emotional experiences to deliver effective language instruction. The research integrates sociocultural and positive psychology perspectives to improve current understanding of teacher anxiety while developing practical solutions for training programs and institutional policies and future research directions. The study offers implications for teacher education, workplace policy, and future research directions in EFL contexts.