International Journal of Curriculum and Instruction

Mathematics Teachers' Competencies in Designing Lessons that Fosters 21st-century Skills Acquisition among Secondary School Students in Kwimba District, Tanzania

George Mathias — 2026-01-01

This quantitative study examines the competencies of Mathematics teachers in Kwimba District, Tanzania, in designing and preparing lessons that promote 21st-century skills, including critical thinking, creativity, collaboration, communication, problem-solving and digital literacy. As education systems increasingly prioritize the development of these skills in students, effective lesson planning and instructional design by teachers become essential. Data were collected through a structured questionnaire administered to 100 Mathematics teachers. Descriptive statistics such as percentages, means, and standard deviations were used to analyze the data, while cross-tabulations explored the relationship between teachers’ qualifications and their competency levels. The findings indicate that although critical thinking and problem-solving skills were commonly integrated into lesson plans, other key skills such as creativity, collaboration, communication and digital literacy were less frequently addressed. The study recommends targeted professional development, curriculum revision, increased resource allocation and improved access to digital tools to support the effective integration of 21st-century skills into lesson planning and delivery.

Keywords: Mathematics teaching, teacher competencies, 21st-century skills, lesson planning.

The Impact of the Contextual Teaching and Learning (CTL) Model on Plant Awareness and Cognitive Learning Outcomes of Seventh Grade Students in Plant Classification Material

Indra Fardhani — 2026-01-01

This study aims to evaluate the extent to which the implementation of the Contextual Teaching and Learning (CTL) model influences seventh-grade students’ level of plant awareness and cognitive learning outcomes on the topic of plant classification. A quasi-experimental design was employed, involving 60 students divided into two groups: an experimental group and a control group. The CTL model was applied to the experimental group, while the control group received conventional (lecture-based) instruction. Cognitive learning outcomes were measured using pre-tests and post-tests. A visual perception test, utilizing two stimulus images (one focusing on plants and the other on animals), was used to assess visual awareness of plants. The results showed that the CTL model significantly improved students’ cognitive learning outcomes, as indicated by a moderate N-Gain in the experimental group (0.56), compared to a low gain in the control group (0.24). Moreover, students in the experimental group demonstrated increased plant awareness, particularly in categorizing plants as living organisms and visually identifying plant parts. These findings suggest that the CTL model helps students connect scientific concepts to real-life experiences, thereby enhancing conceptual understanding and awareness of plants in their surroundings.

Exploring Learners' Perceptions of the Relevance of Mathematical Topics and Technology Integration in Course Subject Mathematics in the Modern World

Katherine Layag Santiago — 2026-01-01

Mathematics in the Modern World (MMW) is a foundational general education course aimed at equipping students with mathematical literacy applicable to real-life contexts. However, the perceived relevance of its topics and the effectiveness of integrating technology in its delivery remain underexplored. This study investigates learners’ perceptions of MMW topic relevance and their attitudes toward technology integration to inform instructional innovation. Using a descriptive quantitative research design, the study surveyed students at Wesleyan University Philippines, where the total population of 10,502 undergraduates enroll in the MMW course across different semesters. Stratified random sampling was employed to ensure representation. Data were collected through structured Likert-scale questionnaires and analyzed using mean scores and adjectival interpretation. Findings revealed that topics such as compound interest (???? = 3.78), stocks and bonds (???? = 3.75), and the Fibonacci Sequence (???? = 3.73) were rated as most relevant due to their perceived real-world applicability. Conversely, statistical topics like regression analysis (???? = 2.38) and correlation analysis (???? = 2.48) were viewed as least relevant. Students also expressed strong positive attitudes toward technology use in learning, with all items rated "Strongly Agree" (???? = 3.38–3.70). The study underscores the importance of aligning mathematical content with practical applications and leveraging technology to enhance comprehension. It recommends curriculum contextualization, pedagogical innovation, and institutional support to address perceptual gaps and improve learning engagement in mathematics education.

Teachers’ Perception of the Impact of Assessment for Learning (AfL) on Students’ Metacognition in Ibadan, Nigeria

Samuel Babalola — 2026-01-01

study investigated secondary school teachers’ perceptions of the impact of Assessment for Learning (AfL) on students’ metacognition in Ibadan, Oyo State, Nigeria. It explored teachers’ awareness of AfL, the frequency and effectiveness of its application in classrooms, and how it contributes to metacognitive growth in students. To achieve the objectives of the study, a descriptive survey design was employed, and a simple random sampling technique was employed to select two hundred (200) teachers from public secondary schools in Ibadan metropolis who participated in the study. The instrument used by the researchers in data collection was a self-designed questionnaire titled “Teachers’ perception of the impact of assessment for learning on students' metacognition,” after the validity and reliability had been determined by experts. Data were descriptively analyzed, and the criterion norm for decision making was placed at 2.5. Findings indicate that most teachers in Ibadan are familiar with AfL and acknowledge its value in fostering student engagement, self-reflection, critical thinking, and independent learning. Teachers also reported that AfL helps students become more aware of their learning strategies and improve their academic performance through continuous feedback. Due to a limited sample size, it might be inappropriate to generalize findings. Researchers are therefore encouraged to test this proposition further in order to validate its findings more comprehensively. This paper highlights the need for teachers to be trained and guided with effective assessment strategies and practical application in enhancing students’ metacognition and improving learning outcomes.

The Current Situation of “Ineffective” Assistance in the Social Assistance System in Georgia –Values For 21st Century or Challenge

Guguli Turmanidze — 2026-01-01

Abstract

The social assistance system in Georgia plays a critical role in supporting vulnerable populations; however, persistent issues of inefficiency and ineffectiveness have limited its impact. Despite efforts to address poverty and social exclusion, the system often fails to adequately target those most in need, resulting in unequal access to benefits and the misallocation of limited resources. Factors contributing to this ineffectiveness include outdated eligibility assessment methods, lack of transparency, bureaucratic delays, and inconsistent monitoring and evaluation mechanisms. Many low-income families remain excluded due to rigid or unclear criteria, while some beneficiaries receive assistance despite improved living conditions, undermining the fairness and sustainability of the system. This is demonstrated by the current situation, the revealed facts, and numerous studies conducted by me.

Additionally, social services are frequently underfunded and understaffed, reducing their capacity to offer meaningful, long-term support beyond short-term financial aid. Civil society organizations and international partners have criticized these shortcomings and called for comprehensive reforms, including more data-driven decision-making, improved inter-agency coordination, and greater community involvement in policy design and implementation.

The growing socio-economic disparities, especially in rural areas, further highlight the urgency of addressing these gaps. Without significant structural changes, the social assistance system risks perpetuating dependency rather than empowering individuals toward self-sufficiency.

This abstract aims to underscore the pressing need for a more inclusive, responsive, and efficient social assistance framework in Georgia one that not only alleviates poverty temporarily but actively supports pathways out of vulnerability and promotes social cohesion in the long term.

Keywords: Social Assistance, Poverty Alleviation, Inefficiency, Policy Reform, Vulnerability.

Lucky Force: Developing and Evaluating A Card and Board Game for Enhancing Physics Concept

Aldrin Boocan — 2026-01-01

This study developed and evaluated Lucky Force, a card and board game designed to improve Grade 8 students’ understanding of net force. Using a Research and Development (R&D) design with a descriptive–evaluative approach, the game was assessed by 50 pre-service science teachers and 10 high school science teachers in Ifugao Province. Evaluation focused on rules and mechanics, design, conceptual accuracy, playability, goals, components, and usefulness, rated on a 5-point Likert scale. Results showed all indicators achieved Excellent ratings, with an overall mean of 4.67 from students and 4.84 from teachers. Findings indicate that Lucky Force is a scientifically accurate, engaging, and effective instructional tool, supporting game-based learning integration in physics education.

Discussion of the Effects of Teachers’ Behaviors in Learning Environments on Students’ Motivation

Ali Yıldız — 2026-01-01

The purpose of the current study is to investigate teachers’ opinions on the effects of teachers’ behaviors in learning environments on students’ motivation and to discuss them within the context of the resonance field. The study employed the case study design. The study group consists of a total of five primary school teachers, four women and one man, who graduated from the primary teaching undergraduate program, have at least 10 years of experience, are actively working as primary teachers and have completed their master’s studies in the field of primary education. In the study, data were collected through semi-structured interviews using a single open-ended question prepared by the researcher. In the analysis of the collected data, content analysis was used. The codes identified in the study indicated that all the participants agreed that teachers’ behaviors in the learning environment can have both positive and negative effects on students’ motivation and that the participants attempted to explain these positive and negative effects based on different reasons. In addition, the participants expressed their opinions on possible solutions to the problem and thus demonstrated that they are experienced and well-equipped regarding the research issue. Finally, under the last heading, five recommendations were presented based on the aim and findings of the study.

Exploring Children’s School Readiness in the COVID-19 Era: Teacher and Parent Views

Sühendan Semine Er — 2026-01-01

One of the concerns within the pandemic crisis is the issue of school readiness. With the closure of schools, children were deprived of the opportunities necessary for their development and learning, which are important for school readiness. The current mixed-method study explored the views of teachers and parents about the effects of COVID-19 on school readiness through semi-structured interviews and the Metropolitan School Readiness Test for children. Quantitative findings suggested that most children needed to be supported in terms of school readiness. According to the qualitative results gained from parents and teachers, children’s various developmental areas, mainly socio-emotional and physical, were affected adversely. In addition, both agents have some mutual expectations and have a series of expectations from politicians. As a result, this study can be considered crucially in comprehending the long-term impact of COVID-19 on children's school readiness and informing stakeholders by highlighting the views of parents and teachers.