Research Archive

Browse all articles

Every article published across our journals, freely available without registration or payment.

5 articles matching “early-career teachers”

Review ArticleVol. 1, No. 1 (2025)

Mentoring Models for Early-Career Science Teachers: A Systematic Review

Obinna Anyanwu

Early-career attrition among science teachers is a persistent concern across African school systems. This systematic review synthesises 47 studies published between 2010 and 2024 on mentoring interventions for novice science teachers. Structured, subject-specific mentoring with protected time consistently outperformed informal pairing, though few studies measured retention beyond three years.

ERCP30 September 2025pp. 27–58167534

Research ArticleVol. 3, No. 2 (2025)

Digital Simulations and Conceptual Understanding of Mechanics Among Pre-Service Physics Teachers

Emeka Okafor

Pre-service physics teachers frequently enter the classroom carrying the same misconceptions about mechanics as their future students. This study investigated whether interactive digital simulations could shift conceptual understanding more effectively than textbook-based tutorials. Using a pre-test/post-test control group design with 96 undergraduates, simulation-supported instruction produced significantly larger conceptual gains on the Force Concept Inventory. Implications for teacher education curricula in low-bandwidth environments are discussed.

JSER1 December 2025pp. 19–39288903

Research ArticleVol. 3, No. 2 (2025)

Assessment Literacy Among Secondary School Biology Teachers in Enugu State: A Mixed-Methods Study

Obinna Anyanwu, Amina Bello

Classroom assessment shapes what students ultimately learn, yet teacher assessment literacy remains under-examined in Nigerian secondary education. This mixed-methods study surveyed 178 biology teachers and conducted follow-up interviews with 22 of them. While teachers reported confidence in constructing objective tests, analysis of their instruments revealed heavy reliance on recall-level items and limited use of formative feedback. The paper proposes a school-based professional development model targeted at assessment design.

JSER1 December 2025pp. 40–62195641

Research ArticleVol. 1, No. 1 (2025)

Competency-Based Curriculum Reform in Nigerian Secondary Science: Policy Intent and Classroom Reality

Ifeoma Ugwu

Nigeria's shift toward competency-based curricula promises learner-centred science instruction, but implementation depends on what teachers actually do. Drawing on classroom observation in 30 schools and document analysis of curriculum guides, this study finds a persistent gap between stated competency outcomes and examination-driven classroom practice. The paper identifies assessment reform as the binding constraint on curriculum change.

ERCP30 September 2025pp. 1–26244812

Research ArticleVol. 3, No. 1 (2025)

Improvised Laboratory Materials and Practical Skill Acquisition in Under-Resourced Secondary Schools

Samuel O. Adeyemi, Ngozi A. Eze

Chronic equipment shortages limit practical science across much of sub-Saharan Africa. This study evaluated a structured improvisation programme in which teachers built laboratory apparatus from locally available materials. Across twelve schools, students in improvisation classrooms demonstrated practical skill gains statistically indistinguishable from those in fully equipped comparison schools, at a fraction of the cost. The study argues that improvisation should be treated as a legitimate pedagogical competence rather than a stopgap.

JSER15 June 2025pp. 1–246121,567