Journal of Practical Studies in Education

Qualitative, Quantitative, and Mixed Methodology Paradigms

2025-09-10T12:32:19+00:00

Which methodology is best for my research project? is the first question most research students and early career researchers ask. While a perfect answer does not exist, this conceptual paper provides some guidance as a point of departure in the right direction. The aim of this conceptual paper is, therefore, to present a comparative analysis of contemporary research methodologies. Although adopting one methodology than the other primarily depends on the research question, personal preference and prior experience and disposition, this analysis has found that mixed methodology research paradigm has the potential to producing more rigorous findings than relying on mono methods. This conceptual paper contributes to the methodological literature in two areas. First, it creates an awareness among research students and early career researchers about the availability of possible research methodologies to help them adopting suitable research designs to address their unique research questions. Second, it encourages researchers from all disciplines to engage in a dialogue with regards to adopting appropriate methodologies.

Impact of Cognitive and Non-Cognitive Factors on Mathematics Achievement among Pre-service Teachers in Ghanaian Colleges of Education

2025-09-19T11:48:45+00:00

This study investigated the extent to which cognitive and non-cognitive factors predict mathematics achievement among pre-service teachers in Colleges of Education (CoEs) in Ghana. Grounded in Bandura’s Social Cognitive Theory, the study employed a correlational survey design to explore how personal, behavioural, and environmental factors interact to influence mathematics achievement. A sample of 498 pre-service teachers from various levels and specializations was selected using a convenience sampling approach. Data were collected through a structured Mathematics Achievement Questionnaire (MAQ), designed to measure cognitive factors (e.g., problem-solving, prior knowledge) and non-cognitive factors (e.g., self-efficacy, motivation, anxiety). The reliability of the instrument was confirmed through a pilot study (α = 0.76), and data were analysed using multiple regression techniques. Findings revealed that both cognitive and non-cognitive factors significantly predicted mathematics achievement (R² = 0.814), with self-efficacy and problem-solving skills emerging as the strongest predictors. Notably, non-cognitive variables such as motivation and anxiety had a comparable or even greater influence on achievement than some cognitive dimensions. These results suggest that both domains play a critical and complementary role in shaping pre-service teachers’ performance in mathematics. The study concludes that a holistic approach, targeting both cognitive and non-cognitive development, is essential for improving mathematics achievement among pre-service teachers. Further studies are recommended to explore these dynamics in different contexts using actual academic records rather than self-reported achievement. The implications of this study on learning and teaching practices in CoEs are discussed.

Analysis of Opinions and Guidelines for Online English Teaching to Enhance Teaching Quality and Lecturer Overall well-being at a Public University in Chonburi

2025-09-27T22:34:49+00:00

This research aimed to (1) examine the relationship between factors affecting teaching quality and lecturer well-being at public universities in Chonburi province, and to prioritize needs using the Modified Priority Need Index (PNI_modified), and (2) identify relationship patterns in online teaching management that enhance teaching quality and lecturer well-being through association rule mining. The findings indicate that at the individual level, the highest needs were for allocated time for teaching and rest in a balanced way (PNI_modified = 0.512), as well as appropriate ways to manage stress (0.487). At the institutional community level, the greatest need was for mental health counseling and support from peers, supervisors, or relevant departments (0.461), followed by organized learning exchange activities (Community of Practice) to promote well-being and share online teaching methods (0.454). At the institutional level, the highest priorities were establishing a unit that provides counseling and support for lecturers in online teaching (0.691), and developing a policy or plan to support the overall well-being of online lecturers (0.655). Association analysis further corroborates that lack of mentoring and insufficient training are linked to lecturer stress (Lift = 1.42; Confidence = 82%). Meanwhile, absence of CoPs together with instructional-design difficulties is associated with 1.42; Confidence = 82%). Meanwhile, absence of CoPs together with instructional-design difficulties is associated with deteriorating mental health (Lift = 1.37; Confidence = 77%). Therefore, an online mentoring system should be organized, and a stress management program should be designed to take care the overall well-being of the lecturers. This will help enhance teaching quality and elevate the learning experience for students in the 21^st century.

Validating a Multidimensional Financial Literacy Model for Thai Pre-Service Teachers

2025-10-11T11:11:40+00:00

Financial literacy is increasingly recognized as a multidimensional competency essential for both individual well-being and societal development. Despite global progress, validated instruments tailored to teacher education remain scarce, particularly in developing contexts such as Thailand. This study develops and validates a comprehensive financial literacy measurement instrument for Thai pre-service teachers, grounded in the OECD/INFE tripartite framework of knowledge, behavior, and attitude. Using a quantitative design, data were collected from 350 pre-service teachers enrolled in Group 3 institutions designated by Thailand’s Ministry of Higher Education. The instrument underwent expert validation (CVI) and confirmatory factor analysis (CFA) using AMOS. Results demonstrated excellent model fit indices (CFI = 0.96, TLI = 0.94, RMSEA = 0.08, RMR = 0.04), strong factor loadings (0.63–0.91), and robust reliability and validity measures (CR = 0.956, AVE = 0.880). Findings confirm that financial literacy among pre-service teachers is best conceptualized as a multidimensional construct, with behavior and attitude contributing as strongly as knowledge. This validated tool offers theoretical contributions by extending financial literacy measurement into teacher education, practical value by providing an assessment model for curriculum design, and policy relevance by aligning with Thailand’s national teacher standards and OECD benchmarks. The study addresses critical measurement gaps and provides a foundation for comparative and longitudinal research, positioning financial literacy as a core competency in teacher preparation and educational reform.

Examining the Efficacy of SSCS and Think-Talk-Write Intervention on High School Students' Problem-Solving and Learning Achievement in Probability

2025-10-11T11:41:34+00:00

Mathematical problem-solving is a core competency in mathematics education, serving not only as a means of mastering content but also as a foundation for logical reasoning, decision-making, and lifelong learning. Accordingly, this study aimed to: 1) examine students’ levels of problem-solving ability, 2) compare their problem-solving ability after receiving instruction through the SSCS learning model combined with the Think–Talk–Write technique to a 70% criterion, and 3) compare their learning achievement after receiving the same instructional approach to a 70% criterion. The sample comprised 38 of Grade 11 students which selected through cluster sampling. The results indicated that: 1) a majority of students (68.42%) demonstrated a high level of problem-solving ability; 2) students who received the SSCS learning model with the Think–Talk–Write technique demonstrated significantly higher problem-solving ability, with a mean score of 47.87, exceeding the 70% criterion at the .05 level of statistical significance; and 3) students’ learning achievement under this instructional model also significantly surpassed the criterion, with a mean score of 15.32 at the .05 significance level. These findings highlight the effectiveness of integrating structured problem-solving models with collaborative writing strategies to enhance both mathematical proficiency and overall learning outcomes, offering practical implications for improving mathematics education at the secondary level.