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.

Multi-Stakeholder Perspectives on Life Skills Integration in Thai Teacher Education: A Reflexive Thematic Analysis of Curriculum Development Needs and Implementation Strategies

2025-10-30T11:35:06+00:00

Teacher education curricula have not systematically integrated life skills development into their programs. This reality became clear through five years of observing pre-service teachers struggling with basic communication and collaboration tasks. Significant gaps persist in communication, critical thinking, decision-making, and collaboration among pre-service teachers across Thailand. This study involved 28 participants across three stakeholder groups: 8 administrators with curriculum oversight responsibilities, 12 faculty members teaching core education courses, and 8 pre-service teachers studying in 2023-2025. Each group brought unique perspectives from diverse experience levels and specializations within Thai teacher education contexts. The study employed qualitative methodology with Reflexive Thematic Analysis as the primary analytical framework, embedded with descriptive quantitative components through semi-structured interviews, open-ended responses, and 5-point Likert scale assessments of seven life skills dimensions. Data collection occurred over one academic semester with systematic protocols documented through audit trails, expert validation (I-CVI/S-CVI ≥ .80), and triangulation across multiple data sources. Communication skills emerged as the highest priority across all stakeholder groups (M = 4.31, SD = 0.62), followed by critical thinking and problem-solving (M = 4.18, SD = 0.67). Financial literacy (M = 3.21, SD = 0.74) and English proficiency (M = 3.34, SD = 0.70) surfaced as supplementary "wants" rather than immediate "needs." Seven interconnected themes emerged from qualitative analysis: communication skills, critical thinking and decision-making, collaboration, self-management and emotional flexibility, practice-based learning, structural barriers, and specific supplementary skills. All stakeholder groups converged on three key implementation principles: integration over addition (embedding skills within existing courses), authentic assessment through projects and portfolios, and practical application in real-world contexts.

Structural barriers including modular curriculum systems, faculty workload constraints, and instructional discontinuity were identified as significant impediments to systematic implementation. This research provides the first comprehensive multi-stakeholder framework for life skills integration in Thai teacher education. The findings offer scalable design principles for project-based, case-based, and experiential learning including simulation learning approaches. These can be adapted across diverse institutional contexts while addressing critical gaps between international competency frameworks and local implementation needs. The multi-stakeholder alignment framework establishes evidence-based guidance for sustainable curriculum transformation that prepares teachers for 21st-century professional demands while honoring local educational cultures and institutional constraints.

Development of Muay Thai Teachers Higher Competency Model in the 21st Century Learning Management

2025-10-30T11:50:29+00:00

This research aims to: 1) study the higher competency of Muay Thai teachers in 21^st century learning management; 2) analyze the components for developing the higher competency of Muay Thai teachers; 3) construct and validate a model for developing the higher competency of Muay Thai teachers in 21^st century learning management; and 4) evaluate the developed model's feasibility, utility, and satisfaction. The study employed a Research and Development (R&D) methodology. The sample groups were: 1) individuals providing data on the factors influencing the needs for developing the higher competency of Muay Thai teachers; 2) interviewees regarding the components for developing the higher competency of Muay Thai teachers; 3) experts evaluating the accuracy and appropriateness of the model; and 4) evaluators assessing the model's feasibility and utility. The research instruments included: 1) a questionnaire on the factors influencing the needs for developing the higher competency of Muay Thai teachers; 2) an interview form for analyzing the components for developing the higher competency of Muay Thai teachers; 3) an evaluation form for assessing the model's accuracy and appropriateness; and 4) an evaluation form for assessing the model's feasibility, utility, and satisfaction. Qualitative data were analyzed using content analysis, while quantitative data were analyzed with a statistical software package to determine percentages, means, and standard deviations. The findings were then presented in a descriptive format. The results of the study revealed that 1) There is a significant "competency gap" between the current state and the desired state, particularly in the areas of technology integration, active learning management, learner motivation, and foreign language proficiency. 2) The synthesized higher competency components, based on the KPA-ADRIC framework, comprise eight domains: Knowledge, Practical Skills, Attitudes and Ethics, Active Learning Management, Digital and AI Literacy, Design Thinking, Flexibility, and Thai-Global Citizenship. 3) The developed "THAI-GLOBAL Model" integrates the wisdom of Thai boxing with modern learning innovations, digital technology, and a learner-centered instructional approach. The expert evaluation confirmed the model's accuracy and appropriateness were at the highest level. And 4) The evaluation results of the model indicated that its feasibility and utility were at the highest level, demonstrating its potential for practical application in both educational institutions and Muay Thai camps.

Transformative Theatre Curriculum Design: Facilitator Skill Development among Pre-service Teachers through Drama-Based Learning and User Experience Analysis

2025-10-30T12:10:40+00:00

Traditional teacher education often fails to cultivate the facilitation competencies essential for transformative learning environments. This study addresses that gap by examining how a theatre-based curriculum can foster facilitator identity development among pre-service teachers. Drawing on transformative learning theory, the research integrates a drama-based pedagogy designed to provoke disorienting dilemmas, encourage critical reflection, and stimulate embodied and emotional engagement. A mixed-methods design was employed with 500 pre-service teachers across 12 disciplines. Quantitative data were analyzed using Confirmatory Factor Analysis (CFA) to validate an eight-factor facilitation skill framework (CFI = 0.94, RMSEA = 0.052). Qualitative insights were gathered from in-depth interviews with 25 participants using a five-dimensional User Experience (UX) framework encompassing Role, Emotion, Perception, Attitude, and Behavior. The findings revealed significant differences in facilitation competency development, with high-skill participants demonstrating role transformation, emotional regulation, and sustained facilitative behaviors, while low-skill participants retained traditional, hierarchical mindsets. This study contributes theoretically by articulating how embodied drama experiences act as catalysts for professional identity transformation, aligning affective, cognitive, and behavioral domains. The research also proposes a validated assessment framework and practical recommendations for integrating arts-based methods into teacher education programs to support sustainable, learner-centered facilitation practices.

Advancing Mathematics Instruction through Professional Development: Effects on Teaching Strategies and Technology Integration in SHSs within Volta Region

2025-10-30T12:24:58+00:00

The surge in Professional Development (PD) programs initiated by the Ghana Education Service since 2020 has spurred numerous empirical investigations. The study assessed the effectiveness of Professional Development programs on Teaching Strategies and Technology Integration in SHSs within Volta Region. The study was limited to the districts in the central middle belt of the Volta region of Ghana. Thus, 21 public SHS or SHTS with a total permanent mathematics teaching staff strength of 252 was used as the population of study. The study targeted sample size of 155was determine using the Yamane Taro’s sample size determination approach. Sampling was done using stratified sampling method combined with purposive sampling. Data was collected using questionnaires and of which 150 completed questions were retrieved. The empirical model used was the ordered logistic model due to the ordered nature of the dependent variable (low, moderate and high effectiveness). Interpretations was done using the odd-ratios. The study result indicates that participation in professional development programs exerts significant effects on surveyed mathematics teachers’ instructional strategies improvement and integration of educational technological tools in lesson delivery. The results further expand the constructivist viewpoint by showing that organized, proactive involvement in PD programs improves both instructional strategies and information technology application, while providing a contrasting perspective to Cognitive Load Theory within professional teacher development. The novelty of the study is that it delivers a thorough and robust analysis through a precise modeling technique, with reference to the characteristics of the dependent variable. This method creates a distinct and strong analytical framework for upcoming the characteristics of the dependent variable. This method creates a distinct and strong analytical framework for upcoming research exploring comparable constructs. The results highlight the significance of policies that encourage ongoing and consistent involvement of mathematics educators in professional development initiatives.