Ascendens Asia Journal of Multidisciplinary Research Abstracts (AAJMRA)

Leadership plays a pivotal role in shaping the quality of teaching and learning within educational institutions, particularly in senior high schools, where both teacher motivation and student performance are critical to success. This study investigates the influence of transformational leadership practices on teacher motivation and student academic outcomes. Grounded in the principles of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, transformational leadership is explored as a framework for enhancing teacher engagement, job satisfaction, and instructional quality. Employing a quantitative research design, this study examines the relationships among leadership behaviors, teacher motivation, and student academic achievement in selected senior high schools. Findings were expected to clarify which leadership practices exerted the most significant effects on motivational dimensions and how these, in turn, impacted student performance. By addressing existing gaps in the literature, this research contributed an evidence-based framework to guide leadership development, educational policy, and school management practices. The study aimed to provide actionable recommendations that strengthened teacher support systems, fostered academic excellence, and ultimately improved the learning environment for students.

This study assessed the scientific literacy competencies of Junior High School students enrolled in the Science, Technology, and Engineering (STE) program at Llorente National High School. It examined students’ proficiency in scientific knowledge, inquiry skills, application of concepts, and scientific communication. The study also investigated key influencing factors, including teacher effectiveness, availability of school resources, and administrative support, which may affect students’ scientific literacy development. A quantitative-descriptive research design was employed. Data were collected through a validated assessment instrument measuring scientific literacy domains, along with survey questionnaires evaluating perceived teacher effectiveness, resource adequacy, and administrative support. Statistical analyses were conducted to determine competency levels and identify significant relationships between influencing factors and literacy outcomes. Findings revealed that students demonstrated foundational understanding of scientific concepts but encountered challenges in applying knowledge to real-world contexts, conducting independent scientific inquiry, and effectively communicating findings. The study identified several barriers to higher-level scientific literacy, including limited teacher training in inquiry-based instruction, insufficient laboratory and learning resources, and inconsistent administrative support for STE initiatives. The study concludes that strengthening scientific literacy among STE students requires a coordinated institutional approach. Targeted professional development for teachers, improved access to laboratory facilities and instructional materials, and enhanced administrative backing are essential to support inquiry-driven and application-focused learning. Implementing these interventions may significantly improve competency levels and better prepare students for advanced STEM education and careers.

The language education sector in Japan has experienced significant expansion, with private English language schools playing an increasingly vital role in addressing the country’s demand for global communication and professional advancement. As these schools transition from small-scale operations to multi-location enterprises, they encounter challenges related to leadership, organizational structure, financial sustainability, and maintaining educational quality in a competitive market. Guided by the Stage Theory of Organizational Growth and the Resource-Based View, this study examines the growth trajectories of language schools in Japan, focusing on the strategies adopted at different stages of development. A mixed-methods approach was employed to analyze leadership practices, resource allocation, marketing strategies, and operational models that contribute to effective upscaling. Findings highlight the importance of adaptive leadership, resource optimization, and innovation in sustaining both quality and growth. The study contributes to the limited body of literature on language school management in Japan, offering actionable insights for school owners, managers, and policymakers. Ultimately, the research underscores the need for strategic alignment between organizational growth and resource-based capabilities to ensure the sustainability of language education in Japan’s evolving educational landscape.

This study examines the perceived impact of digital learning resources (DLRs) on student academic performance, as reported by General English as a Foreign Language (EFL/ESL) teachers at Paññāsāstra International School (PSIS), Phnom Penh, Cambodia. It explores the successes, challenges, and barriers associated with integrating digital learning technologies into instructional practice. A phenomenological qualitative research design was employed to capture teachers’ lived experiences with digital learning facilities. Data were collected through in-depth interviews and reflective narratives. Thematic analysis was conducted to identify patterns related to technology integration, instructional effectiveness, and perceived student performance outcomes. Findings indicate that teachers recognize the potential of digital technologies to enhance student engagement, expand access to diverse learning materials, and support differentiated instruction. However, challenges such as inadequate infrastructure, limited professional training, and resistance to technological change constrain effective implementation. The study further reveals that teachers’ perceptions of ICT usefulness and their self-efficacy in using digital tools significantly influence the extent of technology utilization, which in turn affects perceived student academic performance. The study concludes that digital learning facilities can positively influence academic performance when supported by strong teacher confidence, reliable infrastructure, and institutional backing. It emphasizes the need for sustained professional development, technical support systems, and strategic technology planning to maximize the educational benefits of digital learning environments. Strengthening these areas is essential for achieving meaningful and sustainable technology integration in schools.

This study examined the acceptance of digital learning tools and their influence on the academic performance of primary school learners at Alice Shaw School. It focused on two dimensions of technology acceptance—perceived usefulness and perceived ease of use—and analyzed their relationship with three types of cognitive load: intrinsic, extraneous, and germane. Understanding these relationships is essential in determining how digital tools affect learners’ cognitive engagement and academic outcomes. A quantitative-descriptive correlational research design was employed. Selected primary school learners with regular exposure to digital platforms participated in the study. Data were collected through a structured questionnaire measuring technology acceptance and perceived cognitive load. Descriptive statistics and Spearman’s rank correlation were used to determine levels of acceptance and the relationships among variables. Findings indicated moderate agreement regarding the perceived usefulness of digital tools, particularly for accessing materials and supporting assignments and assessments. However, perceived ease of use was lower, suggesting challenges in independent navigation and operation. Overall acceptance was categorized as low. All three cognitive load dimensions were perceived to have a high impact. Intrinsic load was elevated due to task complexity, while extraneous load stemmed from confusing layouts and unnecessary features. Germane load, though present, was comparatively lower, indicating limited facilitation of deeper learning and knowledge construction. Significant correlations were found between perceived usefulness and all cognitive load types, with the strongest association observed with germane load. Ease of use showed no significant relationship with cognitive load, suggesting that perceived functionality influences engagement more than usability alone. Overall acceptance demonstrated moderate correlations with intrinsic and germane loads and a weaker association with extraneous load. The findings highlight the need for digital learning tools that balance usability with pedagogical depth. Enhancing platform design, integrating digital literacy training, and reducing unnecessary cognitive demands are recommended to promote meaningful engagement and improved academic performance among primary learners.

This study examines the college destinations of senior high school graduates in the Municipality of Medellin, Cebu, focusing on enrollment trends and key determinants influencing postsecondary participation. It explores how socio-economic conditions, institutional support, and community-based initiatives shape students’ decisions to pursue higher education. Understanding these factors is essential in addressing barriers to college access and promoting educational mobility. A mixed-methods research design was employed, integrating quantitative analysis of enrollment records with qualitative data gathered through interviews and focus group discussions involving students, teachers, school leaders, and district officials. This approach provided a comprehensive understanding of graduates’ lived experiences, motivations, and systemic influences affecting their transition to higher education. Findings indicate that family income remains a significant predictor of college enrollment, with financial constraints limiting access for economically disadvantaged students. Parental educational attainment also plays a critical role, shaping students’ aspirations, self-efficacy, and awareness of higher education pathways. Local government initiatives—including scholarship programs, financial assistance, and career guidance services—were identified as strong enabling factors when effectively implemented. Conversely, limited access to such support mechanisms contributes to persistent educational disparities. The study highlights the need for targeted interventions addressing financial barriers, strengthening institutional partnerships, and enhancing community collaboration to improve college access rates. Policy recommendations include expanding scholarship coverage, institutionalizing career guidance programs, and fostering coordinated local support systems. By addressing these structural and socio-economic challenges, the municipality can promote equitable college progression and sustainable social mobility among senior high school graduates.

This study examined the challenges of teaching and learning English grammar in the EFL context of Mae Hong Son, Thailand. Although English has been a part of the curriculum in Thailand for several decades, teacher and student grammar competencies remain low and ineffective. The research aimed to document the challenges faced by teachers and students and to provide a basis for empirical research in instructional improvement. An Explanatory Sequential Mixed Methods design was employed. In the first quantitative phase, a survey covering seven areas of pedagogy was administered to forty-nine (n = 49) in-service EFL teachers in the Mae Hong Son district. These areas included explicit grammar instruction, knowledge transfer, grammatical terminology, error fixing, problem-solving, authentic texts, and communicative activities. The mean moderation score of 3.41, with a significant proportion of the sample indicating the described pedagogies as challenges, confirms these as substantial challenges. Students preferred explicit grammar instruction considerably more than teachers (M = 4.18). More experienced teachers (those with 10 years or more of experience) reported fewer challenges (M = 3.20) than those with less experience (5 years or less) (M = 3.65). This equally weighted sample produced a significant difference, t(47) = 2.45, p < 0.05. In the qualitative phase, thematic analysis based on interviews with fourteen (n = 14) purposively sampled teachers provided greater understanding. Three key themes were identified: (1) student motivation, (2) grammar terminology, and (3) problem-solving frustrations. Educators attributed low motivation to students' restrictive vocabularies, which prevented learners from participating in communicative and problem-solving tasks, even when the students had mastered the grammar. This suggests a more central underlying issue of vocabulary deficiency. There was a moderate positive correlation (r = 0.465, p = 0.001) between the challenges teachers face and those encountered by students, suggesting the existence of a cycle in which learners' challenges create and sustain a gap in instruction. While the heavy reliance on the Thai language for explanations was initially helpful, it ultimately proved counterproductive to the learners' long-term English proficiency. In summary, the challenges of teaching grammar and learning grammar in Maehongson are complex and intertwined, necessitating comprehensive reform in teacher training, curriculum, and classroom approaches. Findings indicate the need to implement motivation and vocabulary interventions to address the reciprocal challenges cycle between teachers and learners.

Art education plays a crucial role in fostering creativity, critical thinking, and holistic student development. However, a significant gap remains in understanding how teachers’ competency, attitudes, and innovative practices influence art education outcomes. This study aims to address this gap by evaluating art teachers’ competencies in understanding art education, their attitudes toward its purpose and benefits, and their adoption of innovative teaching methods. Utilizing a quantitative research approach, this study surveys 385 art educators to gather data on their teaching practices and perceptions. The study identifies the relationship between teachers’ competencies, attitudes, and innovative practices, highlighting how improvements in these areas are interlinked. Key findings revealed that while teachers were moderately competent and held positive attitudes toward art education, variability existed in the application of innovative practices, such as technology integration and project-based learning. This study contributed to the growing body of knowledge by providing insights into how these factors were interconnected and how they could be optimized to enhance art education. A significant recommendation was the development and implementation of targeted professional development programs to improve teachers’ competencies and attitudes, thereby fostering more consistent and effective use of innovative practices in art education.

This study explores the impact of Professional Learning Communities (PLCs) in teacher collaboration and student learning outcomes in the context of Lac Hong Bilingual School in Bien Hoa City, Vietnam. The research investigates the relationship between structured teacher collaboration through PLCs and improvements in instructional practices, academic performance, classroom engagement, and skill development among students. Utilizing the frameworks of Social Learning Theory and Communities of Practice Theory, the study identifies key implementation strategies that enhance PLC effectiveness, while also examining the challenges faced by educators, such as time constraints, administrative support, teacher resistance, and resource availability. The findings highlight the positive influence of PLCs on both teacher development and student achievement but also stress the critical need for better time management, stronger administrative backing, and the effective addressing of teacher resistance for PLCs to reach their full potential. The study provides actionable recommendations for educational leaders and policymakers to optimize the structure and function of PLCs, ultimately aiming to improve educational outcomes.

This study examines how teacher routines, clearly articulated expectations, and instructional strategies influence effective classroom management and student learning outcomes in elementary schools. As structured learning environments are widely associated with improved student engagement and academic achievement, the research investigates the extent to which cohesive teaching practices contribute to behavioral regulation and instructional effectiveness. A mixed-methods research design was employed, combining quantitative survey data and qualitative insights from classroom observations and teacher interviews. The study analyzed how structured routines, consistent expectations, and varied instructional strategies affect student engagement, classroom climate, and academic performance. Statistical analysis and thematic coding were used to identify patterns and relationships among variables. Findings indicate that consistent teacher routines and high expectations positively influence classroom management and student behavior, leading to improved engagement and academic outcomes. However, inconsistent implementation of instructional strategies and limited formative feedback reduce the overall effectiveness of these practices. The results underscore the importance of aligning routines, expectations, and instructional methods to create coherent and supportive learning environments. The study concludes that structured and intentional teaching practices are central to sustaining positive classroom climates and enhancing student performance. It recommends strengthening professional development programs, institutionalizing effective feedback mechanisms, and enhancing teacher training to ensure consistent and integrated implementation of routines, expectations, and instructional strategies. Such alignment is essential to maximizing student learning outcomes and promoting long-term academic success.

The persistent social stigma surrounding Technical-Vocational Education and Training (TVET) in the Philippines, often viewed as a second-rate pathway reserved for the financially constrained or academically inferior, continues to undermine its critical role in national workforce development. Despite numerous documented instances of successful, wage-employed, and entrepreneurial TVET graduates, this negative societal perception contributes directly to both skills mismatch and program underutilization. This mixed-methods study aims to uncover the underlying psychological and societal reasons for this stigma and investigates the perceptions of key stakeholders, including students, trainers, parents, and industry partners, to assess how prevailing societal values influence TVET’s image and labor market effectiveness. Analysis confirmed that pervasive negative societal perceptions remained the most significant barrier, resulting in underenrollment and persistent misalignment with labor market needs. However, the research identified that strengthened industry collaboration, the implementation of evidence-based policies, and targeted advocacy efforts were crucial factors in transforming public mindset. This study contributed actionable recommendations to bridge the existing perception gaps, enhance industrial alignment, and successfully reposition TVET as a viable, respected, and essential pathway for cultivating a future-ready Filipino workforce.

Cervical health issues continue to be a growing concern among women of reproductive age. However, few local studies comprehensively assess the quality of life and satisfaction outcomes associated with treatment interventions, such as the Loop Electrosurgical Excision Procedure (LEEP). This study addresses this gap by examining the preoperative and postoperative experiences of patients who undergo LEEP, focusing on their physical, psychological, sexual, and overall health outcomes. Specifically, this study aims to assess the quality of life before and after the procedure, postoperative outcomes such as bleeding and discharge, sexual health recovery, patient satisfaction, and the relationship between socio-demographic factors and postoperative experiences. A descriptive-correlational research design is employed, involving 86 female patients selected through purposive sampling. A structured questionnaire assesses socio-demographic profiles, quality of life, postoperative symptoms, sexual health status, and satisfaction levels. Findings revealed that most patients were young, married, and college-educated. Preoperatively, patients reported moderate limitations in physical and emotional functioning. Two weeks after surgery, complications were minimal, while eight weeks after surgery, sexual satisfaction improved significantly. Educational attainment and shorter hospital stays were significantly associated with better postoperative quality of life and satisfaction. This study contributed to clinical knowledge by highlighting the effectiveness of LEEP as a safe and satisfactory procedure. It was recommended that healthcare providers implement structured preoperative counseling and targeted postoperative support, especially for patients with lower educational backgrounds, to further enhance recovery outcomes and satisfaction levels.

This study examined the effectiveness of bilingual curricula in enhancing academic performance and cognitive development among primary students in private schools. With increasing globalization and multilingual demands, bilingual education has become a strategic approach to improving linguistic competence and overall academic achievement. The research explored how bilingual instruction influences language proficiency, comprehension skills, and subject mastery. A descriptive-correlational research design was employed. Data were gathered through a validated survey questionnaire assessing students’ bilingual learning experiences and instructional practices, along with an analysis of academic records to measure performance outcomes. Statistical analyses were conducted to determine the relationship between bilingual curriculum implementation and student achievement. Findings revealed that students exposed to structured bilingual curricula demonstrated improved language proficiency and stronger comprehension skills across subjects. Academic performance was generally higher among students who experienced consistent integration of both languages in instruction. Statistical analysis confirmed a significant positive relationship between effective bilingual curriculum implementation and academic achievement. Additionally, teacher competence in bilingual instruction and supportive learning environments were identified as critical success factors. The study concludes that well-implemented bilingual curricula enhance students’ linguistic and academic development. It recommends strengthening teacher training in bilingual pedagogy, ensuring balanced language exposure, and providing instructional resources that support dual-language learning. These strategies may help private schools maximize learning potential and prepare students for multilingual academic and professional contexts.

This study investigates the effects of mathematical anxiety (MA) on problem-solving performance among high school students, focusing on students from Grades 9 to 12. The research examines the relationship between MA and students’ ability to solve mathematical problems, specifically in the areas of conceptual understanding, procedural fluency, and logical reasoning. A comprehensive analysis is conducted to understand how MA impedes cognitive engagement, affects emotional well-being, and hinders academic achievement in mathematics. The findings revealed that MA was a significant barrier to problem-solving performance, with students experiencing moderate levels of anxiety that interfered with their mathematical abilities. Gender differences were identified, with female students reporting higher anxiety levels, which negatively affected their performance. Furthermore, the study highlighted the importance of coping mechanisms, such as self-efficacy and supportive classroom environments, in mitigating the effects of MA. Based on these findings, recommendations were made to enhance students’ mathematical performance, including teacher training, classroom adjustments, gender-specific interventions, and parent involvement.

This study examines the intersection of leadership and pedagogy in early childhood education (ECE), specifically focusing on the challenges and strategies associated with implementing play-based learning within structured frameworks. Through qualitative research, it explores how policies impact play-based pedagogy from the perspectives of teachers and administrators, identifies the leadership challenges faced in balancing compliance with creativity, and proposes strategies for supporting play-based approaches. The study highlights the need for policy reforms to better align administrative frameworks with pedagogical freedom and empower educators to innovate within the constraints of regulatory environments. By using Policy Enactment Theory as a lens, the research offers insights into how educational leaders can support play-based learning while adhering to policies, contributing to the broader discussion on early childhood education reform.

As research on early childhood spatial development advances, woodworking activities have emerged as a promising multimodal learning medium for enhancing spatial cognition. However, their differentiated effects on specific spatial ability dimensions remain underexplored. This study addresses that gap by examining how woodworking activities influence four dimensions of spatial ability among children aged 5–6. A quantitative design was employed using a stratified questionnaire survey to examine the effects of woodworking activity frequency, task complexity, teacher support strategies, gender, and family background variables on children’s spatial ability development. The findings revealed that: (1) High-frequency woodworking activities significantly enhanced external static spatial ability and tool operation skills, while improvements in dynamic spatial abilities depended on task complexity and the level of teacher guidance; (2) Teacher support strategies positively moderated all four spatial dimensions; (3) No significant gender differences were found across the dimensions, challenging the traditional “male spatial advantage” hypothesis; (4) Family economic resources and educational investment significantly moderated the development of internal static and external dynamic spatial abilities. Based on these findings, the study proposes a “tool–cognition–teaching” triadic interactive development model and introduces a gender-neutral spatial ability certification framework. These contributions provide an evidence-based foundation for educational equity policies and support the transition of early childhood spatial education from experience-driven practices to a more scientific and structured paradigm.

This study investigates the impact of reward systems on students’ self-efficacy and motivation in dance choreography courses in higher education. The respondents are students majoring in dance at five universities in Xi’an, China. The study is organized around eight specific sub-questions and analyzes three key areas through a structured questionnaire: the type and size of reward systems, emotional and behavioral responses to achievement, and characteristics of students’ motivation. The results showed that small-scale, process-oriented, and continuous rewards were more effective in promoting creativity and maintaining engagement, especially in dance as an arts discipline. Students responded more positively to emotional recognition, praise, and encouragement, which significantly increased their willingness to participate in performances and take creative risks. Although extrinsic motivation triggered initial engagement, intrinsic motivation, influenced by a sense of autonomy and personal growth, was key to maintaining long-term commitment. In addition, self-efficacy was found to play a key role in mediating the effect of rewards on motivation. Based on these insights, the study recommended the use of emotionally supportive and intrinsically motivated reward strategies, their adaptation to students’ personal goals, and the creation of an educational environment that values process and creativity rather than pure performance results. This study deepened the understanding of motivational dynamics in dance education and provided guidance for improving teaching methods in the creative field.

This study examined the relationship between Outcomes-Based Education (OBE) teaching practices and the professional identity and learning satisfaction of undergraduate tourism management students in Guangxi, China. As OBE continues to shape higher education reform, understanding its pedagogical and psychological impact on students remains essential. A quantitative descriptive research design was employed. A total of 383 students from three universities participated in the study through structured questionnaires. Data were analyzed using descriptive statistics, Pearson correlation, regression analysis, independent samples t-tests, and ANOVA to determine relationships and group differences. Findings indicated that students generally perceived OBE implementation positively, particularly in goal clarity, industry alignment, activity-based learning, assessment orientation, and continuous improvement. Students demonstrated strong professional identity, especially in career awareness, sense of belonging, and confidence in future career expectations. Learning satisfaction was rated high across course content, teaching methods, learning resources, assessment practices, and real-world application. However, areas for improvement were identified, including practical relevance, clarity of assessment criteria, and instructional consistency. Significant differences in learning satisfaction were observed across demographic groups, with female, younger, and senior students reporting higher satisfaction levels. Strong positive correlations were found between the quality of OBE implementation and both professional identity and learning satisfaction. Although limited to a specific region and discipline and reliant on self-reported data, the study provides practical implications for tourism education reform. Recommendations include strengthening industry-academic partnerships, expanding experiential learning opportunities, refining assessment frameworks, and adopting differentiated instructional strategies to address diverse learner needs. These findings support the strategic implementation of OBE to enhance instructional quality and workforce readiness. The study contributes to broader efforts to optimize tourism education through outcome-aligned pedagogical approaches, with implications for other developing regions seeking to align higher education with evolving industry demands.

Coaching strategies play a crucial role in shaping team dynamics and competitive success in sports, particularly in five-man football, where tactical precision and cohesion are essential. Despite the growing popularity of this format in Chinese colleges, limited empirical research links specific coaching dimensions to measurable team performance. This study aims to examine how tactical, technical, motivational, and physical coaching strategies influence the performance of college-level five-man football teams, with particular attention to variations across player profiles. A quantitative descriptive research design is used, involving 330 student-athletes from Sanya City Vocational College. Participants are selected through purposive sampling. This study utilizes standardized survey instruments and statistical analyses, including the Kruskal-Wallis test and Pearson correlation. Findings revealed that all coaching strategies were perceived as highly effective, with technical and physical strategies receiving the highest ratings. Team performance was also rated favorably, especially in offensive strategies and team coordination. Significant differences in perceptions emerged when participants were grouped by playing position, academic level, and participation in competitions. Strong positive correlations were found between coaching strategies and team performance, particularly between defensive coaching and win-loss outcomes.

This study explores the effectiveness of technology-based instructional strategies in high school mathematics following teachers' participation in professional development PD programs. It utilizes the Technology Acceptance Model TAM and Kirkpatrick’s Four-Level Evaluation Model to examine how PD programs influence teachers' attitudes, instructional practices, and student performance in mathematics. The research identifies the factors that contribute to the successful integration of technology in classrooms and assesses the impact of these strategies on student learning outcomes. Findings highlight that well-structured PD programs that focus on both technical and pedagogical skills significantly enhance teaching practices and improve student engagement and achievement in mathematics. The study provides insights into designing more effective PD programs for educators in the digital age, emphasizing the connection between professional development and measurable classroom performance.