https://carijournals.org/journals/index.php/JEP/issue/feed Journal of Education and Practice 2024-01-27T13:15:20+03:00 Journal Admin journals@carijournals.org Open Journal Systems <p>The Journal of Education and Practice (JEP) is a monthly, open access, peer-reviewed journal that publishes research on various aspects of education and practice. The journal provides a platform for researchers, educators, practitioners, and policy makers to share and discuss their work. The journal covers topics such as curriculum, teaching and learning, assessment, leadership, policy, teacher education, educational psychology, technology, inclusion, and international education. The journal is indexed in several databases and promotes the articles through the Open Access Journal Database (OAJD). The authors keep the copyrights of their articles and give the journal a license to publish them. The journal follows a rigorous peer-review process to ensure the quality and originality of the articles. The authors submit their manuscripts online through the journal's website. The manuscripts are screened by the editor-in-chief and reviewed by two or more experts in the field.</p> https://carijournals.org/journals/index.php/JEP/article/view/1615 Variables Affecting 21st Century K-12 Students’ Mathematics Achievements: A Systematic Review 2024-01-13T09:12:35+03:00 Isaac Gyan Ayeh iayeh1@lsu.edu <p><strong>Purpose:</strong> This study aimed to use a systematic review of factors affecting K-12 mathematics achievement in the 21st century using only peer-reviewed articles published from 2012 to 2022.</p> <p><strong>Methodology:</strong> A systematic literature review of factors affecting K-12 mathematics achievement in the 21st century using only peer-reviewed articles published from 2012 to 2022. The Boolean search approach was employed to gather articles from electronic research databases. Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) were used to select a final of 65 articles for the study. A total of 33 axial codes were identified as specific factors from the systematic review conducted.</p> <p><strong>Findings:</strong> Analysis of the research questions showed a high percentage of the articles conducted in Europe, North America, and Asia, with fewer publications on other continents. The findings showed low published research articles in the era of the COVID-19 pandemic. A final review of the 65 articles uncovered a total of 32 axial codes as the specific variables affecting K-12 students’ mathematics achievements. These axial codes include gender, socioeconomic status, teacher qualification, and class size.</p> <p><strong>Unique Contribution to Theory, Practice, and Policy:</strong> While many of these studies have found students, teachers, and schools-related variables as predicting or affecting students’ mathematics achievement, comprehensive research into the specific factors within the identified variables is less researched. &nbsp;This study will bridge this gap and contribute to the research and academic resources pool. Governments and other education stakeholders worldwide can use the findings from this study as a guide in making decisions and improving learners' academic standards.</p> 2024-01-13T00:00:00+03:00 Copyright (c) 2024 Isaac Gyan Ayeh https://carijournals.org/journals/index.php/JEP/article/view/1645 Investigation of the Effect of Gamified Learning on Motivation and Success in Math Class 2024-01-27T13:15:20+03:00 Ümit Karabıyık ukarabiyik@erbakan.edu.tr <p><strong>Purpose</strong>: Educators are consistently seeking ways to enhance classroom engagement. In response to declining student achievement in mathematics, traditional teaching methods are gradually giving way to more innovative approaches such as gamified learning. Gamified learning complements conventional instruction by creating an engaging virtual and augmented reality environment in which students can actively interact with the subject matter. This study revolves around a highly significant research question: the impact of gamified learning in mathematics education on student motivation and achievement. In this domain, investigations into the latest developments in designing and testing mathematical games have been examined.</p> <p><strong>Methodology:</strong> To this end, a literature review method has been employed, and document analysis has been conducted.</p> <p><strong>Findings</strong>: The results indicate that gamified learning proves to be a promising tool for enhancing short-term motivation and student achievement.</p> <p><strong>Unique contributor to theory, policy and practice:</strong> However, further research is necessary to determine if these gains can be sustained over the course of a semester.</p> 2024-01-27T00:00:00+03:00 Copyright (c) 2024 Ümit Karabıyık https://carijournals.org/journals/index.php/JEP/article/view/1614 Investigating the Effect of the Traditional Flipped Classroom in Teaching Primary 3 Class Mathematics 2024-01-12T14:46:31+03:00 Jamiu Temitope Sulaimon journals@carijournals.org Blandina Manditereza Manditerezab@ufs.ac.za <p><strong>Purpose</strong>:</p> <p>The purpose of the study is to investigate how the "flipped" classroom impacts Primary 3 Mathematics students' learning and achievement.&nbsp;</p> <p><strong>Methodology</strong>:</p> <p>In this study, mathematics instruction in Primary 3 was recontextualised using the Flipped Classroom methodology. Using pre- and post-test methodology, a quasi-experimental research design was used with 81 lower essential school students from two private primary schools. Data collection utilised three designed instruments: the Mathematics Achievement Test (MAT), Traditional Flipped Classroom Instructional Guide (TFCIG), and Control Group Instructional Guide (CGIG). The test-retest reliability of MAT was established at 0.75. The study explored the potential benefits of the flipped classroom model in improving pupils' mathematics achievement and interest within the three primary classes. Two hypotheses were formulated and analysed using descriptive statistics for demographics and Analysis of Covariance (ANCOVA) at a 0.05 significance level.</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p><strong>Findings</strong>:</p> <p>The findings shed light on the success of using a flipped model to recontextualise math classes at the Primary 3 level in Mathematics in Ilorin South Local Government Area of Kwara State, Nigeria. The findings indicate a significant positive effect of traditional flipped classroom instructional strategy on pupils' academic achievement in Mathematics. However, there was no significant interaction effect between treatment and gender. The conclusion is that the traditional flipped classroom instructional strategy improves pupils' academic achievement, irrespective of gender. This study found a statistically significant effect size for the flipped classroom instructional strategy.</p> <p><strong>Unique C</strong><strong>ontributions</strong><span style="font-weight: normal !msorm;"><strong> to theory, policy and practice</strong></span>:</p> <p>This research contribution is twofold. Firstly, the study advances our understanding of the advantages, difficulties, and prospective improvements of flipped learning in Mathematics classes in Primary schools. Secondly, this study helps teachers understand how to integrate the flipped classroom within the learning and teaching system.</p> <p>&nbsp;</p> <p>The study recommends that school teachers or educators undergo training to implement traditional flipped classroom instructional strategies in math classes effectively.</p> 2024-01-12T00:00:00+03:00 Copyright (c) 2024 Jamiu Temitope Sulaimon, Blandina Manditereza