Elicit Journal of Education Studies is a scholarly journal that promotes rigorous, impactful, and innovative research in education. By bringing together voices from different disciplines and cultural contexts, EJES contributes to the global discourse on effective teaching, learning, policy-making, and educational transformation. The journal emphasizes inclusivity, accessibility, and real-world relevance, aiming to influence both academic communities and educational practitioners.
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Effectiveness of Realistic Mathematic Education and Jigsaw Assisted by Traditional Game Dakon on Numeration Ability and Learning Interest of Elementary School Students
Purpose: This study investigates the effectiveness of Realistic Mathematics Education (RME) and the Jigsaw learning model, both assisted by the traditional Dakon game, in improving elementary students' numeracy ability and learning interest, addressing the need for more contextual, engaging, and culturally relevant mathematics instruction. Methodology: A quantitative field research design was employed involving fifth-grade students from SDN Rejoagung 01 and SDN Kertomulyo 01 in Trangkil District, Pati Regency. Cluster random sampling was used to select the sample. Data were collected via a numeracy test and a learning interest questionnaire and analysed using descriptive statistics, prerequisite tests (normality and homogeneity), and independent-samples t-tests in SPSS. Results: Both the RME and Jigsaw models assisted by the traditional Dakon game significantly improved students' numeracy ability and learning interest. However, RME demonstrated superior effectiveness, achieving higher mean scores for numeracy ability (88.80 vs. 81.30) and learning interest (95.40 vs. 92.05), with statistically significant differences (p < 0.001). Novelty and Contribution: The study integrates RME, the Jigsaw cooperative learning model, and the traditional Dakon game within a culturally responsive framework, providing empirical evidence that combining contextual learning, collaborative strategies, and ethnomathematics-based media enhances both cognitive achievement and affective engagement in mathematics. Practical and Social Implications: The findings encourage teachers and schools to adopt contextual, culturally relevant approaches, particularly RME supported by traditional games, to improve mathematics outcomes, while promoting preservation of local cultural heritage and fostering numeracy, motivation, and readiness for 21st-century education.
Copyright (c) 2026 Karnelia Agenina, Eka Zuliana, Henry Suryo Bintoro (Author) https://creativecommons.org/licenses/by/4.0
AI-Assisted Multilingual Pedagogy in Computing Education: A Culturo-Techno-Contextual Approach Framework for Enhancing Achievement and Attitudinal Outcomes in Mobile and Adaptive Systems
Purpose: This study evaluated the effects of the traditional lecture method and three CTCA 2.0-based modalities (Monolingual AI-supported CTCA, Strategic Multilingual AI-supported CTCA, and Heavy Multilingual AI-supported CTCA) on students' academic performance and attitudes toward learning the OSI model. Methodology: A quasi-experimental design involving four intact groups (N = 75) was adopted. Pre-test and post-test data were analysed using MANCOVA, with pre-test scores serving as covariates. Results: Findings revealed a significant overall difference among the instructional approaches (Wilks' Λ = .129, p < .001). Although the CTCA 2.0 groups recorded higher achievement means than the control group, this difference in post-test achievement was not statistically significant, F(3, 69) = 2.49, p = .07. However, instructional approach exerted a very large and significant effect on students' attitudes, F(3, 69) = 130.87, p < .001, η² = .851, with all CTCA modalities yielding positive outcomes. Novelty and Contributions: This study advances computing education by integrating AI-supported multilingual CTCA 2.0 strategies for teaching abstract computing concepts, and by demonstrating their strong influence on learners' affective engagement. Practical and Social Implications: The findings suggest that culturally responsive, technology-enhanced instructional approaches can improve learners' attitudes toward challenging computing topics, thereby fostering engagement, inclusion, and sustained learning.
Copyright (c) 2026 Alli Abdurrazaq, Omar D Camara, Saidu Conteh, Ebrima Kanteh (Author) https://creativecommons.org/licenses/by/4.0
Why Qualified Students Do Not Enter Higher Education: A Behavioural Economics Analysis of Rural–Urban Inequalities in Ghana
Purpose: This study investigates the transition from secondary to higher education among academically qualified youth in Ghana, focusing on the behavioural and spatial factors influencing enrolment. It examines how geographic isolation, information asymmetry, bounded rationality, and status quo bias contribute to self-exclusion from tertiary education, particularly in rural areas. Methodology: The study uses nationally representative data from the Ghana Living Standards Survey Round 7 (GLSS 7), comprising 5,142 respondents aged 15–25 who completed Senior High School or its equivalent. A binary Probit model estimates the probability of tertiary transition based on rural residence, household ICT access, parental education, wealth status, and gender. An interaction term tests whether ICT access reduces the disadvantages associated with rural residence. Results: A significant rural–urban disparity exists, with tertiary transition rates of 6.1% in rural areas compared with 34.2% in urban areas. Rural residence reduces the probability of transition by 14.5 percentage points, while household ICT access increases it by 9.8 percentage points. ICT access significantly mitigates the negative effects of geographic isolation. Parental higher education has a modest positive influence, whereas gender is not statistically significant. Novelty and Contribution: The study extends human capital theory by showing that behavioural and informational barriers, alongside financial constraints, shape tertiary education transitions. Practical and Social Implications: Expanding digital connectivity and providing school-based application support can reduce cognitive barriers, overcome status quo bias, and promote more equitable access to higher education.
Copyright (c) 2026 Mohammed Tanko (Author) https://creativecommons.org/licenses/by/4.0
The Effect of Work Climate and Job Satisfaction on Teachers' Work Motivation at Public Junior High Schools in Komda Tayu, Pati Regency, Indonesia
Purpose: This study examines the effects of work climate and job satisfaction on teachers' work motivation among civil servant teachers in public junior high schools in Komda Tayu, Pati Regency, Indonesia, testing their simultaneous contribution within a single structural model. Methodology: A quantitative, cross-sectional design was used. Data were collected from 100 civil servant teachers, selected via proportional random sampling from a population of 134, using a validated Likert-scale questionnaire, and analysed with Partial Least Squares Structural Equation Modelling (PLS-SEM) in SmartPLS 4, with bootstrapping of 5,000 resamples. Results: The measurement model showed strong reliability and validity (AVE ≥ 0.731; CR ≥ 0.956). Work climate had a large, significant positive effect on work motivation (β = 0.792, t = 7.315, p < .001, f² = 4.098), while job satisfaction showed a small, non-significant effect (β = 0.168, t = 0.872, p = .384). Together, both predictors explained 90.5% of the variance in motivation (R² = 0.905; SRMR = 0.069). Novelty and Contribution: This study offers one of the few structural tests jointly examining work climate and job satisfaction as predictors of teacher motivation in a previously unstudied local context, showing that organisational climate substantially outweighs individual satisfaction in predicting motivation among Indonesian public-school civil servant teachers. Practical and Social Implications: Findings suggest school leaders and policymakers should prioritise cultivating a supportive organisational climate over satisfaction-based
Copyright (c) 2026 Teguh Suroso, Ahmad Haryadi, Gunawan Setiadi (Author) https://creativecommons.org/licenses/by/4.0
Development, Validity, and Effectiveness of an Ethnomathematics-Based Learning Medium Using Menara Kudus to Improve Fifth-Grade Students' Understanding of Quadrilateral Area
Purpose: This study aimed to develop and evaluate an ethnomathematics-based interactive learning medium using the Menara Kudus landmark to improve fifth-grade students' conceptual understanding of quadrilateral area, addressing the gap between technology-focused and culturally grounded approaches in mathematics instruction. Methodology: A Research and Development (R&D) design based on the Borg and Gall model, as adapted by Sugiyono, was employed, encompassing needs analysis, product design, expert validation, revision, and field testing. Participants comprised 28 fifth-grade students (experimental group) and 27 students (control group) from two Madrasah Ibtidaiyah in Kudus. Data were gathered through observation, interviews, expert and student validation questionnaires, and a pre-test–post-test instrument, and were then analysed descriptively and using a gain-score comparison. Results: The developed medium, comprising an interactive module, student worksheet, teaching materials, and a snake-and-ladder game, achieved high validity (91% material, 78% media, 90% language) and strong practicality (89% student response). The experimental group recorded a higher normalised gain (57%, moderate category) than the control group (43%), though this difference was descriptive rather than statistically confirmed. Novelty and Contribution: Unlike prior studies that treat multimedia design and ethnomathematics separately, this research integrates both into a single validated instructional product centred on a specific local landmark, offering a replicable model for culturally embedded digital learning design. Practical and Social Implications: The medium equips teachers with a ready-to-use, culturally contextualised tool for teaching geometry, while reinforcing local cultural identity and heritage awareness among students, supporting broader efforts to make mathematics education more meaningful, equitable, and contextually relevant.
Copyright (c) 2026 Riskiatul Mawardah, Eka Zuliana, Sumaji, Lefa Clement Thamae (Author) https://creativecommons.org/licenses/by/4.0
Curriculum Management Based on Deep Learning: The Role of Teacher and Student Participation in Elementary Schools under the Merdeka Curriculum
Purpose: This study analyses deep learning-based curriculum management and the influence of teacher and student participation on deep learning implementation within the Merdeka Curriculum in public elementary schools in Grobogan Regency, Indonesia. Methodology: A convergent mixed-method design combined quantitative and qualitative data from 144 teachers and 144 fifth-grade students across 18 schools, using questionnaires, interviews, observations, and document analysis. Data were analysed through regression and thematic analysis. Results: Teacher and student participation significantly influence deep learning implementation (R² = 0.48 and 0.42, respectively, p < 0.05). Curriculum management significantly strengthens this relationship, with overall implementation effectiveness at 76% (moderately effective). Novelty and Contribution: The study positions curriculum management as an intervening mechanism linking participation with deep learning implementation, offering mixed-method evidence of its systemic role in integrating planning, implementation, and evaluation Practical and Social Implications: Schools should strengthen curriculum management through collaborative planning, teacher capacity-building, and active student engagement, supporting meaningful, student-centred education aligned with 21st-century competencies.
Copyright (c) 2026 Agustin Putri, I. Fathurohman, Nur Fajrie, Sri Utaminingsih (Author) https://creativecommons.org/licenses/by/4.0
The Effect of Principals’ Managerial Skills and Teachers’ Participation in Teacher Working Groups (KKG) on Elementary School Teacher Performance in Welahan District
Purpose: This study examines the individual and combined effects of principals’ managerial skills and teachers’ participation in Teacher Working Groups (Kelompok Kerja Guru/KKG) on the performance of public elementary school teachers in Welahan District, Jepara Regency, Indonesia. Methodology: A quantitative ex post facto and descriptive correlational design was employed. Data were collected from 117 teachers selected from a population of 385 using the Slovin formula and purposive sampling. Validated Likert-scale questionnaires were analysed using descriptive statistics and multiple linear regression in SPSS. Results: Principals’ managerial skills had a positive and significant effect on teacher performance (R² = 0.854, β = 0.705, p < .001), while teachers’ participation in KKG also showed a positive and significant effect (R² = 0.657, β = 0.310, p < .001). Together, the two predictors explained 90.3% of the variance in teacher performance (Adjusted R² = 0.903, F = 539.951, p < .001), indicating a strong synergistic relationship. Novelty and Contribution: The study extends educational leadership and Professional Learning Community (PLC) theory by demonstrating that principals’ managerial skills and KKG participation operate synergistically rather than independently in enhancing teacher performance, providing empirical evidence from the Indonesian elementary school context. Practical and Social Implications: The findings highlight the need to strengthen principals’ managerial competencies while restructuring KKG into substantive professional learning communities. Investing in both leadership development and collaborative teacher learning can sustainably improve teacher performance and enhance the quality of elementary education.
Copyright (c) 2026 Suryani, Erik Aditia Ismaya, Gunawan Setiadi, Retselisitsoe Lebona (Author) https://creativecommons.org/licenses/by/4.0
Principal Leadership, Teacher Professionalism, Community Participation, and Educational Quality: A Mixed-Methods Study of Public Elementary Schools in Welahan District
Purpose: This study examined the influence of principal leadership, teacher professionalism and community participation on educational quality in public elementary schools in Welahan District, Indonesia, while exploring how principals support teacher development and stakeholder relationships. Methodology: A convergent parallel mixed-methods design was adopted. Quantitative data were collected from 80 teachers selected through proportionate random sampling using a five-point Likert questionnaire and analysed with multiple linear regression. Qualitative data were obtained through semi-structured interviews with principals and teachers and analysed using Miles and Huberman’s interactive model. Both datasets were integrated during interpretation. Results: Principals supported teacher professionalism through academic supervision, coaching, professional development programmes, motivational support and school policies. They also strengthened stakeholder relationships through transparent communication, collaboration with school committees, and partnerships with community institutions. Principal leadership did not significantly predict educational quality directly (β = .182, p = .054). Teacher professionalism (β = .452, p < .001) and community participation (β = .266, p = .007) significantly predicted educational quality. Together, the three variables explained 38.6% of the variance in educational quality (R² = .386, F = 15.912, p < .001). Novelty and Contribution: The study integrates quantitative and qualitative evidence to show that principal leadership is associated with educational quality, primarily through strengthening teacher professionalism and stakeholder engagement. Social and Practical Implications: Educational quality may be strengthened by sustained investment in teacher professional development, participatory school leadership, and structured community involvement to support continuous school improvement.
Copyright (c) 2026 Sayyidati Vivi Fitroh, Ahmad Haryadi, Sri Utaminingsih, Lipolelo Thamae (Author) https://creativecommons.org/licenses/by/4.0
Development of a Scratch-Based Educational Game to Improve Cognitive Learning Outcomes and Rule Compliance in Pancasila Education
Purpose: This study developed and evaluated ADILINTAR, a Scratch-based educational game designed to improve elementary students’ cognitive learning outcomes and rule-compliance practices in Pancasila Education. Methodology: A Research and Development (R&D) approach combined with a quasi-experimental design was employed. The development process included needs analysis, design, development, expert validation, revision, and field testing. The participants were 48 fourth-grade students assigned to experimental and control groups. Data were collected through expert validation sheets, questionnaires, cognitive achievement tests (pretest and posttest), and observations of students’ behavioural practices. Descriptive statistics, t-tests, and N-gain analysis were used for data analysis. Results: ADILINTAR was rated highly feasible and practical by experts, teachers, and students. The game significantly improved students’ cognitive learning outcomes, with posttest scores exceeding pretest scores and achieving a moderate N-gain. Observations also showed improvements in students’ rule-compliance behaviours, demonstrating the game’s effectiveness in promoting both academic achievement and behavioural development. Novelty and Contribution: This study extends game-based learning beyond STEM into civic and character education by providing evidence that Scratch-based educational games enhance both knowledge acquisition and rule-compliance behaviours in elementary education. Practical and Social Implications: Integrating Scratch-based games into Pancasila Education can increase student engagement, strengthen civic values, and support character development. The findings also highlight the need to strengthen teachers’ digital competencies and promote game-based learning in curriculum implementation.
Copyright (c) 2026 Quswatun Qasanah, Wawan Shokib Rondli, Imaniar Purbasari, Mulikat Omobukola Hassan-Sadudeen (Author) https://creativecommons.org/licenses/by/4.0
Development and Evaluation of a Google Sites-Based E-Learning Platform for Enhancing Diversity Climate and Learning Quality in Junior High Schools
Purpose: This study aimed to develop and evaluate a Google Sites-based e-learning platform (E-learning APIK) to enhance diversity climate and learning quality among junior high school students. Methodology: Using a Research and Development (R&D) approach based on the adapted Borg and Gall model, the study involved needs analysis, design, validation, revision, and implementation. Data were collected from 35 seventh-grade students and one teacher through questionnaires, observations, interviews, and pre-test–post-test measures, and analysed using descriptive statistics and N-gain analysis. Results: The platform was found to be highly feasible, with strong expert validation scores (average = 3.75) and positive responses from students (3.81) and the teacher (3.60). Effectiveness testing showed a moderate improvement in diversity climate and learning quality (N-gain = 0.33). Novelty and Contribution: This research contributes to the literature by providing an integrated model that combines product development, validation, and effectiveness testing, while extending the application of Google Sites to diversity education and demonstrating its potential to influence both learning outcomes and school climate. Practical and Social Implications: The findings highlight the importance of pedagogically designed digital platforms in promoting inclusive learning, improving educational quality, and strengthening teachers’ digital competencies.
Copyright (c) 2026 Martinna Eva Notariany , Sri Utaminingsih, Nur Fajrie (Author) https://creativecommons.org/licenses/by/4.0
Parenting Patterns of Factory-Worker Parents and Their Influence on Elementary Students’ Personality: A Case Study at SDN 4 Bakalan, Jepara
Purpose: This study examined parenting patterns among factory-worker parents and their influence on the personality development of elementary school students at SDN 4 Bakalan, Jepara Regency, using a behaviourist perspective. Methodology: A qualitative case study was conducted with 17 students of factory workers. Data were collected through interviews, observations, and documentation, and analysed using data reduction, display, and conclusion drawing with triangulation for validity. Results: Three parenting styles were identified: permissive (41.2%), democratic (35.3%), and authoritarian (23.5%). Permissive parenting was most common due to parents’ work demands. Democratic parenting supported positive traits such as independence and responsibility, while authoritarian parenting encouraged discipline but also fearfulness. Permissive parenting was linked to low self-control and weak responsibility. Parenting effectiveness was influenced by education, income, family support, and limited parent–child interaction. Novelty and Contribution: The study provides context-specific evidence on factory-worker parenting in relation to child personality development, linking behaviourist theory with occupational constraints in a developing setting. Practical and Social Implications: The study highlights the need for supportive interventions that help working parents maintain effective, balanced parenting practices to promote healthy child development. The study also emphasises the social impact of industrial work on family life and the importance of community and workplace support for working parents.
Copyright (c) 2026 N. Fitriyah, E Zamroni, , WS. Rondli, (Author) https://creativecommons.org/licenses/by/4.0
Digital Literacy, Self-Regulated Learning, and PedagogicalCompetence as Determinants of Learning Quality
Purpose: This study examined the relationships between teacher digital literacy, self-regulated learning (SRL), and pedagogical competence with learning quality in public junior high schools in Jekulo District, Kudus Regency, Indonesia, where evidence from non-urban contexts remains limited. Method: A quantitative survey was conducted with 112 teachers from three public junior high schools selected through proportional random sampling. Data were collected using validated Likert-scale questionnaires and analysed using Partial Least Squares Structural Equation Modelling (SmartPLS 4.0). Results: The measurement model demonstrated satisfactory validity (AVE > 0.50; loadings > 0.70) and reliability (Cronbach's alpha and composite reliability > 0.70). The structural model showed acceptable fit (SRMR = 0.078). Digital literacy positively influenced learning quality (T = 3.468, p = 0.001, f² = 0.15), whereas SRL was not significant (T = 0.956, p = 0.339, f² = 0.012). Pedagogical competence was the strongest predictor (T = 7.785, p < 0.001, f² = 0.63). The model explained 77.6% of the variance in learning quality (R² = 0.776). Novelty and Contributions: This study is among the first to compare the relative effects of digital literacy, SRL, and pedagogical competence on learning quality in a non-urban Indonesian context. It identifies pedagogical competence as the dominant predictor while showing that SRL alone does not significantly improve learning quality. Social and Practical Implications: The findings support prioritising pedagogical competence alongside digital literacy in teacher professional development. Policymakers and school leaders should design integrated capacity-building programmes to strengthen classroom instruction and improve learning quality in public schools.
Copyright (c) 2026 Peni Retnowati , Gunawan Setiadi , Sri Surachmi W (Author) https://creativecommons.org/licenses/by/4.0
Academic Supervision and Digital Platform Adoption as Predictors of Elementary School Teacher Competence: A PLS-SEM Study from Rural Indonesia
Purpose: Improving teacher competence in the digital era requires understanding how managerial interventions and technology adoption interact within school systems. This study examines the individual and combined effects of academic supervision and the use of the Ruang GTK (Teachers and Education Personnel) digital platform on the pedagogical, professional, personality, and social competencies of elementary school teachers in Tayu District, Pati Regency, Indonesia. Methods: A quantitative cross-sectional design was employed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Data were collected from elementary school teachers, with academic supervision and Ruang GTK platform adoption modelled as predictors of teacher competence. Results: Academic supervision had a strong and statistically significant influence on teacher competence (β = 0.671, f² = 0.533), demonstrating its central role in professional development. The Ruang GTK platform also had a significant but smaller effect (f² = 0.077), indicating that its contribution is moderated by contextual and infrastructural factors. Together, both predictors explained 81.7% of the variance in teacher competence (R² = 0.817), providing robust support for the Hybrid Professional Development model. Novelty and Contribution: The study advances existing literature by conceptualising managerial supervision and digital learning platforms as complementary rather than independent drivers of teacher competence. It highlights academic supervision as the primary mechanism for competence development, with digital platforms strengthening professional learning when integrated into effective supervisory practices. Social and Practical Implications: The findings support the Hybrid Professional Development framework and suggest that policymakers and school leaders should prioritise high-quality clinical supervision while embedding Ruang GTK into supervisory feedback and coaching processes to maximise teacher competence in digitally supported educational environments.
Copyright (c) 2026 Azeez Oshoba, Wahyu Pitaloka Dwilestari, Ahmad Hariyadi, Gunawan Setiadi (Author) https://creativecommons.org/licenses/by/4.0
Integrating Managerial Functions Into Professional Learning Communities: Insights From Elementary Education
Purpose: This study examined how classical managerial functions, namely planning, organising, actuating, and controlling, are integrated into Professional Learning Communities (PLCs) in an Indonesian elementary school and how they support sustainable teacher professional learning. Methods: A qualitative single-case study based on Yin’s methodology was conducted in a public elementary school implementing a formal PLC under Indonesia’s Guru dan Tenaga Kependidikan (GTK) platform. Data were collected through semi-structured interviews with the principal, PLC coordinator, administrators, and teachers, complemented by participant observation and document analysis. Results: Classical managerial functions were transformed from administrative processes into collaborative professional practices. Planning was participatory and evidence based, organising emphasised distributed leadership, actuating occurred through lesson study, peer collaboration, and pedagogical dialogue, while controlling focused on collective reflection and continuous improvement. PLC effectiveness was strengthened by facilitative leadership, teacher commitment, and digital support systems. However, workload, limited infrastructure, and differences in teacher competence constrained implementation. Sustainable PLC development depended on aligning managerial structures with a collaborative learning culture. Novelty and Contribution: The study demonstrates that classical management functions can be reinterpreted to strengthen professional collaboration rather than hierarchical control, particularly in resource-constrained schools. Social and Practical Implications: School leaders and policymakers should integrate structured management practices with reflective professional learning to strengthen PLC sustainability, leadership capacity, and teacher professional development in developing-country contexts.
Copyright (c) 2026 Mamik Norsetiani, Imaniar Purbasari, Erik Aditia Ismaya, Yusuff Bolaji Yusuff (Author) https://creativecommons.org/licenses/by/4.0
Instructional Leadership, Pedagogical Innovation, and Physical Education Learning Quality
Purpose: This study examined the direct and indirect effects of instructional leadership on learning quality through pedagogical innovation among Physical Education, Sports, and Health (PJOK) teachers in Pati Regency, Central Java, Indonesia. Methods: A quantitative cross-sectional survey was conducted using covariance-based Structural Equation Modelling (CB-SEM) with IBM AMOS 22. A stratified random sample of 153 teachers was selected from a population of 250. Data were collected using validated five-point Likert-scale instruments. Confirmatory Factor Analysis confirmed satisfactory validity (factor loadings > 0.78; AVE = 0.51-0.57; CR = 0.72-0.75), while Harman's single-factor test indicated no significant common method bias (28.4%). Results: The model demonstrated excellent fit (χ² = 85.532, df = 87, p = .524; RMSEA = .000; CFI = 1.000; GFI = .934; AGFI = .909). Instructional leadership significantly influenced learning quality (β = .212, p = .012) and pedagogical innovation (β = .319, p = .008). Pedagogical innovation positively affected learning quality (β = .318, p < .001) and partially mediated the relationship between instructional leadership and learning quality (indirect effect = .101, 95% CI [.031, .187]). The model explained 31.3% of the variance in learning quality (R² = .313). Novelty and Contribution: The study extends instructional leadership and Diffusion of Innovation theories by establishing pedagogical innovation as the mechanism linking instructional leadership to learning quality in physical education. Social and Practical Implications: The findings support leadership-focused professional development and teacher innovation initiatives to improve learning quality in emerging education systems.
Copyright (c) 2026 Yulianto, Sri Utaminingsih, Gunawan Setiadi (Author) https://creativecommons.org/licenses/by/4.0
The Influence of Principal Discipline and Effective Communication on Teacher Work Motivation
Purpose: The relative motivational influence of school principals' disciplinary behaviour versus their communicative quality on teacher work motivation remains theoretically underspecified, particularly among contract (P3K) teachers in emerging educational systems. Anchored in Herzberg's Two-Factor Theory and Organisational Communication Theory, this study examined whether (H1) principal discipline and (H2) principal effective communication significantly influence teacher work motivation. Methods: A quantitative, cross-sectional survey was conducted with 140 P3K teachers at public primary schools in Pati District, Central Java, Indonesia, using proportional random sampling. Three validated five-point Likert-scale instruments measured principal discipline (16 retained indicators), principal effective communication (14 retained indicators), and teacher work motivation (13 retained indicators). Partial Least Squares Structural Equation Modelling (PLS-SEM) was implemented using SmartPLS 3.0. Results: The structural model explained 49.4% of the variance in teacher work motivation (R² = .494; R²-adj = .487). H1 was not supported: principal discipline had no significant effect on teacher work motivation (T = 0.078 < 1.96; p = .938; f² = .000). H2 was supported: principal effective communication exerted a significant positive effect on teacher work motivation (T = 5.612 > 1.96; p < .001; f² = .222, moderate effect). Novelty and Contribution: The novelty of this study lies in its advocacy for relational communication leadership as the evidence-based priority for motivating contract teachers in Indonesian and comparable emerging educational systems. Practical and Social Implications: School principals should invest in communicative competence, clarity in direction-giving, empathetic engagement, and constructive recognition, rather than relying on disciplinary authority as a motivational strategy, particularly with contract teachers.
Copyright (c) 2026 Sulistiana, Gunawan Setiadi, Ahmad Hariyadi (Author) https://creativecommons.org/licenses/by/4.0
Influence of Child Sex on Cognitive and Social Skills of Children with Autism Spectrum Disorder Within Thematic-Play and Storytelling Interventions in Lagos
Purpose: This study investigated the influence of child sex on the cognitive and social skills of children with Autism Spectrum Disorder (ASD) within thematic-play and storytelling intervention strategies in Lagos, Nigeria. Methodology: The study adopted a pre-test-post-test, control group quasi-experimental design derived from a 3×2×3 factorial framework. A total of 30 children aged 5–10 years with mild to moderate ASD were purposively selected from six special schools across three local government areas in the Lagos-East Senatorial District. Participants were assigned to two experimental groups (thematic-play and storytelling) and a control group (conventional teaching). Data were collected using the Childhood Autism Rating Scale (CARS) and the Cognitive and Social Skill Test (COSST). Hypotheses were tested using Quade’s Analysis of Covariance (ANCOVA) at a 0.05 level of significance. Results: Findings revealed that child sex had no significant main effect on cognitive skills acquisition among children with ASD. Similarly, no statistically significant effect was found for social skills, although females recorded marginally higher post-test gains. Overall, both male and female participants responded similarly to the intervention strategies. Novelty and Contribution: This study contributes to the limited body of empirical research in Nigeria by examining sex as a moderator of ASD intervention outcomes. It provides context-specific evidence that challenges assumptions of gender-based differences in cognitive and social development among children with ASD within structured learning environments. Practical and Social Implications: The findings suggest that educators and practitioners should prioritise individualised and inclusive instructional strategies rather than gender-based expectations when designing interventions for children with ASD. This has implications for curriculum development, teacher training, and inclusive education policies aimed at improving learning and social outcomes for children on the autism spectrum.
Copyright (c) 2026 Seun Sulaiman Folorunsho, Opeyemi Shoaga, Taiwo Edun (Author) https://creativecommons.org/licenses/by/4.0
Effect of Practical Work on Senior Secondary Students’ Achievement in Physics in Katsina Metropolis, Nigeria
Purpose: This study examined the effect of practical-based instruction on senior secondary school students’ academic achievement in physics in Katsina metropolis, Nigeria. It also investigated whether gender differences exist in students’ performance when exposed to practical-based instruction. Methodology: The study adopted a quasi-experimental design with 100 SS2 students randomly assigned to an experimental group (practical-based instruction) and a control group (lecture method). Data were collected using a 20-item Physics Achievement Test (PhysAT), administered as both pre-test and post-test. The instrument had a reliability coefficient of 0.70. Data were analysed using means, standard deviations, and an independent-samples t-test. Results: Findings revealed a statistically significant difference in the academic achievement of students taught using practical-based instruction and those taught using lecture methods, with the experimental group performing better. However, no significant difference was found between male and female students exposed to practical-based instruction. Novelty and Contribution: This study provides empirical evidence from Katsina metropolis on the effectiveness of practical-based instruction in improving physics achievement. It contributes to the growing body of knowledge supporting learner-centred approaches and offers context-specific data relevant for curriculum implementation in Nigerian secondary schools. Practical and Social Implications: The findings highlight the importance of integrating structured practical activities into physics teaching to enhance students’ understanding and performance. The study also supports gender-inclusive instructional practices, suggesting that practical-based instruction promotes equal learning opportunities for both male and female students. Policymakers, educators, and curriculum planners are therefore encouraged to strengthen laboratory-based teaching to improve science education outcomes.
Copyright (c) 2026 Attahir Tukur, Abbas Sulaiman, Suleiman Ahmad (Author) https://creativecommons.org/licenses/by/4.0
Statistical Characterisation of Retention Decay in Chemistry Learning Under Simulation-Driven Instruction
Purpose: This study examined retention decay in chemistry learning under simulation-based instruction using a time-dependent modelling approach. It compared retention dynamics between simulation-based and lecture-based instruction, assessed the predictive effect of instructional method on retention after controlling for post-test achievement, and examined the influence of gender. Methodology: A quasi-experimental pre-test, post-test, and retention control group design was used. The sample comprised 126 Senior Secondary II chemistry students assigned to simulation-based (n = 57) and lecture-based (n = 69) groups. Retention was measured immediately after instruction (T₁), after four weeks (T₂), and after eight weeks (T₃). Data were analysed using descriptive statistics, repeated measures ANOVA, multiple regression, two-way ANOVA, and exponential decay modelling. The Chemistry Achievement Test demonstrated high reliability (KR-20 = 0.87). Results: Simulation-based instruction produced significantly higher retention than lecture-based instruction across all time points. Instructional method significantly predicted retention after controlling for post-test achievement (β = 0.394, p < 0.05), explaining 65.9% of the variance (R² = 0.659). Exponential decay modelling showed a lower decay rate for the simulation group (λ = 0.08) than the lecture group (λ = 0.18), indicating slower forgetting. Gender had no significant effect on retention. Novelty and Contribution: The study introduces exponential decay modelling to quantify learning retention over time under different instructional approaches. Social and Practical Implications: The findings support wider adoption of simulation-based chemistry instruction, teacher training, and delayed assessments to strengthen long-term learning for all students.
Copyright (c) 2026 Abdulkadir Halliru, Suwaiba Sa’id Ahmad (Author) https://creativecommons.org/licenses/by/4.0
Pathways to School Discipline: Modelling the Roles of Community Participation and Teacher Engagement in Private Secondary Schools using PLS-SEM
Purpose: This study examines the structural relationships among community participation, teacher engagement, and school discipline in private secondary schools in Lagos State, Nigeria, with particular attention to the mediating role of teacher engagement. Methodology: A quantitative, cross-sectional survey design was used. Data were collected from 500 teachers selected through a multi-stage sampling technique. Measurement and structural models were tested using Partial Least Squares Structural Equation Modelling (PLS-SEM) with SmartPLS 4. Results: The results indicate that community participation has no significant direct effect on school discipline. However, community participation significantly predicts teacher engagement, and teacher engagement has a strong positive effect on school discipline. Teacher engagement fully mediates the relationship between community participation and school discipline, indicating that community participation's influence on discipline operates primarily through teachers’ psychological engagement. Novelty and contribution: This study contributes to the literature by integrating Social Capital Theory and the Job Demands–Resources model within the context of urban private secondary schools. It provides empirical evidence that teacher engagement is a critical mechanism linking community participation to disciplinary effectiveness in market-driven educational settings. Practical and social implications: School proprietors and administrators should prioritise strategies that transform community participation into a supportive resource for teachers. Policies that strengthen teacher engagement may yield greater improvements in school discipline than direct disciplinary interventions alone.
Copyright (c) 2026 Hafeez Abiodun Osundiji, Ganiyu Abiona Ibikunle, Ayodeji Olasunkanmi Abari (Author) https://creativecommons.org/licenses/by/4.0
Culturally Responsive Pedagogy in Cybersecurity Education: Evidence from African Secondary Schools
Purpose: This study examines the effectiveness of the Culturo-Techno-Contextual Approach (CTCA) in improving secondary school students’ academic achievement in cybersecurity. The CTCA integrates culture, technology, and context to promote meaningful learning and is grounded in cognitive constructivist, meaningful learning, social constructivist, and eco-cultural theories. Methods: A quasi-experimental pre-test–post-test control group design was employed with 106 secondary school ICT students in Africa. The experimental group (n = 54) was taught using the CTCA, while the control group (n = 52) received conventional lecture-based instruction. Achievement was measured using the Information Security Achievement Test (ISAT), which demonstrated satisfactory reliability (Cronbach’s α = 0.82; test–retest reliability = 0.79). Analysis of covariance (ANCOVA) was conducted using pretest scores as covariates to control for baseline differences. Results: Students taught using the CTCA achieved significantly higher post-test scores (M = 26.59, SD = 3.27) than those taught using the lecture method (M = 17.62, SD = 3.06). ANCOVA revealed a significant treatment effect, F(1, 103) = 615.83, p < .05, confirming the effectiveness of the CTCA in enhancing cybersecurity achievement. Novelty and Contribution: This study extends the application of the CTCA to cybersecurity education, providing empirical evidence for a culturally responsive, technology-enhanced instructional approach that strengthens constructivist learning in African secondary schools. Social and Practical Implications: The findings support the adoption of the CTCA by educators and policymakers to improve cybersecurity and ICT learning outcomes, strengthen digital competencies, and enhance students’ preparedness for an increasingly digital society.
Copyright (c) 2026 Olasunkanmi A. Gbeleyi, Esther Oluwafunmilayo Peter, Deborah O. Agbanimu, Adekunle I. Oladejo, Franklin U. Onowugbeda, Ibukunolu A. Ademola (Author) https://creativecommons.org/licenses/by/4.0
Effects of an 80-10-10 Multilingual CTCA-Harlybot Model on Achievement and Critical Thinking in Mobile and Adaptive Systems
Purpose: This study compared three instructional approaches for teaching a Mobile and Adaptive Systems course: traditional lecture, Harlybot-supported Culturo-Techno-Contextual Approach (CTCA) in English, and Harlybot-supported CTCA using an 80-10-10 English–Nigerian Pidgin–Yoruba code-switching model. It examined their effects on students' achievement (retention) and critical-thinking skills. Methodology: A pre-test–post-test quasi-experimental design involving 75 second-year undergraduates was adopted. Cognitive Task Analysis identified the OSI Model as the most difficult concept, informing the intervention. Quantitative data were analysed using MANCOVA with pre-test scores as covariates, while think-aloud protocols and focus groups provided qualitative evidence. Results: No statistically significant differences were found across the three approaches (p > .05). However, the multilingual CTCA group consistently achieved the highest adjusted mean scores for achievement and critical thinking, with moderate-to-large effect sizes (η² = .09–.14). Qualitative findings showed that strategic, culturally grounded code-switching reduced extraneous cognitive load and enhanced meaningful learning. Novelty and Contributions: The study extends Okebukola's Eco-Techno-Cultural Theory by identifying an optimal indigenous-language threshold (≤20%) for teaching complex computing concepts and demonstrating the effectiveness of integrating AI-supported instruction, CTCA, and multilingual pedagogy. Practical and Social Implications: The findings suggest that limited, purposeful AI-supported code-switching can improve learning while preserving academic rigour, thereby providing a culturally responsive approach to STEM education in multilingual African universities.
Copyright (c) 2026 Alli Abdurrazaq , Peter A. Okebukola, Toyin Enikuomehin, Deborah Agbanimu, Victoria Abokunwa (Author) https://creativecommons.org/licenses/by/4.0
From Capability to Adoption: Skills, Perceptions, and Attitudes Driving Lecturers’ AI Adoption in Northwest Nigerian Universities
Purpose: This study investigated the factors influencing lecturers’ adoption of artificial intelligence (AI) technologies for teaching, research, and academic engagement in federal universities across Northwest Nigeria. It examined digital competence, perceived ease of use, and attitudes toward integrating AI into academic practice. Methodology: A mixed-methods descriptive survey using a convergent parallel design was employed. Quantitative data were obtained from 759 lecturers through the AI Technology Adoption Questionnaire (AITAQ), while qualitative data came from 21 semi-structured interviews. Analysis involved descriptive statistics and thematic analysis, guided by the Diffusion of Innovation (DOI) and Unified Theory of Acceptance and Use of Technology (UTAUT). Results: Digital competence was moderate (mean = 3.12), showing that lecturers were comfortable with basic ICT tools but had limited experience with advanced AI applications. Perceived ease of use was positive (mean = 3.08), yet constrained by inadequate technical support and integration challenges. Attitudes toward AI were generally favourable (mean = 3.32), though concerns persisted about ethics, originality, and job security. Qualitative findings indicated reliance on self-learning, peer support, and varying levels of institutional readiness. Novelty and Contribution: By combining DOI and UTAUT, the study provides a contextualised model explaining how competence, ease of use, and attitudes interact with institutional barriers to influence AI adoption among Nigerian university lecturers. Practical and Social Implications: The study recommends targeted capacity-building programmes, formation of AI learning communities, and improved technological infrastructure. Strengthening partnerships, offering incentives, and establishing ethical guidelines are essential for enhancing creativity, collaboration, and sustainable AI integration while addressing institutional disparities.
Copyright (c) 2025 Usman Abubakar, Samuel Adenubi Onasanya (Author) https://creativecommons.org/licenses/by/4.0
Effect of Technology-Mediated Advance Organisers on Secondary School Students' Motivation for Reading Information Texts
Purpose: Motivation for reading information texts is important for students’ academic advancement and lifelong learning. Extant literature reported that many Senior Secondary (SS) students exhibit deficiency in Motivation for Reading IT(MfRIT). Previous studies focused more on home and linguistic factors that influence students’ MfRIT than on intervention using technology-mediated advance organisers This study, therefore, determined the effect of two technology-mediated advance organisers (Animated videos and infographics advance organisers) on MfRIT among public senior secondary school students in Ibadan, Nigeria. Methodology: The study adopted the pretest – posttest control group quasi-experimental design with three null hypotheses tested at 0.05 level of significance. Participants for the study were 197 senior secondary school two students from six purposively selected public schools. The instruments used for data collection were two instructional packages, a motivation for reading information texts questionnaire and a vocabulary knowledge test. Data analysis was done using Analysis of Covariance (ANCOVA). Results: The results showed a significant main effect of treatment on students’ MfRIT (F(2, 195) = 62.35, partial η2 = 0.42) with participants in infographics advance organiser group having the highest post-treatment motivation mean score (72.41) followed by those in animated videos advance organiser (65.07) and control (62.38) groups. There was also a significant main effect of vocabulary knowledge on MfRIT (F(2,195) =9.34, partial η2 = 0.97). Furthermore, there occurred a significant interaction effect of treatment and vocabulary knowledge on MfRIT (F(3, 194) = 3.61, partial η2 =0 .06). Novelty and contribution: The study provides empirical evidence on the effect of integrating technology into reading lessons through the use of technology-mediated advance organisers. Practical and social implication: Findings from the study show the need for teachers to adopt technology-mediated advance organisers for the enhancement of students’ motivation for reading information texts.
Copyright (c) 2026 Khadijah Adedoyin Sunmonu, David Olugbade Fakeye (Author) https://creativecommons.org/licenses/by/4.0
Assessment of the Availability and Usability of Teaching and Learning Materials and Resources in Higher Education Institutions for Graduates’ Employability Skills Development
Purpose: This study examined the availability and usability of teaching and learning materials and resources in Nigerian higher education institutions and assessed their adequacy in supporting graduates’ employability skills development for the twenty-first-century labour market. Methodology: A non-experimental design of descriptive survey research type was adopted. Using a multistage sampling precedure, 1,109 graduates were drawn from 80 federal, state, and private higher education institutions across Nigeria. Data were collected using the Teaching and Learning Materials and Resources Inventory (TLMRI), which demonstrated high reliability (r = 0.93). Descriptive statistics were used to analyse the levels of resource availability and usability. Results: Findings showed a relatively high level of resource availability (67.9%), indicating adequate provision of core instructional facilities such as lecture halls, textbooks, and computers. However, resource usability was only moderate (52.4%), suggesting that many available resources were underutilised, outdated, or poorly maintained. Digital, collaborative, and psychosocial resources recorded particularly low usability levels, limiting their contribution to employability skills development. Novelty and Contribution: The study advances an Input→Process→Outcome framework in which resource availability represents the input, usability serves as the mediating process, and graduates’ employability is the outcome. By highlighting usability as a mediating mechanism linking resources to employability outcomes, the study extends existing literature beyond mere resource provision. Practical and Social Implications: Improving the usability of teaching and learning resources can enhance experiential learning, reduce graduate skills gaps, and support the production of innovative, workforce-ready graduates, with implications for institutional effectiveness, national competitiveness, and sustainable development in Nigeria’s higher education system.
Copyright (c) 2025 Miriam Uwak James, Monica Ngozi Odinko (Author) https://creativecommons.org/licenses/by/4.0
Toward Inclusive Digital Education in Abuja, Nigeria: A Qualitative Study of Adoption Barriers and System-Level Reforms in K–12 Schools
Purpose: Despite significant global advancements in EdTech that have revolutionised teaching and learning approaches, the adoption of these innovations among schools in Nigeria, particularly Abuja, remains constrained. Factors such as poor digital infrastructure, high data cost, unreliable electricity supply, digital incompetence, socio-economic disparities, and inconsistent school policies towards e-learning integration have collectively hindered progress. This study examines the use of digital learning tools in K–12 schools in Abuja, highlighting the need for digitised teaching to remain globally competitive. Methods: This research adopted a qualitative research design based on open-ended methods to determine the impact of digital learning tools on K-12 learning in Abuja. N=20 of the purposively chosen teachers, administrators, and education officers will be interviewed in 30-45 minutes on Zoom or face-to-face. Thematic analysis using the Braun and Clarke (2006) model was carried out on the data generated. Results: This paper established that to promote the digitisation of education in Abuja, systemic change is required. This will bridge the gap between K-12 learners in the state and address the limitations within the state. Novelty and Contribution: Improving K-12 learning in Abuja will foster a more adaptable and future-oriented educational system in Nigeria. Social and Practical Implications: Pragmatically, digital integration will enhance teaching and learning, digital literacy, and curriculum delivery in these schools. Socially, adopting digital tools for teaching and learning will promote inclusive education such that all children, regardless of socio-economic status, will have access to quality education, in fulfillment of SDG 4.
Copyright (c) 2026 Sunday Temitope Toba, Raphael Ngigi Wanjiku, Oluchi Jessica Nwosu (Author) https://creativecommons.org/licenses/by/4.0
Unlocking Student Achievement: A Structural Analysis of Educational Cost, Teacher Competence, and Learning Outcomes in Lagos Private Schools
Purpose: This study examined how educational cost and teacher professional competence influence learning outcomes in private junior secondary schools in Lagos State, Nigeria. It addresses the concern that high parental spending in private schools does not always produce stronger academic performance, highlighting the need to understand how teacher competence shapes this relationship. Methodology: A correlational descriptive survey design was employed, drawing on Human Capital Theory and Rational Choice Theory. The sample consisted of 300 teachers and administrators selected from 30 private schools across six educational districts using stratified random sampling. Data were collected through the Educational Cost and Competence Questionnaire and Basic Education Certificate Examination results from 2021 to 2023. Descriptive statistics, Pearson correlation, multiple regression, and path analysis were used. Results: Findings showed strong positive correlations among educational cost, teacher competence, and learning outcomes. Educational cost and teacher competence jointly explained 62.6% of the variance in student performance. Path analysis confirmed a partial mediation effect, demonstrating that financial investment improves learning outcomes more effectively when it enhances teacher professionalism and instructional quality. Novelty and Contribution: The study provides new empirical evidence showing that educational spending affects achievement both directly and through teacher competence. By linking resource allocation with human capital development, the study extends theoretical understanding of how school finances translate into academic results in developing economies. Practical and Social Implications: The study highlights the need for private schools to prioritize strategic resource allocation, continuous professional development, and performance-based incentives. The findings guide school managers, policymakers, and parents by showing that improved learning outcomes depend not only on financial investment but also on strengthening teacher competence as a central driver of educational quality.
Copyright (c) 2025 Yetunde Funmilola Dada, Lateefat Oludare Yahya (Author) https://creativecommons.org/licenses/by/4.0
Does Parental Patronage Influence Learning Outcomes? Evidence from Private Junior Secondary Schools in Lagos State, Nigeria
Purpose: This study examined the influence of parental patronage on the learning outcomes of students in private junior secondary schools in Lagos State, Nigeria. Methodology: A descriptive, cross-sectional survey design was adopted. Data were collected from 36 schools selected across six education districts using a multi-stage random sampling technique. A structured four-point Likert-scale questionnaire was used to measure parental patronage and perceived student learning outcomes. The data were analysed using Analysis of Variance (ANOVA) and Pearson Product-Moment Correlation at a 0.05 level of significance. Results: The findings revealed no significant difference in learning outcomes among students attending low-, medium-, and high-fee private schools (F(2, 33) = 1.043, p > 0.05). Furthermore, parental patronage demonstrated a very weak, negative, and statistically non-significant relationship with students' learning outcomes (r = −0.014, p > 0.05). These results suggest that higher levels of parental involvement or financial commitment do not necessarily translate into improved academic outcomes in this context. Novelty and Contribution: The study contributes empirical evidence to the discourse on determinants of learning outcomes in private education by demonstrating that parental patronage alone may not significantly influence students' academic performance in private junior secondary schools in Lagos State. Practical and Social Implications: The findings suggest that school administrators and policymakers should prioritise improving institutional factors, including teaching quality, school infrastructure, and learning resources. Strengthening these elements may create a more conducive learning environment and enhance students' educational outcomes in the private secondary school sector.
Copyright (c) 2026 Yetunde Dada, Lateefat Oludare Yayah (Author) https://creativecommons.org/licenses/by/4.0
Redesigning Learning Spaces in Higher Institutions for the Post-Pandemic Era: A Systematic Review
Purpose: This systematic review examined how higher education institutions redesigned learning spaces in response to the COVID-19 pandemic, focusing on student engagement, institutional challenges, flexibility, and the role of redesigned spaces in fostering community and collaboration. Methodology: Using PRISMA guidelines, the study systematically searched Scopus and Google Scholar for peer-reviewed articles published between 2020 and 2025. Forty one met the inclusion criteria. A descriptive analysis and cluster-based keyword mapping were used to identify thematic patterns related to learning space redesign. Result: Findings show that redesigned learning spaces particularly online, hybrid, flexible, and technology-enhanced formats significantly shaped engagement and participation by improving interaction, accessibility, and communication. Institutions, however, faced substantial challenges including digital inequities, limited infrastructure, insufficient faculty training, and uneven student readiness for technologically mediated learning. Flexibility emerged as a core strategy for coping with uncertainty, enabling continuity through blended, asynchronous, and multimodal learning designs. Redesigned spaces also played a central role in rebuilding community and supporting collaboration through digital platforms, hybrid classrooms, and inclusive technologies. Novelty and contribution: The study provides a comprehensive synthesis that integrates design principles, pedagogical strategies, and technological affordances shaping post-pandemic learning spaces. It contributes a global perspective on how learning spaces physical and virtual can be redesigned to support engagement, equity, and collaborative learning. Practical and social implications: The review offers actionable insights for policymakers, administrators, and educators seeking to develop adaptive, inclusive, student-centered environments that remain resilient in future disruptions.
Copyright (c) 2025 Retselisitsoe Lebona, Maboi Zacharia Mphunyane, Mapulane Mochekele, Lipolelo Thamae (Author) https://creativecommons.org/licenses/by/4.0
Exploring Kanuri Parents’ Knowledge, Attitude, Belief, and Practice on Girl-Child Education in Northern Borno
Purpose: This study examine the direct and indirect relationships among knowledge, belief, attitude, and practice of Kanuri parents regarding girl-child education in Northern Borno, using Partial Least Squares Structural Equation Modelling (PLS-SEM). Specifically, the study seeks to determine how parental knowledge shapes beliefs and attitudes, and how these cognitive and affective factors translate into actual educational practices, with particular attention to the mediating roles of attitude and belief. Methodology: Partial Least Square-Structural Equation Modeling (PLS-SEM) was used to analyze data from 93 respondents. Structure questionnaire was employed a data collection instrument. Findings: Parental knowledge significantly predicts both attitudes (β = 0.653) and beliefs (β = 0.859) toward girl-child education. Beliefs shape attitudes (β = 0.292) and influence practice (β = 0.331), while attitude strongly predicts practice (β = 0.401), demonstrating its central role in driving parental behavior. Knowledge has only a weak direct effect on practice (β = 0.213), indicating that its influence is largely indirect through belief and attitude. The structural model shows high explanatory strength, accounting for 84.0% of the variance in attitude (R² = 0.840), 73.8% in practice (R² = 0.738), and 81.6% in belief (R² = 0.816). Novelty and Contribution: This study offers a culturally grounded SEM framework that integrates knowledge, belief, attitude, and practice, highlighting the mediating roles of belief and attitude in shaping parental educational decisions. Practical and Social Implications: The results emphasize the need for holistic, culturally sensitive interventions that enhance parental knowledge, foster positive attitudes, and reshape beliefs through trusted community, cultural, and religious influencers. These insights can guide policymakers, educators, and NGOs in strengthening girl-child education and advancing gender equity in Northern Borno.
Copyright (c) 2025 Yagana Alhaji Abba (Author) https://creativecommons.org/licenses/by/4.0