Didactic Design in Initial Teacher Education: A Meta-evaluative Study Based on Experiential Learning

Exploring the Role of Metacognitive Strategies in Research Writing: A Learner-Centered Perspective

This study explores the metacognitive strategies of education students in educational research writing using a learner-centered perspective grounded in Flavell’s metacognitive theory (1979) and Zimmerman’s self-regulated learning (SRL) model (2000). Employing a qualitative phenomenological design, data were gathered through semi-structured interviews with ten purposely selected fourth-year education students with direct experience in research writing. Reflexive thematic analysis was used to interpret the data. Findings reveal four (4) key themes: education students’ perceptions and application of metacognitive strategies in research writing, metacognitive challenges encountered by education students in the planning, execution, and writing stages, learner-centered instructional approaches fostering or hindering the enactment of metacognitive regulation essential to research competence, and education students' reflections and learning Adaptation. Results indicate that while students demonstrate strong conceptual understanding of metacognition, their regulatory practices remain largely reactive rather than proactive, particularly in complex tasks such as synthesis and data analysis. Emotional challenges, peer collaboration, and instructor feedback were also found to significantly shape students’ metacognitive engagement. The study concludes that research writing serves as a developmental space for strengthening self-regulated learning, although students require stronger instructional scaffolding to enhance strategic and emotional regulation. The study recommends structured reflection, explicit strategy instruction, and targeted feedback should be integrated to support the transfer of metacognitive skills.

Designing a Framework Based on Student-Centered Learning Approaches to Enhance Professional Behaviors and the Effectiveness of Accounting Education

The present study aimed to design a framework grounded in student-centered learning approaches to enhance professional behaviors and improve the effectiveness of accounting education. Accordingly, in terms of purpose, the research was applied; in terms of time horizon, it employed a cross-sectional design; and philosophically, it was based on an inductive approach. A grounded theory methodology was adopted to conduct the study. The participants consisted of 10 expert accounting faculty members from universities, each with at least 10 years of teaching experience, relevant scientific publications, and experience in curriculum design. They were selected purposively until theoretical saturation was achieved. Data were collected through semi-structured interviews. Qualitative validity was confirmed using Creswell’s (2005) eight-step strategy, including member checking, triangulation, and peer debriefing. Qualitative reliability was ensured through precise documentation of the coding process in MAXQDA software and an inter-coder agreement rate exceeding 85%. The findings indicated that causal conditions such as active student participation, the use of modern technologies, and constructive feedback lead to the core category comprising diversity of instructional methods, interactive learning, and course design aligned with learner needs. Contextual conditions (continuous assessment, practical skills, and metacognitive competencies) and intervening conditions (enhancement of scientific content, a diverse learning environment, and attention to individual talents) shape strategies such as encouraging creativity, critical thinking, and the development of appropriate instructional content. The outcomes include facilitating deep learning, fostering motivation and enthusiasm, and enhancing collaboration and interaction, which strengthen professional behaviors such as integrity, accountability, and critical thinking. This framework aligns accounting education with professional requirements and improves its overall quality.

Evidence-Based Differentiated Instructional Methods: Foundation for an Intervention Programs in Social Studies

This study examined the effects of differentiated instruction on secondary-level learners in Social Studies and the barriers experienced by teachers in its implementation. Guided by Multiple Intelligence Theory and organized through the Input-Process-Output framework, the study aimed to develop an intervention framework that could strengthen differentiated instruction practices. A qualitative exploratory research design was employed at Emilio Aguinaldo College. Seven regular secondary school teachers with experience in differentiated instruction were selected through purposive sampling. Data were gathered using a researcher-made questionnaire, a structured interview guide, and demographic profile sheets. The participants’ responses were transcribed, coded, and interpreted through thematic analysis. The findings revealed that differentiated instruction positively influenced learners’ academic performance, student engagement, classroom behavior, and skill progress. It supported personalized learning, improved comprehension, increased participation and confidence, promoted collaboration and autonomy, and strengthened communication, critical thinking, problem-solving, and social interaction. However, teachers encountered difficulties in assessing learners’ understanding, managing large classes, preparing differentiated lessons, designing rubrics and assessments, accessing adequate resources, managing limited instructional time, and adapting strategies to varied learner capabilities and interests. The study concluded that differentiated instruction could create a more inclusive, responsive, and learner-centered Social Studies classroom when supported by sufficient preparation, resources, and institutional assistance. It recommended professional development workshops, resource allocation, collaborative planning, mentorship, reflective practices, parent and community engagement, technology-supported learning, and regular curriculum review. The study supports SDG 4, Quality Education, by promoting inclusive and responsive teaching, and SDG 10, Reduced Inequalities, by addressing diverse learner needs. It also relates to SDG 17 through collaboration among teachers, administrators, families, communities, and policymakers. Its sustainability impact lies in strengthening long-term instructional quality, institutional support, inclusive education, and community participation.

Development of a self-perception questionnaire to evaluate the design of teaching sequences

CATPO as an Innovative Evaluation Framework for GASING-Based Mathematics Learning: Bridging Educational Evaluation and Instructional Innovation

Background Foundational numeracy remains a critical challenge in primary education, particularly in contexts where traditional mathematics instruction fails to engage learners effectively. The GASING (Easy, Fun, and Enjoyable) method has emerged as an innovative pedagogical approach to improve students’ conceptual understanding and motivation. However, comprehensive evaluation frameworks capable of assessing both program effectiveness and instructional processes are still limited. This study addresses this gap by developing the CATPO evaluation model, an integrative framework synthesizing systemic and transactional perspectives. Methods This research employed a mixed methods design within a research and development (R&D) framework. The CATPO model was developed through preliminary study, design, field testing, revision, operational testing, and implementation stages. Data were collected from primary school mathematics teachers implementing the Ende Pandai Berhitung–GASING program using questionnaires, observations, interviews, and document analysis. Quantitative data were analyzed descriptively using percentage scores, while qualitative data supported interpretation of implementation processes. Results The CATPO model demonstrated high validity, practicality, and effectiveness, with main and operational field testing scores exceeding 82%. Program evaluation results indicated overall high performance (80.0%), categorized as “Good.” The Transaction domain achieved the highest score (90.0%), reflecting strong classroom implementation and student engagement. Product outcomes showed substantial improvements in numeracy skills, conceptual understanding, motivation, and confidence (83.6%). Context (75.7%), Antecedent (73.0%), and Outcomes (77.6%) domains also achieved good performance but highlighted areas requiring enhanced teacher preparation and sustainability support. Conclusions The CATPO model provides a robust and comprehensive framework for evaluating innovative mathematics programs by integrating contextual readiness, instructional processes, outcomes, and broader impacts. The findings confirm that GASING-based learning is effective in improving foundational numeracy when supported by adequate preparation and continuous evaluation. The model offers significant potential for guiding evidence-based policy, improving program implementation, and advancing research in educational evaluation and instructional innovation.

Exploring the Implementation of Project-Based Learning in Primary English Classrooms: Insights from Teachers’ and Students’ Perspectives

The implementation of Project-Based Learning (PjBL) in primary English classrooms is important to investigate because it enhances students’ motivation and engagement despite challenges in instructional practices and assessment. This study aims to explore the implementation of Project-Based Learning (PjBL) in primary English classrooms, focusing on planning, implementation, assessment, and the perceptions of teachers and students. This research employed a qualitative approach with a case study design conducted at Bali Kiddy Primary School. The participants consisted of English teachers and fifth-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, documentation, and self-reflection journals, and analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings reveal that PjBL has been implemented with several strengths, particularly in enhancing student motivation, engagement, collaboration, and confidence in using English. Students actively participated in group work and showed positive attitudes toward learning through projects. However, several challenges were identified, including limited alignment in lesson planning, unclear instructional guidance, time constraints, and assessment practices that focus more on final products rather than learning processes. Project-Based Learning has strong potential to improve English learning at the primary level by creating meaningful and student-centered learning experiences. Nevertheless, improvements in planning, instructional clarity, and comprehensive assessment strategies are necessary to optimize its implementation