This study uses a quasi-experimental research design and the Successive Approximation Model (SAM) for research and development (R&D). In twenty (20) states, including the Federal Capital Territory (FCT) Abuja in Northern Nigeria, technical colleges providing radio television and electronics jobs were the sites of the study. The study's sample comprises 782 NTC1 students from fifteen carefully chosen technical colleges that provide RTVEW. 460 National Technical Certificate year one (NTC1) RTVEW students from 11 classes in 11 coeducational schools in Northern Nigeria's Education Zone made up the study's sample. Out of the fifteen coeducational Technical colleges in the Education Zone of Northern Nigeria, eleven coeducational schools were chosen using a simple random sample technique. A structured questionnaire on RTVEW with the title "Practical Guide for National Technical Certificate Students of RTVEW Questionnaire" (PGNTVCSRTEWQ) was the tool utilized to collect data for this study. On PGNTVCSRTEWQ, face and content validation were conducted. Twenty-seven specialists from the Department of Industrial Technology Education verified the instrument. Federal Technological University in Minna. While in Nigeria, twenty-five (25) randomly selected technical college students offered RTVEW. The data was analyzed using I-CVIs, SCVI/UA, and S-CVI/Ave, and it was discovered that the content validity index at the third round of validation is 0.96. The practical guide for National Technical Certificate (NTC) students studying radio, television, and electronics works underwent a content validity analysis, and the results showed that the instrument met the requirements for a sufficient level of content validity. The comprehensive evaluation process, which included several rounds of expert reviews and the computation of numerous validity indices, led to this conclusion. The results show that, in spite of certain difficulties, the instrument is reliable and appropriate for use in teaching.

Large class sizes pose significant challenges in education, impacting the quality of teaching and learning. Many scholars have highlighted the consequences of large class sizes; however, few have focused on strategies to mitigate these effects to enhance the quality of teaching and learning. This study identified the key effects of large class size on teaching and learning in senior high schools in Ghana and explored effective pedagogical practices for improvement. A qualitative research method was employed, and purposive sampling was used to select 38 respondents. Primary data were gathered through focus group discussions and personal interviews. Key issues identified include difficulties in providing individualised attention, proper assessments, timely feedback, and effective classroom management, all of which hinder academic progress and contribute to poor student performance. To address these issues, the findings revealed that peer teaching and marking, group studies, recruiting more teachers to support collaborative teaching, field trips, and the use of projectors should be incorporated into teaching large class sizes. The study also emphasises the importance of professional development training for teachers to improve their methodologies and confidence in managing large classes. The study concludes that these methods reduce teacher workload and improve the overall teaching and learning experience. The study recommends that the Ghana Education Service should encourage teachers to employ these strategies in large classes to improve the quality of teaching and learning.

The COVID-19 pandemic affected various industries, including education, around the world. Students with special educational needs and disabilities (SEND) were disproportionally affected by school closures during the pandemic, leading to considerable educational setbacks. This study aims to explore the educational loss among students with SEND during the COVID-19 pandemic in Lebanon through a phenomenological research design. Data were collected using maximum variation purposive sampling from 6 inclusive teachers (IT) and 5 inclusive school principals (ISP) selected from 9 schools across Lebanon’s 8 governorates through semi-structured interviews. Findings revealed that students with SEND experienced significant educational loss across learning, social, psychological, and physical dimensions, with variations in the scope and extent of the impact. To address this loss, schools used 5 key strategies. Three focused on academics, while the other 2 aimed at social, psychological, and physical recovery. This study offers recommendations for policy makers and practitioners, highlights limitations, and suggests directions for future research.

This study highlights the critical role of pedagogical leadership among mathematics teacher leaders in Bahrain, emphasizing the impact of both formal and informal leadership roles. The findings indicate that while both types of leaders demonstrate high levels of pedagogical leadership, there are significant differences in their awareness of leadership practices. This suggests a need for targeted strategies to enhance leadership capabilities across different roles. Utilizing partial least square structural equation modelling (PLS-SEM) with SmartPLS4 software, the study provides robust insights into these dynamics. Key insights include the importance of fostering a collaborative environment through peer review systems and regular team meetings, promoting proactive problem-solving, and encouraging engagement in task accomplishment. Schools should support innovation and autonomy by providing resources and time for experimentation with new teaching methods and technologies. Additionally, addressing the limitations of self-evaluation scales is crucial for accurate assessment of leadership capabilities. Overall, the study advocates for a holistic approach to leadership development, recognizing the unique needs of both formal and informal leaders to enhance educational practices and outcomes.

The study examines the impact of parental socioeconomic status (SES) on students’ academic performance in selected senior high schools in the Northern Region of Ghana. The study was grounded on the Resource Theory and the Family Investment Model. Using a quantitative approach, data were collected from 313 students through structured questionnaires and analysed using Pearson correlation, multiple regression, and ANOVA. The results reveal a significant relationship between SES and academic achievement. Parental income, education, and occupation were positively correlated with student performance, with parental income showing the strongest correlation (r = 0.62). Students from high-SES backgrounds had higher average scores in Mathematics (65.4), English (68.5), and Science (66.7) compared to those from low-SES backgrounds (Mathematics: 48.1, English: 49.8, Science: 49.2). Multiple regression analysis showed that parental income (β = 0.41, p = 0.000) was the most significant predictor of academic success, followed by parental education (β = 0.35, p = 0.000) and parental occupation (β = 0.28, p = 0.000). ANOVA results confirmed significant differences in academic performance across SES levels (F = 35.89, p = 0.000). The findings highlight the need for targeted interventions to bridge educational disparities. The study recommends scholarships, parental education initiatives, conditional cash transfers, community learning centres, and broader socio-economic reforms, to bridge the academic performance gap between high- and low-SES students. Addressing these socioeconomic barriers can enhance educational equity and improve student outcomes.

Translanguaging has gained a great interest in multilingual settings as a pedagogical approach which fosters the integration of the languages invthe students’ repertoire in the teaching and learning process. However, investigating the role of translanguaging in literature departments at higher education institutions has gained scant attention. Therefore, this current research study attempts to achieve the following purposes: (1) to investigate the perceptions of university students about translanguaging, (2) to assess the positive and negative aspects of translanguaging in the process of learning, (3) to examine the practicality of translanguaging specifically in literature classes, (4) to evaluate the usage of translanguaging in higher education. To fulfill these goals, first and fourth year university students of German Language and Literature, French Language and Literature and English Language and Literature were surveyed and interviewed. The results showed that university students perceive translanguaging as a useful strategy for university students’ active learning, along with its positive effects on students’ psychological state. These findings underscore the importance of using translanguaging in higher education, especially in literature departments, suggesting that translanguaging can help increase efficiency in higher education.