International Journal of Contemporary Studies in Education

Investigating Teachers' Attitudes towards Multicompetence in English Language Teaching

2025-10-07T12:22:13+00:00

Purpose – This study investigates English tutors’ attitudes toward multicompetence in an English course in Yogyakarta. Multicompetence views language learners as users of multiple linguistic systems rather than imperfect native speakers. Despite its growing relevance in language education, limited research explores how tutors in private language courses perceive this concept. Therefore, this study aims to examine tutors’ perspectives on multicompetence and its relevance to English language learning.

Methodology – This study employed a qualitative descriptive research design. Six English tutors from an English course institution in Yogyakarta were selected using purposive sampling. Data were collected through semi-structured interviews to explore tutors’ perceptions of multicompetence. The analysis followed three stages: familiarization with the data, coding, and interpretation. The interview transcripts were analyzed thematically to identify patterns related to teaching perspectives and the use of learners’ first language.

Findings – Tutors generally hold positive attitudes toward multicompetence. They emphasize effective communication rather than native-like fluency and consider students’ first language as a valuable learning resource. Tutors also view multilingual ability as an advantage in language learning. The study suggests that integrating multicompetence into teaching can support communicative competence and more inclusive learning environments.

Novelty – This study provides insights into tutors’ perceptions of multicompetence within the context of private English language courses.

Significance – The findings may benefit English teachers, teacher trainers, language course providers, and researchers by helping develop more inclusive language-teaching practices.

Socioeconomic and Family Determinants of Primary School Pupils’ Academic Performance in Osun State, Nigeria

2025-10-14T04:10:06+00:00

Purpose – This study examined the factors affecting the academic performance of primary school pupils in Osun State, Nigeria. Specifically, it investigated the influence of parents’ socioeconomic status, educational background, occupation, parenting styles, and family structure, size, and background on pupils’ academic performance.

Methodology – The study adopted a correlational descriptive survey design. A multistage sampling procedure was used to select 100 pupils from four Local Government Areas across the senatorial districts of Osun State. Four schools were selected from each LGA, comprising both private and public schools, and 25 pupils were randomly selected from each school. Data were collected using the Pupils’ Questionnaire on Academic Performance and Socioeconomic Status of Parents (PQAPSSP). The instrument’s reliability was established using Cronbach’s alpha, which yielded 0.78. Data were analyzed using frequency distribution tables and decision rate.

Findings – Five major factors positively influenced pupils’ academic performance: authoritative parenting style, small class size, adequate school resources, stable parental occupation, and nuclear family structure. The absence of these factors was associated with poor academic performance. The study further showed that parents’ socioeconomic status significantly contributed to pupils’ cognitive development and academic success.

Novelty – This study contributes to the existing literature by providing empirical evidence on the correlation between parental socioeconomic status and pupils’ academic performance in Osun State.

Significance – The findings would benefit pupils, parents, teachers, educational planners, and other stakeholders seeking to improve academic performance in primary schools.

Culturally Responsive Problem-Based Learning: The Impact of Marharoan Bolon Local Wisdom on Elementary Science Learning Outcomes

2025-10-05T09:53:04+00:00

Purpose – This study aims to investigate the effect of a Problem-Based Learning (PBL) model grounded in the local wisdom of Simalungun Marharoan Bolon on the Natural Science learning outcomes of fourth-grade students at UPTD SD Negeri 094155 Rambung Merah. The study is motivated by the need to integrate culturally relevant approaches to improve elementary science achievement.

Methodology – The research employed a pre-experimental method using a One-Group Pretest–Posttest Design. The population comprised all fourth-grade students, with a purposive sample of 28 students selected based on class availability and feasibility. The intervention consisted of implementing the Marharoan Bolon-based PBL model during science instruction. Research instruments were tested for validity, reliability, item difficulty, and discriminating power. Data analysis included normality testing, paired sample t-test, and N-Gain analysis to determine learning improvement.

Findings – The results indicate a significant improvement in students’ learning outcomes after the intervention. Statistical analysis showed t_count = 15.29, which exceeded t_table = 2.052, with a significance value of 0.00 < 0.05. These findings confirm that the Marharoan Bolon-based PBL model had a significant positive effect on students’ science achievement.

Novelty – This study integrates a modern instructional model (PBL) with indigenous local wisdom, demonstrating the effectiveness of culturally responsive pedagogy in elementary science education.

Significance – The findings benefit elementary teachers, curriculum developers, and education policymakers seeking culturally grounded strategies to enhance science learning outcomes.

The Effectiveness of Problem-Based Learning in Improving Fourth-Grade Students’ Creative Thinking in Science

2025-10-07T12:25:21+00:00

Purpose – This study aims to examine the effect of the Problem-Based Learning (PBL) model on the creative thinking skills of fourth-grade students in Natural and Social Sciences (IPAS) at SD Negeri 091608 Sinaksak. The research was motivated by students’ low creative thinking ability due to teacher-centered instruction and limited active participation.

Methodology – A pre-experimental design using a one-group pretest–posttest approach was employed. The sample consisted of 23 fourth-grade students (12 boys and 11 girls). Data were collected through pretest and posttest instruments measuring creative thinking skills. Instrument validity and reliability were tested, and data were analyzed using the N-Gain test to determine the level of improvement after the PBL intervention.

Findings – The results indicate a significant improvement in students’ creative thinking skills following the implementation of PBL. The average score increased from 50.22 (pretest) to 83.86 (posttest). Initially, most students did not achieve mastery, whereas after the intervention almost all students met the learning criteria. N-Gain scores ranged from 0.56 to 1.00, indicating moderate to high improvement. These findings suggest that PBL effectively enhances creative thinking in IPAS learning.

Novelty – This study provides empirical evidence of the effectiveness of PBL in improving elementary students’ creative thinking skills within the integrated IPAS subject context.

Significance – The findings benefit teachers, school administrators, and curriculum developers seeking effective student-centered learning strategies to foster creativity in primary education.

English-majored Students’ Self-directed Learning Strategies for taking English Certificates in the fulfillment of Program Outcome Standards

2026-01-23T23:57:50+00:00

Purpose – This study investigates English-majored students’ perceptions of self-directed learning (SDL) strategies used to prepare for English certification exams within Vietnam’s credit-based higher education system, which requires increased learner autonomy. It aims to determine the extent of SDL engagement and identify factors influencing the effectiveness of these strategies.

Methodology – A mixed-method design was employed. Quantitative data were collected through a structured questionnaire administered to English-major students (sample size not specified), followed by qualitative data from semi-structured interviews with selected participants. The instruments examined SDL behaviors, frequency of strategy use, motivation, and challenges. Data were analyzed using descriptive statistics for survey responses and thematic analysis for interview data.

Findings – Results indicate varied levels of SDL engagement. Approximately half of the students reported actively applying SDL strategies, while many used them only occasionally, reflecting uneven commitment to certification preparation inside and outside the classroom. Key factors affecting effectiveness include motivation, use of appropriate learning strategies, and procrastination. Interview findings highlight the need for improved self-regulation skills, stronger student–teacher and peer interactions, and greater institutional and external support. These findings suggest that enhancing structured guidance and support systems can improve SDL outcomes and certification success.

Novelty – The study contributes empirical evidence on SDL practices specific to English certification preparation within Vietnam’s credit-based system, integrating both quantitative trends and qualitative insights.

Significance – The findings benefit language educators, curriculum designers, university administrators, and students by informing policies and pedagogical approaches that foster effective autonomous learning.