https://un-pub.eu/ojs/index.php/cerj/issue/feed Contemporary Educational Researches Journal 2025-05-27T15:39:10+03:00 Assoc. Prof. Dr. Deniz Ozcan cerj.editor@gmail.com Open Journal Systems <p><strong>Contemporary Educational Researches Journal (CERJ)</strong> is an international peer-refereed journal that promotes the researches in the field of contemporary and innovative education practices and research involving educational administration, assessments and evaluations, guidance and counseling in schools, educational technology, curriculum, learning environments, social and psychological issues of education, subject areas of teaching and learning, special education and teaching and learning approaches and theories.</p> <p><strong>Basic Rules</strong></p> <p>1) The Contac author must be one of the <strong>article authors</strong>. Other than the authors, no one else can submit the article. <strong>It is immediately rejected</strong>.</p> <p>2) Make sure that issues about publication ethics, copyright, authorship, figure formats, data, and references format have been appropriately considered.</p> <p>3) Ensure that all authors have approved the content of the submitted manuscript. Once a manuscript has been submitted, no author changes, additions or reductions can be made. In that case, the manuscript will be <strong>rejected at any stage</strong>.</p> <p>4) An author can publish a maximum of two articles per year.</p> <p>5) Manuscripts submitted to CERJ Journal should neither been published before nor be under consideration for publication in another journal or conference.</p> <p>6) An article can have a maximum of six (6) authors.</p> <p align="justify">No article submission, processing or publication charge is required. All accepted manuscripts will be published free of cost.</p> <p align="justify"><em>The journal is under the review of Scopus and Web of Science. If the journal is accepted to be indexed, your article will also be included in these indexes.</em></p> https://un-pub.eu/ojs/index.php/cerj/article/view/9698 Assessing the effectiveness and potential of modular education in higher learning institutions 2025-05-15T15:40:24+03:00 Svetlana Kulmagambetova 1svetlanas1@rambler.ru Salima Nurmukasheva nurmukasheva.s@mail.ru Gulshat Shugayeva gshugayeva@mail.ru Aizhan Kazhenbayeva Aizhank_15@mail.ru Nurgul Karabayeva nurgulkb@mail.ru <p>The global health crisis in early 2020 disrupted conventional teaching methods, prompting a rapid shift toward alternative instructional models. This study investigates the effectiveness of the modular learning approach introduced during the pandemic and seeks to identify an optimal methodological framework for its implementation in higher education. The research employed theoretical and comparative analysis, observation, survey methods, and didactic design to explore how modular learning influenced student training quality. Findings indicate that the modular approach contributed positively to the organization and delivery of academic content, supporting student engagement and learning continuity during a period of crisis. Furthermore, the study highlights critical elements for structuring this methodology effectively, emphasizing the importance of flexibility, autonomy, and coherence in learning design. These insights offer practical value for university educators and education planners aiming to refine instructional strategies in both emergency and long-term contexts.</p> <p><strong><em>Keywords</em></strong>: Active learning; higher education; instructional design; modular teaching; pandemic pedagogy</p> 2025-05-15T00:00:00+03:00 Copyright (c) 2025 Contemporary Educational Researches Journal https://un-pub.eu/ojs/index.php/cerj/article/view/9699 The utilization of the partial credit model to create social competency assessment tools for pre-service educators 2025-05-15T16:29:46+03:00 Syukrul Hamdi syukrulhamdi@uny.ac.id Badrun Kartowagiran kartowagiran@uny.ac.id Samsul Hadi samsul_hd@uny.ac.id Amat Jaedun jaedun@uny.ac.id Dadang Sunendar dadangsunendar@upi.edu Endang Susantini endangsusantini@unesa.ac.id I Gede Astra Esnawa astra.wesnawa@undksha.ac.id Lukman Abdul Rauf Laliyo lukman.laliyi@ung.ac.id Sintha Sih Dewanti Sintha.dewanti@uin-suka.ac.id Nur Anisyah Rachmaningtyas nuranisyah.2020@student.uny.ac.id <p>Social competence encompasses a dynamic interplay of cognitive, emotional, and interpersonal abilities that enable individuals to engage effectively in social interactions. For educators, particularly pre-service teachers, social competence is essential for navigating diverse classroom environments and fostering meaningful relationships. This study aimed to construct, validate, and evaluate the psychometric properties of a social competence scale and to assess the overall tendencies of pre-service teachers in this domain. The scale was developed based on four dimensions: attitudes, communication, adaptation, and professional orientation. Factor analysis confirmed a unidimensional model, indicating a coherent construct underlying the instrument. Item characteristics were examined using the Polytomous Item Response Theory with the Partial Credit Model. The results showed that the scale possessed strong item discrimination and appropriate item difficulty levels, ranging from −1.64 to 0.22. The social competence levels of pre-service teachers ranged from −0.87 to 0.69, suggesting moderate variability in their social adaptability and readiness. These findings support the instrument’s utility for assessing and enhancing social competence in teacher education programs.</p> <p><strong><em>Keywords</em></strong><strong>:</strong> Item response theory; pre-service teachers; psychometrics; social adaptation; social competence</p> 2025-05-15T00:00:00+03:00 Copyright (c) 2025 Contemporary Educational Researches Journal https://un-pub.eu/ojs/index.php/cerj/article/view/9700 Students’ views on Indonesian higher education amid the COVID-19 pandemic 2025-05-15T16:41:18+03:00 Ardo Okilanda ardo.oku@fik.unp.ac.id <p>The transition to home-based learning during the COVID-19 pandemic presented a significant shift in the educational landscape, prompting an urgent need to evaluate its effectiveness. This study aimed to investigate how secondary education was implemented during the pandemic and how students responded to online learning. A survey design was employed, targeting senior high school students from various regions, with a total sample of 2156 respondents across 18 provinces. The findings revealed that the majority of students participated in online learning, with the majority accessing lessons via mobile phones. However, only a few students reported a clear understanding of the material presented. Furthermore, the majority of respondents indicated a preference for traditional face-to-face learning over online instruction. These results suggest that while the infrastructure and technological accessibility for online learning were adequate, comprehension and engagement remained limited. The study highlights the need for improving instructional strategies and learner support in virtual environments to enhance educational outcomes during emergency remote learning.</p> <p><strong><em>Keyword</em></strong><em>s</em>: Distance education; learning preferences; mobile learning; online instruction; pandemic education</p> 2025-05-15T00:00:00+03:00 Copyright (c) 2025 Contemporary Educational Researches Journal https://un-pub.eu/ojs/index.php/cerj/article/view/9701 Retention and cognitive structures of intermediate primary learners on the concept of phase changes in matter 2025-05-15T16:48:11+03:00 Taurayi Willard Chinaka chinakat@unizulu.ac.za Aviwe Sondlo Sondloa@unizulu.ac.za Landiwe Nkosi landiwelb@gmail.com <p>Scientific concepts such as molecules, elements, and energy transformations are often abstract and inaccessible to learners' direct experiences, making conceptual understanding and retention challenging. This study examined the effectiveness of a States of Matter Physics Education Technology simulation in enhancing grade 6 learners’ cognitive structures and retention of phase change concepts. A mixed-method explanatory sequential design was adopted, incorporating pre-test, post-test, delayed post-test, word association tests, and interviews. Sixty-four learners participated, divided into an experimental group taught using the simulation and a control group taught through traditional methods. A validated two-tier diagnostic questionnaire and a Phase Change of Matter Test were administered to measure conceptual understanding and retention. The information processing theory served as the study’s theoretical foundation. Results revealed a statistically significant improvement in concept retention among learners exposed to the simulation, indicating its effectiveness over conventional instruction. However, cognitive structure analysis showed persistent reliance on non-scientific terminology. These findings underscore the value of integrating simulations into science instruction and suggest using word association tasks to identify and address learners' misconceptions. The study recommends further research on the long-term effects of such interventions on memory retention.</p> <p><strong><em>Keywords</em></strong><em>:</em> Cognitive structure; conceptual retention; instructional simulation; phase change; science education</p> 2025-05-15T00:00:00+03:00 Copyright (c) 2025 Contemporary Educational Researches Journal https://un-pub.eu/ojs/index.php/cerj/article/view/9724 Evaluating teacher and student perspectives on homework 2025-05-27T15:39:10+03:00 Tanem Ozaygin zehra.ozcinar@aoa.edu.tr Zehra Ozcinar Uzunboylu zehra.ozcinar@aoa.edu.tr <p>This study explores primary school teachers’ and students’ perspectives on the practice of assigning homework, with a focus on perceptions of effectiveness, workload, and emotional impact. Despite its widespread use, homework remains a contested aspect of educational practice, and a gap exists in understanding how it is perceived by both educators and learners at the primary level. Addressing this gap, the study adopted a qualitative research design and involved 11 classroom teachers and 11 fifth-grade students. Data were collected through face-to-face interviews using semi-structured questions developed by the researcher, and analyzed using content analysis. Findings indicate that while most teachers supported assigning individual homework, they generally opposed group assignments, viewing them as impractical. In contrast, students expressed a preference for tasks that involved experiential learning and minimal writing. They were less supportive of individual assignments, especially those requiring extensive literacy. Teachers suggested that homework should take no more than one hour daily, whereas students favored a shorter duration of approximately twenty minutes. Students also reported predominantly negative emotions associated with homework. These findings highlight the need for reconsidering homework practices to better align with student needs and emotional well-being.</p> <p><strong><em>Keywords:</em></strong> Emotional response; experiential learning; homework; primary education; student perspective</p> 2025-05-15T00:00:00+03:00 Copyright (c) 2025 Contemporary Educational Researches Journal