Contemporary Educational Researches Journal

An analysis of grade-based emotional intelligence among Iranian senior high school EFL learners

Pardis Elahi — 2025-11-04

Emotional intelligence has gained increasing attention in educational research due to its influence on learning outcomes and interpersonal relationships. However, limited evidence exists regarding its development across educational stages among learners of English as a foreign language. This study examined the overall emotional intelligence of senior high school students and explored possible variations across grade levels. A total of 156 participants took part in the investigation. Data were collected using the Self-Report Emotional Intelligence Test to assess learners’ emotional understanding, regulation, and expression. The study employed descriptive and inferential analyses to evaluate differences in emotional intelligence among students in different grades. Findings revealed that participants generally demonstrated a moderate level of emotional intelligence and that emotional intelligence remained relatively consistent across grades. These results suggest that students at the senior secondary level share comparable stages of emotional development. The study highlights the need for educational programs that nurture emotional skills alongside linguistic competence to promote holistic learner development.

Keywords: Emotional development; emotional intelligence; English learners; grade level; self-report assessment

Augmented and virtual reality in education: A comparative study of teacher perceptions in Saudi Arabia and Jordan

Amirah Alzahrani — 2025-11-04

This study explores teachers’ perceptions of augmented reality and virtual reality as emerging instructional tools in public schools. It addresses a research gap concerning educators’ readiness and attitudes toward integrating immersive technologies into classroom practice. The objective was to understand how teachers perceive the educational value of these technologies and whether their perspectives vary according to professional experience and academic qualification. Adopting a descriptive survey design, data was collected from 199 teachers using a validated instrument. The analysis indicated a moderate level of familiarity and application of augmented and virtual reality in teaching practices. Differences in perception were observed across experience levels and educational backgrounds. The findings suggest that despite growing awareness, the pedagogical integration of these technologies remains limited by insufficient training and institutional support. The study underscores the importance of professional development programs and policy initiatives to enhance teachers’ competence and confidence in utilizing immersive tools for innovative learning.

Keywords: Augmented reality; education; teachers; technology integration; virtual reality

Assessing the alignment of the biology unified examination with the secondary school curriculum

Folake Yoade — 2025-11-04

This study investigated the extent to which the Unified Examination aligns with the senior secondary school Biology curriculum and evaluated its effectiveness in assessing both theoretical knowledge and practical skills. The research was motivated by growing concerns about the validity of standardized assessments in reflecting curricular goals and students’ scientific competencies. A descriptive survey research design was adopted, involving 50 Biology teachers and 250 students selected through simple random sampling. Data was collected using a validated questionnaire titled the Evaluation of Biology Unified Examination Questionnaire. Descriptive analyses were conducted to determine the degree of alignment and adequacy of assessment practices. The findings revealed that the Unified Examination moderately reflects the content of the Biology curriculum but insufficiently captures practical skill development. The study concludes that while the Unified Examination serves as a useful tool for evaluating theoretical understanding, it requires improvement to adequately assess experimental and process skills. These insights are valuable for curriculum planners and examination bodies seeking to enhance assessment quality in science education.

Keywords: Assessment; Biology curriculum; practical skills; secondary education; unified examination.

Motivation as a driving tool for curriculum implementation in Nigerian science classrooms

Akeem Adedeji Adetunji — 2025-11-04

This paper critically examines the motivational position as a foundational element in science curriculum delivery. It situates the discussion within classical and contemporary philosophical perspectives, contrasting intrinsic motivation, characterized by interest, mastery, autonomy, and self-actualization, with extrinsic motivation, which relies on external rewards, sanctions, and validation. The study identifies a conceptual gap in existing motivational theories, arguing that prevailing behavioristic and cognitivistic frameworks remain fragmented in their explanations of complex classroom learning dynamics. Through a philosophical analysis, behavioristic theories are found to reduce motivation to mechanistic stimulus–response patterns, offering limited insight into the intellectual and affective dimensions of science learning. Cognitivistic approaches emphasize internal cognitivistic processes but risk detachment from the sociocultural realities of classroom practice. The paper proposes an integrative perspective that reconciles behavioral reinforcement with cognitive sense-making. Such synthesis highlights the necessity of perceiving learners as active agents in constructing meaning and sustaining engagement. The study’s implication lies in reorienting curriculum design toward fostering transformative learning environments that balance external structure with internal motivation.

Keywords: Behaviorism; cognition; curriculum; motivation; philosophy.