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Awareness on abortion legality among undergraduate students in Nigerian Universities
Qualitative views of Nigerian school principals and teachers on the barriers and opportunities for promoting students' physical activity behaviours within the school settings
The Pedagogical Manifestations: A Driver of Teachers’ Practices in Teaching Algebraic Equations
Perceptions and perspectives of tertiary students on Liberia’s agribusiness sector
Perceptions and perspectives of tertiary students on Liberia’s agribusiness sector
by Brobbey, Maame Kyerewaa
Keep ReadingEthnic pluralism and the challenge of thematic curriculum implementation in Uganda
Restructuring primary school health services in nigeria for a sustainable solution to global pandemics
Influence of Academic and Professional Qualifications on the Content Knowledge, Pedagogical Knowledge and Pedagogical Content Knowledge of Lecturers
Fostering positive instruction of software development cycle through a culturally responsive pedagogy
School Leadership and Gender in Africa: A Systematic Overview
Reconsidering and teaching sociologies in Zambian teacher education: seeking Mbuyi, Mulenga, and Munkombwe
From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children
Access to water, sanitation and hygiene (WASH) for persons with disabilities in school settings: A call for research
Fostering library usage among science students towards Sustainable Development Goals
Sexual and reproductive health knowledge, attitudes and service uptake barriers among Zambian in-school adolescents: a mixed methods study
Inclusive education champions: overcoming barriers in Zambia, Sierra Leone, and Cameroon
Inclusive education champions: overcoming barriers in Zambia, Sierra Leone, and Cameroon
by Ngoran Mathew Banlanjo
Keep ReadingInfluence of Environmental Shocks and Child Labour on Children's Educational Outcomes: A Scoping Review
Practices and challenges of counselling in selected senior high schools in Accra, Ghana
Practices and challenges of counselling in selected senior high schools in Accra, Ghana
by Eunice Panford-Quainoo
Keep ReadingQualitative insights into a scholarship scheme designed to optimise test scores and expedite SDG-4 actualisation in Nigeria
To be with artificial intelligence in oral test or not to be: a probe into the traces of success in speaking skill, psychological well-being, autonomy, and academic buoyancy
Rheumatology Training for Undergraduate Medical Students in Uganda: A Need Assessment Survey
Supplementing problem-based learning approach with video resources on students’ academic achievement in physics: A comparative study between Government and Private schools
Awareness on abortion legality among undergraduate students in Nigerian Universities
by Oyeyipo, EJ
The aim of this work is to measure and determine the awareness on abortion and its legality amongst youths in Nigerian Universities. The undergraduate students of some selected universities in Nigeria constituted the study population. These were male and female undergraduate students across the faculties and departments of the schools. The study made use of questionnaire as the source of data collection. A total of 587 questionnaires were administered and analysed. Findings from this study supported literature on the knowledge of undergraduates on abortion. It further revealed that awareness of legal provisions guiding abortion in Nigeria was low, as only 28.3% of the respondents were aware of the criminal and penal code laws relating to abortion. It is recommended that the schools should include education of legal stance on abortion in the curriculum. Also, the undergraduate students should be educated on mortality resulting from abortion to boost the development rate of the country.
Qualitative views of Nigerian school principals and teachers on the barriers and opportunities for promoting students' physical activity behaviours within the school settings
by Oluwasanu, MM
Background Insufficient physical activity (PA) is a growing public health challenge among Nigerian adolescents. Significant information gap exists on the school-related factors which influence the participation of adolescents in school-based physical activity programmes in Nigeria. This study was conducted to document the qualitative views of school principals and teachers on the barriers and opportunities for promoting the physical activity behaviours of adolescents within the school settings in light of the socio-ecological model. Methods This was a qualitative study conducted in 12 public and private schools in two local government areas of Oyo state, Nigeria. Two key sources and data collection methods (i.e key informant interviews and focus group discussions) were used. Six key informant interviews were held with school principals and six focus group discussions with classroom teachers using pre-tested guides. Data was analysed using thematic analysis. Results Fourteen sub-themes were identified as barriers to PA and linked to different levels of the socio-ecological model. Three themes were categorised as parental factors, three themes as socio-cultural and religious factors while the school-related factors had eight sub-themes. Specifically, the school-related barriers were the declining number of trained physical health education teachers, limited opportunities for continuing education and low prioritisation of physical health education. Other school-related factors such as increasing demand for classroom academic time, negative attitudinal dispositions of other teachers and inadequate funding for schools which hampered the provision of facilities and equipment were identified as factors that limit the effective implementation of policies and programmes for physical activity in schools. Opportunities to promote PA within the school settings during assemblies, breaktime, after-school and inter-house sports competition exist. However, these opportunities are hampered by competing academic time, security threats, fear of causalities to students due to poor supervision after school, poor funding and brawling associated with competitive school-based sporting events. Conclusions Factors that contribute to insufficient physical activity among in-school adolescents in the school settings are multi-factorial. Implementation of holistic, multi-component interventions which address the social-cultural and school-level factors and enhance students' opportunities for physical activity in schools are recommended.
The Pedagogical Manifestations: A Driver of Teachers’ Practices in Teaching Algebraic Equations
by End Salani
Mathematics teachers' instructional strategies lack in-depth knowledge of algebraic systems and hold misconceptions about solving two algebraic equations simultaneously. This study aimed to gain an in-depth analysis of teachers' knowledge and perceptions about the promotion of conceptual learning and effective teaching of algebraic equations. The main question was, 'How do junior secondary school mathematics teachers manifest their pedagogical practices when teaching algebraic equations? This article reports on a qualitative, underpinned by the knowledge quartet model study, that sought to explore how junior secondary school teachers' pedagogical practices manifested in the teaching of algebraic equations. Data were collected from observations, semi-structured interviews, and document analysis of two mathematics teachers purposely selected from two schools. The collected data were analysed using a statistical analysis software called Atlas-ti. (Version 8) and triangulated through thematic analysis. The study revealed that teachers' choices of representations, examples, and tasks used did not expose learners to hands-on activities that promote understanding and making connections from the underlying algebraic equation concepts. The study proposed Penta-Knowledge Collaborative Planning and Reflective Teaching and Learning Models to enable teachers to collaborate with their peers from the planning stage to lesson delivery reflecting on good practices and strategies for teaching algebraic equations. © 2023 The Author(s).
Perceptions and perspectives of tertiary students on Liberia’s agribusiness sector
by Brobbey, Maame Kyerewaa
This article assesses Liberian tertiary students’ perception and perspectives on Liberia’s agribusiness sector; the assessment was conducted across nine universities in six counties and targeted young people aged 15-35 as principal respondents. The research employed a survey with a sample size of 1,701 university students. Overall, tertiary students had a positive perspective of the agribusiness sector. Specifically, young people perceived agribusiness to be profitable and a viable venture to engage in (with a median of 2.57 of a perception scale of 1(least profitable) to 3 (most profitable)). Even though young people in Liberia had a positive perspective of the agribusiness sector (with a median of 3.80 of a perception scale of 1(strongly agree) to 5 (strongly disagree)), they agreed that young people in Liberia faced many constraints to their involvement in agribusiness (with a median of 4 of a perception scale of 1(strongly agree) to 5 (strongly disagree). The concept of agribusiness was not well ingrained in the minds of young people in Liberia as they largely perceived agribusiness to be mainly farming. There should be education on agribusiness, where the input, production (farming), processing, distribution and agri-support sectors are holistically referred to as agribusiness. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Ethnic pluralism and the challenge of thematic curriculum implementation in Uganda
by Charles Amone
Uganda has been developing and revising its curricula since the time of British colonial rule. The latest revision of the primary education curriculum led to the introduction of the Thematic Curriculum in 2007. This curriculum requires the use of pupils' mother tongues as languages of instruction from Primary One to Three and then English from Primary Five to Seven. Primary Four is a transitional year. Several studies have indicated that the Thematic Curriculum has been a failure. Although various reasons have been advanced for the challenges of the Thematic Curriculum, the greatest setback seems to be ethnic pluralism. Using in-depth interviews with teachers, parents, education officials and pupils, I investigated how ethnic pluralism impeded the implementation of the Thematic Curriculum in Uganda. I found that most districts in Uganda are multi-ethnic and therefore multi-lingual making it difficult to choose the dominant mother tongue to use as a language of instruction. Even when the dominant language is identified, the pupils and teachers are in most cases from diverse ethnic and linguistic backgrounds. This study recommends the introduction of a national language to be used as medium of instruction at the lower levels of education in Uganda. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Restructuring primary school health services in nigeria for a sustainable solution to global pandemics
by Atakpo, T.E.
This paper focused on restructuring of primary school health services in Nigeria for a sustainable solution to global pandemics with a view to identifying and addressing the challenges of the program in the primary schools. The study was a descriptive survey guided by 3 research questions. The population of the study consisted of 298 teachers and 300 pupils drawn from 30 public primary schools in Edo, Delta and Lagos states in Nigeria. The instrument for data collection was the questionnaire. Data collected were analyzed using simple percentages that were presented in bar-charts. The paper reveals that the effects of school health problems are enormous as their effects can result in increased national mortality and morbidity, poverty and national stigmatization. The study concludes by suggesting among other things, the use of health education to teach the child to improve their own health and to realize the part they can play in protecting the health of others in the community. In this way, primary school health services now serves as a sustainable solution to both national pandemics like Lassa fever and other global pandemics like Ebola virus, SARS flu and others. Various recommendations were also made. © 2020 Theresa Edirin Atakpo.
Influence of Academic and Professional Qualifications on the Content Knowledge, Pedagogical Knowledge and Pedagogical Content Knowledge of Lecturers
by Eric Mensah
This article examined influences of academic and professional qualifications on the content knowledge, pedagogical knowledge and pedagogical content knowledge of lecturers. Research findings demonstrated no statistically significant influence of academic and professional qualifications on lecturers’ PCK. Based on academic and professional credentials, there were no appreciable disparities in the lecturers’ PCK. For professional qualifications, for instance, the lecturers’ PCK was not significantly different among the professional and non-professional lecturers at CCTU. Similarly, the PCK scores did not differ significantly among the lecturers who have attained HND, bachelor’s, master’s and terminal degrees. © 2024 James Nicholas Publishers.
Fostering positive instruction of software development cycle through a culturally responsive pedagogy
by Ugwuoke, Uchenna
Application/Software development, a component of ICT is an important skill needed to help address sustainability given its high societal leverage. On recognizing the complexity of understanding software development cycle and putting into consideration the technicalities involved in developing software to solve organizational problems, there is a dire need to employ innovative pedagogy into classroom learning in more creative ways to. This study investigates the effectiveness of a culturally responsive pedagogy (Culturo‑Techno‑Contextual Approach) in improving students’ meaningful learning of software development cycle. The research design was a quasi‑experimental design, 127 senior secondary two ICT students were engaged from two schools in Lagos State, Nigeria. The ANCOVA output demonstrated a statistically significant difference in the achievement [F (1,136) = 172.13; p <.05]. However, no significant difference was found in the achievement between male and female students using CTCA. The findings contribute to ongoing discourse on innovative pedagogical approaches in ICT education. © 2024 Taylor & Francis Group, LLC.
School Leadership and Gender in Africa: A Systematic Overview
by Bush, Tony
The purpose of this article is to report the findings of a systematic review of school leadership and gender in Africa, and to identify gaps in the literature, to prompt and encourage further research. The literature search focused on school leadership and gender, linked to all 54 African countries. The review focused on articles in non-predatory journals1, plus university theses. The analysis was conducted by country, and then by three central themes, accession to principalship, leadership enactment, and leadership styles. The review provides a compelling picture of school leadership and gender in Africa, with three main findings. First, there is limited knowledge production on this important topic, with no sources identified in most African countries. Second, organizational, social and personal factors combine to inhibit women's accession to school leadership. Third, African women principals are shown to be more collegial and collaborative than men, with some evidence that they may be more effective school leaders. The article's conclusion draws out three main implications. First, the findings indicate a strong need for ministries of education to review their recruitment and selection policies to address barriers to women's accession as school principals. Second, they show deeply embedded social attitudes that women should be focused on domestic and family responsibilities, rather than school leadership. This calls for community education programmes to address family and social attitudes. Third, while the article presents a significant picture of the extent and nature of women principals' leadership accession and enactment across the continent, further research is recommended to address knowledge gaps, especially in those African countries where there is no knowledge production on school leadership and gender.
Reconsidering and teaching sociologies in Zambian teacher education: seeking Mbuyi, Mulenga, and Munkombwe
by Janet Serenje
Global movements to decolonise sociology have gained significant momentum in recent decades and offer far-reaching implications for the field of education. One understudied area of research, however, concerns the sociologies of education taught and experienced in teacher education outside of Anglo/European contexts. This paper uses post-/
From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children
by George C. Nche
Studies have acknowledged children not as climate change victims only, but also as climate change actors. However, only a few have addressed the preparatory stages of children as climate change actors. However, the few studies that addressed these preparatory stages gave attention only to the roles of schools and government agencies without adequate attention to that of parents. This article therefore attempts to discuss the role of eco-parenting in building mitigation and adaptation capacities in children. Relying on the authoritative parenting model, the article avers that eco-parenting can have significant effects on children's ability to protect the environment, mitigate, and adapt to climate change impacts. © 2019, © 2019 Taylor & Francis Group, LLC.
Access to water, sanitation and hygiene (WASH) for persons with disabilities in school settings: A call for research
by Ebenezer Dassah
Improving access to water, sanitation and hygiene (WASH) services in school settings is critical in addressing access disparities experienced by persons with disabilities. As such, the Sustainable Development Goals (SDGs) established ambitious targets which aim to achieve universal access to water and sanitation by 2030. Despite this, access to inclusive WASH services in schools remain a big challenge in many resource-constrained settings. This review seeks to examine access to WASH for persons with disabilities in school settings. We undertook a review to identify a wide range of evidence from peer-reviewed sources. We identified only two studies, and they revealed environmental, social and institutional barriers that negatively affect persons with disabilities’ access to WASH services. We concluded the review with a call for urgent attention to build on this knowledge base as well as practical steps to improve WASH service provision in school settings in low- and middle-income countries. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
Fostering library usage among science students towards Sustainable Development Goals
by Femi E. Babalola
This study explores high school libraries and science literacy in South West Nigeria. Availability of human and material resources, attitudes of science students toward the use of libraries, and possible suggestions for improvement of school libraries were examined. Data were collected from six high schools in two states in the south-western part of Nigeria. Quantitative surveys were carried out with three hundred (300) science students. Qualitative data were gathered from student focus groups and semi-structured interviews with thirty (30) students. Illustrative quotes are reported extensively in the paper. The comments were transcribed and coded to identify common themes and factors. The study confirms that there is a wide gap between policy and implementation. This gap is attributable to; lack of resource, inadequate reading space, limited reading time, non-digitization of the libraries etc. The study shows that there is a need for effective implementation of government policies to achieve improved scientific literacy rates. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.
Sexual and reproductive health knowledge, attitudes and service uptake barriers among Zambian in-school adolescents: a mixed methods study
by Namukonda E.S.
The provision of comprehensive sexuality education (CSE) accords opportunities for scientifically accurate information about sexual and reproductive health (SRH). We used a mixed-methods study to characterise adolescent SRH knowledge, attitudes and service utilisation experiences in the context of CSE implementation in Zambia. In-school young people aged 12–24 years (N = 1,612) in the North-Western Province were randomly surveyed. A 29-item index was constructed to measure alignment of knowledge, attitudes and values (KAV) with the CSE curriculum. Logistic regression, stratifying by sexual debut status, modelled associations of past-year HIV counselling and testing and family planning service access, respectively, with CSE-KAV index scores. Focus group discussions further explored perceptions of and experiences accessing SRH services. Despite moderate SRH knowledge and acceptability of SRH services, fewer than half of sexually experienced young people reported accessing SRH services. Among sexually experienced youth, neither HIV testing nor family planning service utilisation in the previous year were associated with higher CSE-KAV index scores. Salient barriers to SRH service uptake included limited perceived benefits, unsupportive household and community environments, and negative interactions with health providers. To increase accessibility and uptake of youth SRH services, linking school-based CSE to SRH services is recommended. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Inclusive education champions: overcoming barriers in Zambia, Sierra Leone, and Cameroon
by Ngoran Mathew Banlanjo
Despite efforts to promote inclusive education since the 1990s in Sub‑Saharan Africa, its implementation for children with disabilities remains uncommon. This study examines successful cases in Zambia, Sierra Leone, and Cameroon, identifying shared best practices that address challenges to inclusive education. These schools adopt a holistic perspective, integrating children’s roles within families, communities, and schools. Central to their success are key individuals—particularly head teachers and special educators—who act as advocates, connectors, knowledge brokers, role models, and entrepreneurs. These “champions” play interconnected roles critical to overcoming barriers and advancing inclusive practices. The study argues that such achievements might not have been possible without their efforts. By highlighting these successes, the research provides actionable insights with significant policy implications for advancing inclusive education across Sub‑Saharan Africa, offering guidance for donors, non‑governmental organizations, and governments aiming to promote equity in education. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Influence of Environmental Shocks and Child Labour on Children's Educational Outcomes: A Scoping Review
by Emmanuel Chukwuma Eze
Educational outcomes for children are of the utmost importance since they form the foundation of education systems worldwide. Children's learning outcomes have been adversely affected by natural and human disasters since their inception. This paper employs a scoping review approach to investigate the influence of environmental shocks and child labour on children's educational outcomes. Numerous empirical studies have been screened in this study to determine how environmental shocks and child labour influence children's educational outcomes. This present study is the most recent research to examine the influence of environmental shocks and child labour on children's educational outcomes. This study found that environmental shocks (death, climate variability, flooding, and hurricanes) are positively associated with child labour and negatively related to children's learning outcomes, while child labour (farming, domestic chores, fishing, and hawking) has a negative influence on children's educational outcomes. This study also found that the interaction effect of environmental shocks and child labour has detrimental impacts on children's learning outcomes. Available literature has shown that research on the influence of environmental shocks and child labour on children's education and environmental shocks on child labour is still growing. More studies are needed on the influence of other kinds of environmental shocks and child labour on children's educational outcomes as well as the influence of environmental shocks on child labour, particularly on the African continent. This is because there is a dearth of literature despite the fact that they are susceptible to environmental shocks since they are located in the tropics and other areas habitually unprotected from life-threatening weather events, which reduce their per capita income and increase child labour.
Practices and challenges of counselling in selected senior high schools in Accra, Ghana
by Eunice Panford-Quainoo
Schools have been identified as important settings for promoting adolescent mental health and well-being. Little is known about counselling practices in Ghanaian senior high schools (SHSs). This study explored counselling practices in 11 SHSs in Ghana’s capital, Accra. We used convenience sampling methods to select 15 school counsellors and interviewed them about access to and utilisation of counselling in SHSs. We also explored common presenting concerns and service challenges. Data were analysed thematically and showed that most of the counsellors had a master’s or doctoral degree in guidance and counselling. According to our participants, students access counselling to address school (academic and career), home (e.g. parents’ problems and livelihood issues) and peer relations concerns. Other students access counselling for emotional (including suicidal ideations and self-harm), drug use and conduct issues. Counsellors provide academic advice, career guidance, financial and emotional support. Findings revealed that counsellors are facing several challenges including role conflict, work overload, deficient resources, as well as negative perceptions of counselling. Findings have implications for the government, policy makers, SHS administrators, school psychologists and counsellors and students. © The Author(s) 2024.
Qualitative insights into a scholarship scheme designed to optimise test scores and expedite SDG-4 actualisation in Nigeria
by Etomike Obianyo
Despite huge commitments, education quality and achievement gaps have remained low in developing countries, posing threats to the actualisation of the SDG-4 goals. A recent quantitative study found that a scholarship scheme that engages communities adopts hybrid selection criteria, and seeks en-masse motivation towards high test scores might be effective at improving education quality. Case Study interviews of 15 beneficiaries of the IFOMSSA Senior Scholarship, a scheme established in 2017 for high schools in Southeast Nigeria. Respondents confirmed that the Scheme’s hybrid (needs and merit-based) selection criteria, along with its en-masse motivation strategies and community involvement, all contributed to improved test scores and exam enrolments. Non-scholarship recipients were motivated as much as eventual recipients, affirming “mass motivation”. Community groups (family, friends, teachers, community leaders and government staff) had positive influences, while media publicity inspired confidence and trust. Scholarship schemes that integrate the advocated principles might hold the key to sustainably optimising test scores in developing countries. This expands options for improving education quality and enrolments. © The Author(s) 2024.
To be with artificial intelligence in oral test or not to be: a probe into the traces of success in speaking skill, psychological well-being, autonomy, and academic buoyancy
by Habesha Teferi
There has been a surge in employing artificial intelligence (AI) in all areas of language pedagogy, not the least among them language testing and assessment. This study investigated the effects of AI-powered tools on English as a Foreign Language (EFL) learners' speaking skills, psychological well-being, autonomy, and academic buoyancy. Using a concurrent mixed-methods design, the study included 28 upper-intermediate EFL students from an Ethiopian university. We gave the Michigan Language Proficiency Test to evaluate degrees of proficiency before the TOEFL iBT speaking section, which used ChatGPT for scoring and feedback. Speaking abilities were assessed using pretests, immediate posttests, and delayed posttests. Furthermore, we evaluated the impacts on psychological well-being, autonomy, and academic buoyancy using narrative frames. We used one-way repeated measurements to examine the quantitative data and thematically evaluated the qualitative data. According to the results, speaking abilities, psychological well-being, learner autonomy, and academic buoyancy showed notable increases. The results suggest that by improving skill development, offering individualized feedback, and meeting students' emotional and psychological needs, AI systems like ChatGPT have the capacity to transform language assessment and pedagogy. Encouraging the incorporation of AI technologies to enhance educational outcomes and provide a more flexible and adaptable learning environment, the study presents important implications for various stakeholders.
Rheumatology Training for Undergraduate Medical Students in Uganda: A Need Assessment Survey
by Winne Kibone
Objectives: Despite the rise in the common rheumatological and musculoskeletal disorders (RMDs) in Africa, rheumatology remains an under recognized field with limited training and exposure of medical students. We assessed the knowledge of undergraduate medical students in Uganda on RMDs occurring in our settings.Methods: A descriptive cross-sectional study was conducted among clinical year medical students at 9 universities in Uganda offering undergraduate medical degrees in March and April 2022. A self-administered, semistructured questionnaire was used to collect data on sociodemographic characteristics and basic knowledge on RMDs online using KoboToolbox. Sufficient knowledge was defined as a score of >= 50% (pass mark for undergraduate students in Uganda). Multivariable logistic regression was performed using STATA 16 to determine factors associated with knowledge acquisition on RMDs.Results: We enrolled 359 medical students from 9 medical training institutes across Uganda. Overall, 126 (35.1%) participants had sufficient knowledge and the overall mean score for all participants was 41.2%. Factors independently associated with sufficient knowledge were: being in fourth (adjusted odds ratio [aOR]: 2.6, 95% confidence interval [CI]: 1.49-4.64, P < .001) and fifth year (aOR: 2.2, 95% CI: 1.18-4.18, P = .013) compared to third year of study, awareness of the speciality of rheumatology (aOR: 4.0, 95% CI: 1.96-8.06, P < .001), formal classes on rheumatology (aOR: 2.0, 95% CI: 1.15-3.35, P = .012), prior bedside teaching on RMDs (aOR: 2.3, 95% CI: 1.49-3.69, P < .001), awareness of common RMDs (aOR: 3.2, 95% CI: 1.67-6.04, P < .001), and having seen a patient with an RMD (aOR: 1.8, 95% CI: 1.14-2.77, P < .01).Conclusion: There was a significant knowledge gap among undergraduate medical students nationwide on rheumatology. There is an urgent need to increase exposure to RMDs for undergraduate medical students to address the rising burden of RMDs in Uganda.
Supplementing problem-based learning approach with video resources on students’ academic achievement in physics: A comparative study between Government and Private schools
by Nicholus Gumisirizah
This comparative study investigated the effect of supplementing problem-based learning (PBL) with video resources on students’ academic achievement in physics, a unit of simple machines. It was carried out in the Ugandan Government and private lower secondary schools. The quasi-experimental design employed a cluster sampling design with 947 students selected from 12 Sheema District, western Uganda schools. Four belonged to the traditional group, four to the PBL group, and four to the video-based PBL group. In the traditional group, the teacher delivered the content, while in the PBL group, students were organized into groups to discuss and present a problem; in the video-based PBL group, students watched YouTube videos related to the functionality of simple machines as part of the PBL approach. SPSS v.25 was used for analysis. The analysis of variance revealed that all groups showed a positive impact after teaching and learning activities (p <.001, d = 2.07). Specifically, students (including those in traditional instruction, PBL alone, and video-based PBL groups) from government schools possessed similar performance both before and after instruction, whereas students from private schools demonstrated more significant (p <.001, d = 0.19) improvement after receiving instruction. In conclusion, the results showed that PBL is an effective way of teaching physics despite the type of school when supplemented with video resources. Thus, teachers were recommended to use it in their daily routine. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.
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