Academic achievement in higher education is shaped by a complex interaction of institutional, socio-cultural, and demographic factors. In autonomous colleges, where academic flexibility and curricular innovations are emphasised, teachers play a crucial role in interpreting and su...
Open access
Research Article10.9734/ajess/2026/v52i22849
The Concrete-Representational-Abstract (CRA) instructional method has arisen as a systematic and evidence-based pedagogy meant to solve mathematics education difficulty. This study explores primary school teachers’ perceptions of the effectiveness of the Concrete–Representational...
Open access
Research Article10.9734/jesbs/2026/v39i11462
Toy-Based Pedagogy (TBP) has gained increasing prominence in Early Childhood Care and Education (ECCE) as a developmentally appropriate approach that promotes holistic learning through play and experiential engagement. The present study examines ECCE teachers’ perceptions regardi...
Open access
Research Article10.9734/arjass/2026/v24i2869
Understanding how teachers conceptualise student indiscipline is central to the development of coherent and effective behaviour management practices, particularly within non-punitive educational contexts. This study examines elementary school teachers’ conceptions of student indi...
Open access
Research Article10.9734/arjass/2026/v24i2871
This study examines the alignment between teachers’ perceived seriousness of student indiscipline behaviours and their selection of behaviour management strategies. Using a descriptive survey design, data were collected from 160 elementary school teachers through a self-construct...
Open access
Research Article10.9734/ajess/2026/v52i22832