International Journal of Learning, Teaching and Educational Research

Reimagining Pedagogical Strategies: YouTube-Based Edutainment in Learning Difficulty Concepts in Secondary School Mathematics in Nigeria

2025-11-13T16:54:13+00:00

Mathematics remains one of the most challenging subjects in STEM education at the secondary level, particularly in topics such as Statistics and Probability. This study examined the effectiveness of YouTube-based edutainment as a pedagogical strategy for improving students’ learning outcomes in these complex concepts. A quasi-experimental pretest-posttest nonequivalent group design was adopted, involving 112 Senior Secondary II (SS2) Mathematics students purposively selected from two public schools in different educational zones of Ogun State, Nigeria. The schools were comparable in teacher qualifications, facilities, student population size, and urban location. Quantitative data was collected and analysed using ANCOVA after preliminary tests for statistical assumptions. While the Shapiro–Wilk test indicated non-normality (F (112) = 0.97; p < .05), Levene’s test confirmed homogeneity of variances (F = 1.34; p > .05), while the ANCOVA analysis showed a statistically significant difference in favour of the experimental group (mean 21.00; SD = 2.78) than the control group (mean=14.6; SD = 3.49), F (1, 109) = 112.70, p < .01. There was no significant difference in the learning outcomes based on gender. The study concludes that YouTube-based edutainment positively influenced students’ learning outcomes, suggesting that incorporating engaging, technology-driven content into mathematics instruction can improve comprehension of complex topics and foster more profound learning experiences in secondary education.

10.26803/ijlter.24.11.1

Exploring the Factors Influencing Faculty Development in Chinese Application-Oriented Universities in the Context of Industry-Education Integration

2025-11-13T17:08:33+00:00

In response to China's higher education reform and the expanding implementation of Industry-Education Integration, application-oriented universities face increasing demands to cultivate a high-quality teaching workforce capable of combining academic knowledge with industrial practice. However, few studies have yet examined faculty development from a holistic, system-level perspective, leaving a research gap in understanding the ecological dynamics that shape teacher growth. Guided by the theoretical framework of Educational Ecology, this study explores the key factors influencing faculty development within the context of Industry-Education Integration. Data were collected through semi-structured interviews with 23 participants, including university teachers and administrators from three application-oriented universities in Jiangsu Province, as well as enterprise representatives. A theory-driven coding process (open, axial, and selective) identified four core categories of influencing factors: individual capability, institutional environment, enterprise collaboration quality, and macro external context. The findings reveal that faculty development is an ecological process shaped by the dynamic interplay of multiple subsystems. Theoretically, this study situates Educational Ecology Theory within the context of China's higher education reform and further reveals the specific mechanisms through which cross-system interactions influence faculty development, thereby extending the theory. Practically, it proposes actionable recommendations, including the design of targeted teacher training models, reforms to institutional evaluation and incentive mechanisms, the improvement of university–enterprise cooperation frameworks, and the strengthening of external policy support. Together, these insights contribute to establishing sustainable faculty development pathways in application-oriented universities and promoting collaborative innovation.

https://doi.org/10.26803/ijlter.24.11.4

Impact of the Analytical Geometry Teaching Based on Flipped Classroom and Augmented Reality (AR) Assistance on 3D Geometric Thinking Skills

2025-11-13T17:01:58+00:00

This study aims to examine the impact of the analytical geometry teaching based on flipped classroom and augmented reality (AR) on 3D geometric thinking skills. This study used a quasi-experimental method involving 250 students. Participants were divided into two equal groups. The experimental group received the analytical geometry teaching based on flipped classroom and augmented reality (AR), while the control group received traditional geometry teaching interventions. Several instruments were developed in this study, including a 3D thinking ability scale, 3D animation-based teaching materials, and the development of a geometry training system, along with the implementation and assessment of geometry teaching supported by the training system. Data analysis used in the study included regression tests, t-tests, and ANCOVA tests to investigate the impact of the intervention on students' 3D geometric thinking skills. The results showed that analytical geometry teaching based on flipped classroom and augmented reality (AR) effectively improved 3D geometric thinking skills in all six dimensions. The most significant improvement in 3D geometric thinking skills, from the lowest to the highest, was found in the manipulation dimension, nets dimension, structuring dimension, calculation dimension, properties dimension, and finally the comparison dimension. All of these improvements occurred because the web media and AR scaffolding presented interactive 3D animations depicting the nets of 3D object spaces, thereby enhancing students' imagination and improving their understanding of 3D geometric space. This study implies that the integration of flipped classrooms and AR technology in 3D analytical geometry teaching can improve 3D geometric thinking skills.

https://doi.org/10.26803/ijlter.24.11.2

The Use of AI in Music Teaching in Higher Education: A Systematic Literature Review

2025-11-13T17:05:28+00:00

With the advancement of Artificial Intelligence (AI) technology, its integration in music education within higher education has become a significant research focus, although systematic reviews remain limited. A systematic literature review (SLR) was conducted to analyze development trends, the subjects and types of AI employed, research themes, and future agendas in the past decade. The literature was retrieved from EBSCO, Scopus, Web of Science, and ProQuest using predefined search terms around “AI”, “music education”, and “higher education”, yielding 29 articles after screening. Data analysis combined quantitative mapping (year, country, journal distribution) with qualitative thematic coding. Findings indicate: 1) The research demonstrates an upward trajectory, with China being the most active country and with clear evidence of increasing interdisciplinary integration. 2) AI has been widely applied across music subjects such as choral arts and vocal training, with major types including deep learning, machine learning, reinforcement learning, and a variety of AI tools. 3) Key themes include AI-powered personalized learning and recommendation systems, evaluation and optimization models for music teaching quality, the integration of AI with emotion and affect aspects in music education, multi-technology integrated teaching innovations, and AI-enhanced learning motivation, professional skills, and creativity. 4) Future research should refine multimodal teaching models, deepening personalized learning mechanisms, optimizing intelligent assessment and feedback systems, and developing AI literacy and ethics frameworks, while also advancing AI applications in teaching scenarios, addressing cold-start issues and algorithmic bias, refining multi-role collaborative mechanisms to foster the deep integration of AI and music education in higher education.

https://doi.org/10.26803/ijlter.24.11.3