Multidisciplinary Research of Education Report

Comparative Analysis of Student-Centered and Teacher-Centered Pedagogies on Teaching Effectiveness in a Liberian Technical College

Eric Forkpah — 2026-02-03

This study examines the effectiveness of student-centered and teacher-centered pedagogical approaches in higher education, focusing on Bong County Technical College, Liberia. Despite global and regional advocacy for learner-centered instruction, many technical institutions in Liberia continue to rely on traditional teacher-centered practices. Using a descriptive comparative research design, data were collected from 10 instructors and 60 students through structured questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and independent samples t-tests, while qualitative data were examined thematically. The findings indicate that student-centered approaches enhance student engagement, participation, and collaborative learning, particularly through group work, presentations, and interactive activities. However, teacher-centered methods remain preferred for complex and technical subjects where structured guidance is required. Both instructors and students reported that a blended pedagogical approach yielded the most effective learning outcomes. The study concludes that while student-centered pedagogy improves instructional effectiveness, its successful implementation depends on institutional support, teacher capacity, and contextual adaptation. These findings suggest the need for targeted professional development and pedagogical reforms to strengthen teaching effectiveness in Liberian technical colleges.

Enhancing Students’ Critical Thinking Skills through Cooperative Problem Posing in Mathematics Learning: A Classroom Action Research

Widha Nur Shanti — 2026-02-03

This study aims to enhance students’ critical thinking skills in mathematics through the implementation of a problem posing approach within a cooperative learning setting. The research employed Classroom Action Research (CAR) using a qualitative–quantitative approach, conducted in a Grade VIII class at SMP Negeri 2 Kota Pasuruan. The research was carried out in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected using critical thinking tests, learning activity observation sheets, field notes, and interviews. Quantitative data were analysed descriptively, while qualitative data were analysed thematically and triangulated to ensure credibility. The results show a significant improvement in students’ critical thinking skills from Cycle I to Cycle II. The percentage of students achieving the minimum mastery criterion increased from 44.12% to 61.76%, accompanied by notable improvement in students’ ability to analyse mathematical statements and engage in cooperative discussions. In addition, the implementation of learning activities reached a very high category in Cycle II, indicating improved instructional effectiveness. These findings suggest that integrating problem posing into cooperative learning creates an active and reflective learning environment that supports the development of critical thinking skills in mathematics. Therefore, this approach is recommended as an alternative instructional strategy for secondary mathematics education.

GeoGebra-Assisted Instruction and Learning Activity: Their Effects on Students’ Geometry Learning Outcomes

Alfizah Ayu Indria Sari — 2026-02-03

This study investigates the effect of GeoGebra-assisted instruction and students’ learning activity on mathematics learning outcomes in circle topics. A quasi-experimental design with a non-equivalent control group was employed. The participants were eighth-grade students of SMP Nurul Ikhlas, divided into an experimental group taught using GeoGebra and a control group taught through conventional instruction. Data were collected using achievement tests and learning activity observation sheets, with all instruments confirmed to be valid and reliable. The results show that students in the experimental group achieved significantly higher post-test scores than those in the control group. Paired sample t-test analysis indicated a substantial improvement in learning outcomes in the experimental group, while the control group showed only a slight increase. Independent sample t-test results confirmed a significant difference between the two groups. Furthermore, regression analysis revealed that learning activity had a positive and significant effect on learning outcomes, contributing 21.3% to the variance. These findings indicate that GeoGebra-assisted learning effectively enhances students’ understanding of geometry when integrated with activity-oriented instruction. This study emphasizes the importance of combining digital tools with active learning strategies to improve mathematics learning in contemporary educational settings.

Designing Video Tutorial–Based Instructional Media to Enhance Graphic Design Learning in Secondary Schools

Rifki Ramadhan — 2026-02-03

This study aims to develop a video tutorial–based instructional medium for graphic design learning that is valid, practical, and effective for use in secondary school Information and Communication Technology (ICT) instruction. The study employed a Research and Development (R&D) approach using the ADDIE instructional design model, which consists of analysis, design, development, implementation, and evaluation stages. The research subjects included media and content experts as validators, a teacher as a practitioner, and students as end users. Data were collected through validity, practicality, and effectiveness questionnaires using a Likert scale and analyzed descriptively. The results indicate that the developed instructional media achieved a validity score of 91.03% (very valid), a practicality score of 93.33% (very practical), and an effectiveness score of 89.63% (very effective). These findings suggest that video tutorial–based instructional media effectively support skill-based learning, enhance student engagement, and facilitate independent learning. This study contributes to the development of instructional media that are aligned with contemporary digital learning needs and the learning characteristics of today’s students.

Factors Influencing Students’ Interest in Agriculture as a Career in Voinjama City

Paul L. S Nabieu — 2026-02-03

This study examines factors contributing to declining interest in agricultural careers among 12th-grade students in Voinjama City, Liberia. A quantitative research design was employed, with data collected through structured questionnaires administered to senior high school students. Statistical analyses, including chi-square tests and correlation analysis, were used to examine the relationships between students’ demographic characteristics, awareness, and interest in agricultural careers. The findings indicate that gender and family background significantly influence students’ awareness of agriculture-related professions, with male students and those from agricultural households demonstrating higher levels of familiarity. However, increased awareness does not necessarily translate into stronger career interest. The results further reveal that outdated curricula, perceived economic challenges, limited career prospects, and the absence of mentorship opportunities are major factors discouraging students from pursuing agriculture as a career. Despite these challenges, many students express willingness to consider agricultural professions if provided with improved career guidance, financial support, and access to modern agricultural resources. The study underscores the need for curriculum reform, structured mentorship programs, and institutional support to enhance students’ interest in agriculture