JECCE

Analysis of Academic Performance and Geographic Disparities in Virtual University’s B. Ed Early Childhood Education Program

2026-01-16T07:03:47+00:00

The research examined the scholastic achievement and geographical gap among the students of the B.Ed. (Hons) Early Childhood Care and Education (ECCE) program in Virtual University of Pakistan. The research questions were: (1) to assess the general academic performance and credit completion, (2) to check the correlation between Cumulative Grade Point Average (CGPA) and courses failed, (3) to find differences in performance along geographic lines. The research design used was a quantitative non-experimental one based on the secondary academic information at the university Virtual Information System (VIS). The sample of the study was all the 83 students pursuing a particular cohort, and they were classified into five regions namely Punjab Metros, Sindh Metros, Small Towns, ICT (Islamabad Capital Territory), and Overseas. The analysis of data was performed with the help of descriptive statistics, Pearson correlation, and one-way ANOVA. The findings showed that, there was a significant negative correlation between CGPA and the failed courses (r = -.923, p <.001). One-way ANOVA showed that there were statistically significant differences in the mean CGPA by regions, F(4, 78) = 4.39, p =.003, with students in Punjab Metros doing the best and those in ICT doing the worst. Its results emphasize the essential role of the course failure on the overall achievement and the ongoing geographic disparities in outcomes of online learning. The paper suggests that at-risk students should receive specific academic interventions and policies be implemented to deal with the infrastructural and support-service differences across regions in order to facilitate educational equity in virtual teacher education.

Exploring Early Graders Teachers’ Perception of Teaching in Inclusive Classrooms: A Case Study of Private Schools, Karachi

2026-01-16T07:04:23+00:00

This qualitative study explores the perceptions of kindergarten II teachers regarding inclusive classrooms teaching in private schools of Karachi. Data were collected through semi-structured interview with six teachers selected through purposive sampling. Thematic Analysis was used to analyse the data. Findings revealed that teachers generally hold positive attitude towards inclusive education; however, they face challenges such as lack of training, insufficient resources and limited institutional support. The study highlights the need for continuous professional development, improved resource allocation, and stronger administrative support to enhance inclusive practices. The finding provides useful insight for policymakers and school administrators to strengthen inclusive education in private schools.

Exploring the Causes of Emotional Disturbance Among Early Childhood Learners

2026-01-16T07:03:10+00:00

The study examines the prevalence and etiology of emotional disturbance in early childhood learners. The main targets were to identify the emotionally disturbed learners and to investigate the root causes of emotional disturbances in early education. For this purpose, a mixed-method explanatory research design was used. The study was performed in Govt. Middle Model High School Gujrat where all early-grade students formed the sample. The tool was prepared under the guidance of the research supervisor to gather relevant data structured interviews with parents of detected students to find possible reasons. Results showed that a majority of students were emotionally stable, while few were emotionally disturbed. Patterns among emotionally disturbed students included moderate restlessness, withdrawal from activities, a lack of concentration, aggressive behavior, refusal to cooperate, manipulative behaviors, and poor social interaction. Disruptive behavior was the most significant issue. The causes of emotional disturbance were multifactorial, ranging from genetic, biological factors, family instability, environmental factors, and parenting styles. On the basis of these findings, it is suggested that teachers and parents should be informed of the emotional and behavioral needs of early childhood. Strategies for early diagnosis and management of emotional disturbances should be included in teacher training courses. Schools should also organize seminars and awareness sessions to enhance emotional well-being and development in early grade students.

Influence Of Parenting Styles on Pupils’ Socio-Emotional Skills in Early Childhood Educational Centers in Nigeria

2026-01-16T07:04:05+00:00

This study aims to examine the influence of parenting style on pupils’ socio-emotional skills in early childhood education centers in Nigeria. A multi-stage sampling procedure was used to select 150 parents with children in 15 early childhood education centers (ECEC) across 3 selected local government areas (LGAs) in Nigeria. This study adopted a descriptive technique and regression. Results show parenting styles exhibited by parents of pupils in ECEC as authoritative parenting styles 4.36), authoritarian parenting styles (3.39), and permissive parenting styles (3.83). Results also show a statistically significant influence of parenting styles at (β = 0.250, p = 0.002) on pupils’ socio-emotional skills in Nigeria. This study concludes that the authoritative parenting style has the highest influence on pupils’ socio-emotional skills than the other two parenting styles. This study recommends that there should be a policy that ensures better parenting styles and excellent children’s socio-emotional skills in Nigeria.

Perceived Effectiveness of the Double-Shift Schooling System: Insights from Teachers and Pupils in Geita, Tanzania

2026-01-16T07:03:29+00:00

In Tanzania, the double-shift schooling system has been adopted more often as a solution to the problem of classroom congestion and lack of educational facilities in primary schools. As much as access has been enhanced by the system, there are still concerns with the support it gives to quality teaching and learning. The research paper examined the perceptions of teachers and pupils on effectiveness of the double-shift schooling in the selected public primary schools in Geita Region. Convergent mixed-methods design was adopted with questionnaires, semi-structured interviews with 12 teachers and focus group interviews with 132 pupils in three schools. Descriptive statistics were used to analyze quantitative data whereas thematic analysis was used to analyse the qualitative data as suggested by Braun and Clarke (2006). The results also indicate that dual shift schooling has the benefit of boosting enrolment, but it has limitations due to the shortened time of instruction, the strain on the teacher, less teacher student interaction, and poor learning resources. The paper concludes that although double-shift schooling is a temporary respite to the problem of enrolment, its sustainability in the long-term would need policy changes, more time in classes, teacher morale and better school facilities.