Articles

The Role of Crisis Communication Channels on Student Engagement During Lecturers’ Industrial Strikes: Evidence from the University of Nairobi

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Effective crisis communication is essential for sustaining stakeholder engagement during periods of institutional disruption such as lecturers’ industrial strikes. However, despite the recurring nature of industrial strikes in Kenyan public universities and the associated crisis communication shortcomings, limited empirical research has examined how crisis communication channels influence student engagement during such crises. This study sought to establish the influence of crisis communication channels on student engagement during lecturers’ industrial strikes at the University of Nairobi. The study was guided by the Situational Crisis Communication Theory (SCCT) and adopted an explanatory mixed-methods research design. Quantitative data were collected from 391 undergraduate students using structured questionnaires, while qualitative data were obtained through interviews with 12 key informants comprising student leaders, academic staff, and non-academic staff. Quantitative data were analysed using Statistical Package for the Social Sciences (SPSS), while qualitative data were analysed thematically. The findings established that crisis communication channels have a positive and statistically significant influence on student engagement. Communication channels emerged as a key determinant of students’ willingness to remain informed, participate in university processes, and maintain confidence in the institution during industrial strikes. The study concludes that effective crisis communication depends not merely on disseminating information but on providing communication channels that are timely, accessible, interactive, transparent, and responsive to students’ informational needs during industrial disputes. The study recommends that public universities strengthen student-centred communication by institutionalising intercative, two-way communication channels that keep students informed through the crisis cycle, maintain trust, and allow them to seek clarifications and relay feedback.

A Correlational Study of Peer Social Support and Student Engagement Among Junior High School Students

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Student engagement is widely regarded as a key determinant of successful learning, yet preliminary observations at a state Islamic junior high school (Madrasah Tsanawiyah) in South Sumatra indicated that students’ affective, behavioral, and cognitive engagement had not yet developed optimally. One contextual factor thought to contribute to this pattern is peer social support, given that friendship relationships become increasingly important during early adolescence for meeting the psychological needs of belonging and relatedness. This study aimed to empirically examine the relationship between peer social support and student engagement among seventh- and eighth-grade students. A quantitative correlational design was employed, involving 205 students drawn from a population of 500 through simple random sampling based on the Isaac and Michael table at a 95% confidence level. Data were collected using two five-point Likert scales: a Student Engagement Scale developed from the affective, behavioral, and cognitive engagement dimensions proposed by Lam et al. (2014), and a Peer Social Support Scale based on the appraisal, tangible, belonging, and self-esteem support dimensions proposed by Cohen and Wills (as cited in Schonfeld, 1991). Data were analyzed using simple linear regression with SPSS version 27. The results revealed a positive and highly significant relationship between peer social support and student engagement (r = 0.329; R Square = 0.108; p = 0.000), with peer support accounting for 10.8% of the variance in engagement. These findings indicate that greater peer social support is associated with higher student engagement, although most of the variance in engagement is explained by factors beyond peer support alone.

Implementation of the 6E-STEAM Learning Model Based on Nosiala Pale Local Wisdom: Analysis of Learning Outcomes and Student Motivation and Engagement Profiles

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This study aims to analyze learning outcomes and describe the motivation and engagement profiles of students following the implementation of the 6E-STEAM learning model based on the local wisdom of Nosiala Pale in biology instruction. The study employed a quantitative approach in a single control class using a pretest-posttest design for learning outcomes and a posttest to assess students’ motivation and engagement profiles. The study participants consisted of 28 students in the Biology Education Program who were taking the Conservation Biology course. Data were collected using a 30-item multiple-choice test to measure learning outcomes, as well as a questionnaire to measure students’ learning motivation and engagement. Data were analyzed using descriptive statistics, a paired-sample t-test, and N-gain analysis. The results showed that the average pre-test score was 67.38, while the average post-test score was 79.16. The results of the paired-sample t-test indicated a significant difference between the pre-test and post-test learning outcomes (t = -10.981; p < 0.001). The average N-gain value of 0.480, or 47.95%, falls into the moderate category. Meanwhile, student learning motivation falls into the very high category with an average score of 4.31, and student engagement falls into the high category with an average score of 3.94. These findings indicate that the implementation of the 6E-STEAM learning model based on Nosiala local wisdom is effective in improving student learning outcomes to a moderate level and is supported by high levels of student learning motivation and engagement.

Using Kahoot! To Enhance English Learning For 8th Graders at Nguyen Thai Binh Secondary School in Ho Chi Minh City, Vietnam

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This study explores the impact of Kahoot!, a game-based learning platform, on enhancing English learning among 8th-grade students at Nguyen Thai Binh Secondary School, Ho Chi Minh City, Vietnam. In response to the increasing integration of educational technology and the shift toward learner-centered pedagogy, the research investigates how Kahoot influences students’ motivation, engagement, and academic achievement, particularly in the areas of vocabulary and grammar.

A mixed-methods approach was adopted, combining quantitative data from questionnaires administered to 40 students and qualitative data from semi-structured interviews. Descriptive statistical techniques were used to analyze students’ perceptions of motivation, engagement, and language development, while thematic analysis was applied to the qualitative responses.

The findings indicate that Kahoot significantly enhances students’ learning motivation by fostering enjoyment, interest, and confidence in English learning. Student engagement improved markedly, with learners demonstrating increased participation and attentiveness during classroom activities. Furthermore, Kahoot contributed to measurable gains in vocabulary acquisition and grammar proficiency through interactive tasks and real-time feedback. Despite minor technical barriers, such as unstable internet and limited device access, students generally regarded Kahoot as an effective and enjoyable educational tool.

Optimizing Instructional Design in Blended College English Courses to Foster Balanced Learner Engagement

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This study is focused on hybrid college English course design to establish how adaptive alignment, interactive multimedia, and integrated assessment enhance overall learner engagement. Guided by the need to enhance cognitive, affective, and behavioral engagement in blended-mode learning environments, it examines teachers’ attitudes toward these elements of course design. The study’s emphasis, which sought to determine the best techniques for optimizing balanced engagement, was inspired by the preferred instructional design techniques of instructors in hybrid English courses. Through a synthesizing quantitative cross-sectional survey design, data were gathered from sixteen English instructors with high teaching experience through the administration of a validated Likert-scale survey with high-reliability coefficients (α ≥ .85). Correlation analysis and descriptive statistics shed light on the correlation between design factors and engagement factors. The findings revealed that surface alignment between face-to-face and web modules, multimedia richness, and integrated assessment without interruption substantially improved cognitive processing, affective engagement, and active participation. The results positively respond to the main problem of the study by ensuring that adaptive, aligned learning designs promote generalized interaction in blended environments. The research establishes that institutions ought to accord top priority to adaptive learning platforms and simultaneous multimedia materials to ensure stimulation and improve the performance of students.

Library Design and Academic Performance: Implications on Students’ Engagement

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Libraries play a crucial role in shaping students’ engagement and academic success, not only by providing access to resources but also through the quality of their physical environment. This study determined the influence of library design on students’ engagement and academic performance. A total of 252 first-year students enrolled in Academic Year 2024–2025 were selected using the Taro Yamane formula and random sampling. A descriptive-correlational research design was used, and data were gathered through a structured survey questionnaire. Descriptive statistics such as frequency, percentage, mean, and standard deviation were utilized, along with multiple regression analysis to examine relationships among the variables. Findings revealed that students rated the library design—specifically in terms of physical layout and organization, lighting and acoustics, ergonomics, technology infrastructure, and green spaces—as generally very good. Academic performance, measured through GPA, and library engagement, assessed through library visits, resource utilization, facility use, and program participation, both received most of the time ratings. Regression results showed that physical layout and organization, green spaces or nature integration, and lighting and acoustics significantly influenced student engagement. However, when taken in isolation, ergonomics, technology infrastructure and GPA did not show significant influence. The positive average rating for library design and engagement suggest that librarians implement programs and activities that leverage well-rated design features to further enhance student engagement.

NEP 2020: The Status of the Role of Infrastructure in Enhancing Physical Education Programs

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Physical Education programs play a crucial role in promoting healthy lifestyles and holistic development among individuals, particularly in educational settings. This review paper aims to comprehensively examine the role of infrastructure in enhancing Physical education programs. Infrastructure encompasses various components such as facilities, equipment, and outdoor spaces. Understanding how these elements contribute to the effectiveness of Physical education programs is essential for optimizing student engagement, learning outcomes, and overall well-being. Physical Education, which includes social skills development, physical fitness, cognitive growth, and the acquisition of critical movement abilities, is a vital component in the promotion of lifetime health and general well-being. Physical education programs’ ability to succeed is largely dependent on the framework that encourages and supports learning. Physical Education program quality and results are significantly influenced by the infrastructure, which includes buildings, tools, and outdoor areas. A comprehensive range of services, materials, and facilities that are necessary to promote an atmosphere that encourages sports participation and active living are included in Physical Education’s infrastructure. Everything from well-equipped gymnasiums to accessible playgrounds support inclusiveness, accessibility, and engagement among a wide range of populations in addition to facilitating a variety of sporting activities. Infrastructure may contribute significantly to the advancement of physical activity, sports participation, and overall well-being by implementing a comprehensive approach that solves financing gaps, prioritizes sustainability, facilitates equal access, and cultivates community relationships. This study intends to investigate these possibilities to optimize infrastructure’s influence on physical education programs.