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    <title>American Journal of Educational Research</title>
    <link>http://www.sciepub.com/journal/EDUCATION</link>
    <description>American Journal of Educational Research is a peer-reviewed, open access journal that provides rapid publication of articles in all areas of educational research. The goal of this journal is to provide a platform for scientists and academicians all over the world to promote, share, and discuss various new issues and developments in different areas of educational research.</description>
    <dc:publisher>Science and Education Publishing</dc:publisher>
		<dc:language>en</dc:language>
		<dc:rights>2013 Science and Education Publishing Co. Ltd All rights reserved.</dc:rights>
		<prism:publicationName>American Journal of Educational Research</prism:publicationName>
		14
		6
		January 2026
		<prism:copyright>2013 Science and Education Publishing Co. Ltd All rights reserved.</prism:copyright>
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<title>
Factors Influencing Teachers’ Promotion Decisions in Philippine Basic Education
</title>
<link>http://pubs.sciepub.com/education/14/6/1</link>
<description>
<![CDATA[Persistent learning gaps among students in basic education remain a top concern in most educational systems, particularly in contexts where learners progress through grade levels despite not fully mastering foundational competencies. This study explored the factors influencing teachers’ promotion decisions when students exhibit observable learning gaps in Philippine basic education. Specifically, it examined how institutional policies, classroom realities, and professional judgment shape teachers’ decisions to promote students who may not yet show full academic readiness. Using a qualitative descriptive research design, the study gathered data from fifteen private school science teachers in Region IV-A (CALABARZON), Philippines, each with at least three years of teaching experience. Data were collected through an online questionnaire with open-ended responses and follow-up semi-structured interviews to obtain deeper insights into teachers’ experiences and perspectives regarding student promotion. Thematic analysis was used to identify recurring patterns and themes in responses. The findings revealed that promotion decisions are influenced by multiple related factors. Teachers reported persistent learning gaps among promoted students, particularly in reading comprehension, conceptual understanding, and basic numeracy and problem-solving skills. Institutional pressures such as promotion policies, grading guidelines, and administrative expectations were identified as major influences on decision-making. Also, parental expectations, financial consideration in private schools, and concerns about students’ emotional well-being were found to shape promotion outcomes. Classroom realities, including limited remediation time, curriculum pacing pressures, and large class sizes, further constrained teachers’ ability to address learning gaps before promotion decisions were made. As a result, many teachers reported frequently compromising academic standards due to institutional and contextual pressures. The study highlights the complex environment in which teachers make promotion decisions and underscores the need for stronger systemic support to address learning gaps. Findings suggest that policies promoting learner progression should be enhanced by continuous remediation programs, clearer promotion guidelines, and institutional support that empowers teachers to balance academic standards with students’ well-being. The study contributes to ongoing discussion about learning gaps, and policy implementation in Philippine basic education]]>
</description>
<dc:creator>
Rico  Erika P., Caballes  Dennis G.
</dc:creator>
<dc:date>2026-06-15</dc:date>
<dc:publisher>Science and Education Publishing</dc:publisher>
<prism:publicationDate>2026-06-15</prism:publicationDate>
<prism:number>6</prism:number>
<prism:volume>14</prism:volume>
<prism:startingPage>159</prism:startingPage>
<prism:endingPage>164</prism:endingPage>
<prism:doi>10.12691/education-14-6-1</prism:doi>
</item>
<item rdf:about="http://pubs.sciepub.com/education/14/6/2">
<title>
Aligning Gameplay and Subject Learning: Design and Evaluation of an Educational Escape Game in Chemistry Education
</title>
<link>http://pubs.sciepub.com/education/14/6/2</link>
<description>
<![CDATA[Within the framework of game-based learning, Educational Escape Games (EEGs) are intended to motivate students to engage with subject content through gameplay. However, their educational potential depends not merely on the inclusion of game elements but on the deliberate alignment of gameplay and subject-related learning processes. Consequently, the relationship between subject content and game mechanics requires careful consideration in both the design and investigation of EEGs intended to support learning. Against this background, the present paper describes the conceptual design of an intrinsically integrated EEG implemented as an extracurricular experimental day in chemistry education and reports findings from a qualitative study examining students’ perceptions of the learning environment. The study investigates how participating students evaluate the subject content, the game-based learning approach, and the interplay between gameplay and subject-related learning processes. The findings indicate that the EEG was perceived positively by the participating students regarding both the subject content and the game-based learning approach. In particular, students reported intensive engagement with the subject matter and evaluated the integration of experimental activities, puzzle-solving, and subject-related reasoning especially positively. The results further suggest that intrinsically integrated EEGs can support disciplinary content without subject learning being overshadowed by gameplay. Overall, the study contributes to research on EEGs by illustrating how principles of intrinsically integrated game-based learning can be translated into chemistry education practice and by providing empirical insights into students’ perceptions of the relationship between gameplay and learning.]]>
</description>
<dc:creator>
Katharina  Groß, Niklas  Prewitz
</dc:creator>
<dc:date>2026-06-16</dc:date>
<dc:publisher>Science and Education Publishing</dc:publisher>
<prism:publicationDate>2026-06-16</prism:publicationDate>
<prism:number>6</prism:number>
<prism:volume>14</prism:volume>
<prism:startingPage>165</prism:startingPage>
<prism:endingPage>173</prism:endingPage>
<prism:doi>10.12691/education-14-6-2</prism:doi>
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<item rdf:about="http://pubs.sciepub.com/education/14/6/3">
<title>
Predictors of Academic Performance of Humanities and Social Sciences Students
</title>
<link>http://pubs.sciepub.com/education/14/6/3</link>
<description>
<![CDATA[Intrinsic and extrinsic factors significantly influence academic performance, enhancing learners' motivation and drive for success. While various disciplines emphasize numeracy and literacy, Humanities and Social Science students concentrate on historical comprehension, promoting patriotism and leadership. This study investigates the relationship between intrinsic and extrinsic factors and the academic performance of Humanities and Social Sciences learners in the Understanding Culture, Society, and Politics subject. Utilizing a descriptive-correlational design with 72 purposively sampled respondents from Magsaysay National High School for the S.Y. 2024-2025, findings indicated that (1) most respondents were proficient according to the DepEd grading scale, (2) a significant relationship exists among students' interest, habits, teacher support, and peer support classified by GWA, and (3) a significant correlation was found between intrinsic factors (interest and habits) and extrinsic factors (teacher and peer support) regarding academic performance, though no correlation was noted with Parent and Child support. This implies that intrinsic and extrinsic factors are interrelated and statistically dependent, demonstrating a direct relationship among the studied variables. Consequently, the academic performance of respondents in UCSP was influenced by both intrinsic and extrinsic factors.]]>
</description>
<dc:creator>
Antonio  Glomar Jr. N., Dingle  Leobert M., Estrada  Sharmaine R., Tuguinay  Michelle D., Capua,  Roger
</dc:creator>
<dc:date>2026-06-21</dc:date>
<dc:publisher>Science and Education Publishing</dc:publisher>
<prism:publicationDate>2026-06-21</prism:publicationDate>
<prism:number>6</prism:number>
<prism:volume>14</prism:volume>
<prism:startingPage>174</prism:startingPage>
<prism:endingPage>178</prism:endingPage>
<prism:doi>10.12691/education-14-6-3</prism:doi>
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