This exploratory quantitative study analyzed mathematical achievement among 211 university students participating in the first interfaculty mathematics competition at a private Peruvian university. Using structural equation modeling, mathematical achievement was specified as a latent construct measured by performance in algebra, geometry, number theory, and combinatorics. The model evaluated the effects of gender, age, field of study, motivation, and prior experience in mathematics competitions. Results indicate that prior participation in mathematics competitions and gender significantly predicted achievement, while age, academic discipline, and motivation showed no significant effects. Male students and those with prior contest experience obtained significantly higher scores. The findings highlight the educational value of mathematics competitions, while also revealing persistent gender disparities. Due to the non-random, self-selected sample and the exploratory fit indices of the structural model, the results should be interpreted as associative rather than causal.
This study aims to explore the intersection between digital competency and teacher lifelong learning to address the increasing demand for digitally skilled educators. By identifying barriers such as insufficient training, gender disparities, and the lack of structured digital learning environments, the study contributes to a better understanding of the challenges in fostering digital literacy among teachers. A systematic literature review was conducted using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, focusing on 25 selected studies published between 2022 and 2024 from Scopus and Web of Science (WoS) databases. The analysis identified three major themes: i) classroom management and teacher training; ii) digital competency and integration; and iii) pedagogical innovation and teaching strategies. The findings underscore the necessity of continuous professional development and structured learning opportunities to equip teachers with the skills needed for effective digital education. This review concludes that while digital advancements provide significant opportunities for enhancing teacher competencies, targeted solutions must address existing barriers. Future research should investigate the role of AI in personalized professional development, incorporate digital ethics into teacher training, and address gender inequalities to foster inclusive and sustainable lifelong learning practices.
This study applied Peirce’s triadic semiotic framework to map students’ representational transitions in constructing the formal definition of limit, an approach that has rarely been employed in limit research. Meanwhile, the prior studies documented students’ difficulties and instructional interventions, few explicate the internal semiotic mechanisms underlying the shift from visual intuition to the epsilon-delta formulation. Using a qualitative case study approach, this study examined students’ semiotic processes in formally constructing the concept of limit through written tests and interviews. The test was administered to 21 students for 120 minutes to assess their understanding of the limit concept, meanwhile interview with 2 students was conducted for 90 minutes for each student to explore their semiotic processes. The results indicated that the students constructed the limit concept in a formal manner through the sequential stages of representamen, object, and interpretant operating in a triadic and comprehensive. Multimodal representamens facilitate the transition toward the formal epsilon-delta conception; the object was construed as the function’s behavior near a point; and the interpretant emerges as a coherent formal understanding. Findings show that multimodal representamens facilitate students’ transition from intuition to rigorous epsilon-delta reasoning.
This study examines how prophetic sufism is embodied and pedagogically transmitted within Muhammadiyah through the life and educational practices of Tuan Guru Haji (TGH) Haris in Lombok, Indonesia. It aims to demonstrate how spirituality operates as a lived, community-based learning model rather than merely a theological discourse. The research employed a qualitative life-history design with a historical-critical-philosophical orientation. Data were collected through manuscript analysis, observation, literature review, and in-depth interviews with six purposively selected informants representing familial, organizational, and community perspectives. Data were analyzed using the Miles-Huberman interactive model, including reduction, display, and verification through triangulation. The findings reveal that TGH Haris practiced prophetic sufism as an embodied pedagogical framework grounded in ikhlas (sincerity), kana’ah (contentment), and khauf (fear of God). His berugak (traditional Sasak pavilion) functioned as an informal learning center characterized by dialogical interaction, experiential teaching, and community-based moral formation. Spiritual values were transmitted through exemplarity, relational authority, and everyday engagement rather than institutionalized mystical structures. This study demonstrates that prophetic sufism operates as a practical Islamic pedagogical model integrating reformist theology, ethical discipline, and informal community learning. It contributes empirically grounded insights into how spirituality is enacted and reproduced within Muhammadiyah’s grassroots educational context.
This study examined the effectiveness of explicit grammar instruction as a pedagogical intervention for improving grammatical proficiency and academic achievement among undergraduate students in Bohol, Philippines. Using a one-group pre-test–post-test quasi-experimental design, data were collected from 111 students (n=111) who participated in a five-session explicit grammar instruction program. Results indicated a statistically significant improvement in grammatical proficiency following the intervention (Mpre=48.89, SD=10.00; Mpost=55.20, SD=12.09), t (110)=10.52, p0.001, with a medium effect size (Cohen’s d=0.54). Correlation analyses further revealed a significant positive relationship between grammatical proficiency and academic achievement in both pre-test and post-test measures (p0.001), indicating that students with stronger grammar skills tended to perform better academically. These findings provide empirical support for the effectiveness of systematic, explicit grammar instruction in enhancing both language competence and broader academic outcomes. The study underscores the value of integrating structured grammar instruction into higher education curricula. It supports the institutionalization of language proficiency programs to address persistent grammatical challenges and promote academic success across disciplines.
