Journal of Educational Sciences

  Complete Edition

  Content

  Literacy in the Romanian Educational Context: Challenges and Solutions

Editorial
Cosmina Simona LUNGOCI, Ioana DÂRJAN

Abstract
Literacy is one of the eight key competences for lifelong learning, defined as "the ability to identify, understand, express, create, and interpret concepts, feelings, facts, and opinions in both oral and written forms, using visual, auditory, and digital materials across disciplines and contexts" (EU, 2019). It is essential for effective communication and interaction, fostering creativity and further learning. Literacy skills are integral to a child"s educational, professional, personal, and social development, enabling critical thinking, imagination, and creativity. Conversely, poor literacy skills can lead to professional failure and vulnerability to manipulation or fraud. As such, literacy is a priority in contemporary education. In this context, issue 2 of the Journal of Educational Sciences, published on the journal"s 25th anniversary, explores literacy in educational contexts. It presents specific theories and practices that trace the evolution of pedagogical concepts alongside systemic developments in education. Literacy, both a traditional and evolving concept, continually gains new meanings in diverse social and professional spheres.

Keywords: Editorial, Literacy, communication development.

  Family literacy activities and their role in developing studens" critical thinking

Cosmina Simona LUNGOCI, Diana Maria NIȚĂ

Abstract
Literacy activities and critical thinking are two fundamental aspects in the growth and development of primary school students. Parents also play a vital role in children"s lives, as they are considered their children"s first educators. The time that family members spend together is invaluable and must be used to lead to the harmonious development of children. An interactive and creative example of making the most of their time together can be joint literacy activities, which can develop essential skills for integration into society. The present study aimed to identify a possible correlation between the time allocated to family literacy activities and the development of critical thinking in primary school students. To this end, 24 third-grade students and their parents were assessed using two instruments: a test administered to the students, divided into two sections (dialogical critical attitudes: statements and situations), which focused on aspects of critical thinking, and a questionnaire addressed to parents, which aimed to measure the frequency with which they carry out certain literacy activities with their children. The results obtained from the data collection confirm our hypothesis that there is a link between the time spent on literacy activities in the family and the development of critical thinking in students, with a positive and significant correlation. In addition to this, we tried to correlate each type of activity with the score obtained in the critical thinking test, and in three of the four cases we obtained a positive and significant result. The answers given by the students helped us to observe which dimensions of critical thinking are best developed (intellectual curiosity, creativity) and which ones need more attention in the future (intellectual autonomy).

Keywords: literacy; critical thinking; primary education.

  Development of preparatory grade children’s reading skills in Romania

Bianca BALEA, Maria KOVACS, Sorana POGĂCEAN

Abstract
Since 2012, when preparatory grade (PG) became compulsory in Romania for 6-year olds, little understanding has been gained of how children’s literacy evolves in PG, although over the same period, Romanian 15-year olds’ reading performance has shown no signs of improvement (Noveanu et al, 2023). Children enter school with broadly varying literacy skills depending on several factors. As their academic success is heavily dependent on their early reading, understanding how children’s literacy skills evolve in the early years of school is important for both educators and education policy-makers. This article explores the evolution of Romanian PG students’ six emergent literacy skills (ELS) and whether four selected factors influence this evolution (progress in ELS and ELS at the end of PG) significantly: ELS at the start of PG; previous attendance of preschool; school attendance frequency in PG; and socio-economic status. ELS were assessed for 2134 PG students at the beginning and at the end of the school year. A specific emergent literacy assessment instrument (Temple and Temple, 2023) was used yielding scores from 0 (minimum) to 150 (maximum). To measure the changes in six emergent literacy skills (ELS) over the course of the PG (Q1) and determine whether a selection of factors influence progress in ELS and final ELS (Q2), the present research design uses a pre- and post-evaluation approach. Descriptive and inferential statistics were employed. We found an average initial score of 40.5 points and a final average score of 117.9 points, with the average 77.4-point progress being significantly influenced by previous attendance of preschool and school attendance in PG, as well as ELS at the start of PG, but not SES. Children’s final scores were however influenced significantly by all four investigated factors.

Keywords: emergent literacy skills; progress in preparatory grade; preschool attendance; school attendance; socio-economic status.

  Recovery of Literacy Skills in Primary Education in Romania. Potential Systemic Solutions

Bianca-Andreea HURJUI

Abstract
Despite recent interventions aimed at reducing inequity in the Romanian education system, educational gaps persist and, in some respects, are even widening. International assessment results indicate significant disparities in student performance. These same gaps are also evident in national testing. In this context, targeted interventions from the early years of schooling become not just an educational necessity but a social urgency. The long-term effects of low literacy levels are felt both individually, socially, and economically. This study explores the effectiveness of two intervention methods aimed at recovering literacy skills for primary school students: intervention by a specialist working with students who have skills below their grade level and recovery intervention conducted by the classroom teacher, supported through a training and mentoring program. The main objective of the study is to determine the most effective solution for recovering literacy skills for primary school students from vulnerable backgrounds. The study was conducted on a sample of 146 primary school students. The students were divided into two groups: 18 students who worked with an external specialist in the recovery program and 129 students who worked with classroom teachers after school hours. The classroom teachers were included in a training program as part of the support offered to teachers by Teach for Romania. To evaluate the students’ progress, initial and final tests were administered during the 2023-2024 school year. The results suggest that both approaches generates an increase in students’ skills, but the effect generated by the specialist’s intervention is statistically significantly greater.

Keywords: recovery intervention, literacy skills, vulnerable backgrounds.

  Predictors of reading proficiency in Romanian 15-year-old students: findings from PISA 2018

Octavia BORȘ

Abstract
This study investigates the predictors of reading proficiency among 15-year-old Romanian students using data from the PISA 2018 assessment. For many years, a significant proportion of students have not met the basic proficiency level in reading, as measured by PISA. Previous research indicates that family background is the strongest predictor of academic achievement among Romanian students; however, there is a lack of evidence regarding the contribution of specific teaching practices. Using multiple linear regression analysis, this study shows that when controlling for the social, economic, and cultural status of students, teacher-directed instruction negatively impacts reading proficiency. Furthermore, learning in a positive disciplinary climate, students" enjoyment of reading, and parental support also contribute to reading proficiency. The results underscore the need for more policies and interventions tailored to support students with low social, economic, and cultural status. Additionally, the study highlights the need for increased support for teachers to improve their practice by balancing direct instruction with more constructivist approaches.

Keywords: reading literacy, PISA 2018, teacher-directed instruction, economic, social and cultural status, parental support, students" enjoyment of reading.

  Literacy as a Social Practice: Exploring Teacher Representations

Elena UNGUREANU


Abstract
This study explores how literacy is conceptualized by teachers in two primary classrooms, drawing upon James Paul Gee"s theoretical framework on literacy as a social practice. The research is guided by two questions: How do teachers conceptualize literacy within the context of their classrooms? How do contextual characteristics position students’ identities as literacy learners/users? Through thematic analysis of semi-structured interviews, three predominant themes were developed: a narrow focus of literacy, deficit-oriented framing of student abilities, and teacher-centered pedagogy. The findings reveal that teachers often emphasize foundational writing skills and view literacy through a lens of deficiency, which shapes students" identities as passive learners. This research underscores the need for inclusive and equitable literacy education that acknowledges diverse backgrounds and experiences, advocating for pedagogical shifts that empower students as active participants in their literacy development.

Keywords: Literacy, Social Practice, James Paul Gee, primary education, pedagogic practices, qualitative research.

  Predictors of Success in Digital Oratory: Assessing the Impact of an English Digital Oratory Course on Public Speaking Competence

Diana POPA, Carmen Mihaela CRETU

Abstract
This study sets out to examine the predictors of success in Public Speaking (PS) within digital contexts, referred to as digital oratory (DO), by evaluating the impact of an English Digital Oratory (EDO) course on high school students’ PS competence. Specifically, it investigates how English as a Foreign Language (EFL) proficiency, prior PS experience, and intelligence is associated with PS performance in DO. DO encompasses traditional PS skills while integrating competencies required for virtual engagement and the effective use of digital tools. The study involved a quasi-experimental design, with pre- and post-tests, and a sample of 100 Romanian EFL high school students who attended a six-month EDO course on Google Classroom. Relevant theories, such as educational, EFL, emotional and psychological development, talent and giftedness, and multimedia integration informed our curriculum, framed in Fink’s Taxonomy of Significant Learning. The intervention featured synchronous sessions, peer evaluations, flipped classroom methodology, digital technologies, and interactive and learner-centered activities. We measured PS performance before and after the course using Schreiber’s (2012) Public Speaking Competence Rubric and our results demonstrated a significant improvement in both expert-evaluated and self-reported PS competence. Intelligence primarily is associated with content-related skills, whereas EFL proficiency and prior PS experience had an impact on overall PS competence. Our findings substantiate the fact that EDO instruction should be an integral part of communication education. The research offers valuable insights into replicable efficient digital oratory instruction in EFL, suitable for students with diverse linguistic and cognitive features.

Keywords: Digital oratory, public speaking, English as a Foreign Language, intelligence, high school.

  What does science tell us about teaching reading?

Charles TEMPLE, Ph. D.


Abstract
The article explores the importance of early reading proficiency and its long-term impact on academic and life outcomes, particularly in Romania. Analyzing PISA data, the article highlights significant literacy gaps between advantaged and disadvantaged students, as well as urban and rural learners. These disparities perpetuate intergenerational poverty and limit future opportunities. The importance of early interventions is presented, as research shows that reading difficulties in first grade often persist through later years. Key components of emergent literacy are identified, such as phonemic awareness, letter recognition, word recognition, and story structure. Proven methods like screening tools, phonics instruction, and leveled reading materials are presented, which are critical for overcoming early confusion and preventing reading failure. While research in English offers valuable insights, its has its limitations when applied to Romanian, a language with simpler orthography. Targeted studies are necessary to address gaps in understanding Romanian-specific reading processes, including phonics, fluency norms, and intuitive spelling stages. To advance literacy outcomes, there is a need for stronger teacher preparation programs, interdisciplinary research, and collaboration with international literacy experts. By fostering a research-driven approach tailored to Romanian needs, educators can implement effective strategies to close literacy gaps and ensure all students achieve reading proficiency, ultimately improving their life prospects.

Keywords: Reading instruction; emergent literacy; early intervention; Romanian literacy.

  Valuating the Effect of Toulmin Argumentation Model on Critical Thinking and Epistemological Beliefs in Online Education

Salih GÜLEN, İSMAIL DÖNMEZ

Abstract
This study investigates the effectiveness of the Toulmin argumentation model in developing critical thinking skills and epistemological beliefs concerning the internet in an online educational setting, especially during the global coronavirus pandemic. The subject of the research was carried out in the "Child Development Department" of a state university with the participation of 68 volunteer students, mostly from Eastern and Southeastern Anatolia, aged between 19 and 25. It employed quasi-experimental design in the course of the ten weeks in the 2020-2021 academic years. Data were collected through online tests and evaluations during child science and technology lessons focusing on various spatial and contemporary scientific topics. Students" critical thinking skills and epistemological beliefs were according to predetermined scales, and were analyzed using SPSS 22. Differences between the control and experimental groups were not significant for critical thinking skills or epistemological beliefs. This suggests that the implementation of the Toulmin model in an online format did not have any significant effects on these areas. Further, a very weak correlation between epistemological beliefs and critical thinking skills emerged, indicating that these constructs can work independently in online learning contexts. The results stress the complexities behind promoting critical thinking and epistemological beliefs in online learning environments, making it imperative to involve new theory in the integration of argumentation models, such as that of Toulmin"s, into online education. The study seems to offer valuable theoretical guidance to the teachers and curriculum developers to effectively embed critical thinking and epistemological understanding in the digital age of education. Future research will involve longer interventions, diverse samples, and innovative strategies of teaching to affect epistemological beliefs and create opportunities for critical thinking in digital learning spaces.

Keywords: Argumentation, Online education, Epistemological beliefs, Critical thinking.

  Enhancing physics learning through feedback: insights from secondary and high school teachers

Gabriela DOMILESCU, Mihaela IORGA


Abstract
Numerous studies in the educational field show the importance of feedback in the teaching process and students" motivation for learning. Although researchers agree that feedback is essential for improved performance, learners often dismiss it, and its effectiveness is diminished because of specific characteristics of feedback itself, teacher, and learner. By employing a non-experimental transversal research design, the present study aimed to assess the implications of feedback on the achievement of middle and high school students, as perceived by the teachers, in the subject of physics. To this end, we first conducted a narrative review of the existing literature with a focus on the types of feedback, the ways of giving it, and its effectiveness, and a qualitative analysis of how feedback is implemented in the classroom and its implications for student achievement, we created an evidence-based interview grid. Afterward, we realized and gathered valuable information from 11 Romanian secondary and high school teachers. According to the results, feedback improves student achievement and can streamline teaching to meet the student"s needs and channel them toward improved performance. Our paper tries to fill the gap between the existing knowledge about feedback and the actual process of teaching and learning Physics in secondary and highschool. Even if our endeavour has limitations (e.g., a small number of interview participants), it provides a clearer picture of how to make the most of the feedback according to teachers. The main contribution of this paper is identifying physics teachers" perceptions of feedback and suggesting improvement proposals, by analysing current research. Also, our work offers some straightforward avenues for using feedback in physics disciplines in the Romanian context. We also advanced concrete proposals for optimizing the feedback offered to secondary and high school students in the physical discipline to help them optimize their performance.

Keywords: feedback, teaching physics, secondary school, high-school, interviews.

  Moderating Effects of Gender on the Relationship between Senior School Physics Students’ STEM Self-efficacy and Science Identity

Wasiu Olayinka YAHAYA, Abdulrasaq Oladimeji AKANBI, Quadri YAHAYA

Abstract
The developmental growth of any society depends greatly on the progression and innovations made by students’ in science, technology, engineering and mathematics. The current study determines the moderating effect of gender on the relationship between senior school physics students’ STEM self-efficacies and science identity. The study was a co-relational study that employed the use of adopted questionnaires as found in the previous literatures to elicit information on students’ STEM self-efficacies like science self-efficacy, engineering/technology self-efficacy, mathematics self-efficacy and students’ science identity. The study adopted the usage of structural equation model and collected data were analyzed by SmartPLS software. The findings of the study revealed that physics students’ science self-efficacy (β=0.174, p<.05), mathematics self-efficacy (β= -0.296, p<.05) and engineering/technology self-efficacy (β= -0.600, p<.05), and, has negative, positive, weak, substantial and significant relationship with physics students’ science identity. The study further revealed that gender as a moderator variable significantly moderated the indirect relationship between physics students’ science, technology, engineering and mathematics self-efficacies and their science identity. The study recommended that the physics students should be encouraged to see themselves as science person as this would influence their interest and decision to pursue a future career in science, technology, engineering and mathematics fields.

Keywords: STEM Self-efficacy, Science Identity, Gender, Relationship.

  Teacher Professional Development and Technological Proficiency of Educators: Empirical Evidence from Ethiopia Higher Education Institutions

Mestawot Beyene TAFESE,Erika KOPP

Abstract
Educators (Higher education teachers) play a significant role in equipping future professionals and contributing to societal progress. They are responsible for preparing competent citizens who serve various societal roles. Hence, examining educators" perceptions regarding professional development and technological proficiency is crucial. This study examines educators" perceptions of professional development and technological proficiency in Ethiopian higher education institutions, focusing on curriculum content, interdisciplinary integration, and aligning theory with practice. The impetus for this study is the growing necessity for educators to possess technological proficiency to meet global educational standards and the demand for innovative teacher education programs. It addresses Educators" perceptions of (1) Their technological proficiency, (2) The relevance and interdisciplinary integration of teacher education curricula, (3) The alignment of theoretical and practical curriculum components, and (4) The integration of technological training in teacher development programs. A structured questionnaire was utilized to collect data from instructors across various university categories. The analysis employed descriptive statistics, ANOVA, and post hoc tests. The findings indicate that educators perceive their technological proficiency as moderate (M = 3.0, SD = 0.66) and regard curriculum relevance and interdisciplinary integration as slightly above average (M = 3.1, SD = 0.64). Research universities demonstrate consistently higher scores across all variables, including technological training and curriculum alignment, than comprehensive and applied universities. Technological training integration and the alignment of theoretical and practical elements were identified as areas requiring improvement (M=2.8, SD=0.58; M=2.9, SD=0.67). Significant differences in perceptions were observed based on university type, qualifications, and experience, with research universities exhibiting the highest levels of perceived innovation and technological adoption. The study highlights gaps in technological training and curriculum alignment in Ethiopian higher education, urging strategic policies and resources to improve teacher education programs. By Emphasizing the importance of integrating theory and practice and fostering technological proficiency, the study calls for collaborative efforts to tackle the educational challenges of the 21st century.

Keywords: Teacher Professional Development, Competency, Higher Education, Technological Proficiency.

  Job Stress and Lecturers’ Efficiency In Obafemi Awolowo University, Ile-Ife, Nigeria

Timothy Olugbenga AJADI

Abstract
The roles of lecturers in universities cannot be underestimated. This is because lecturers are the bones who interpret the content of the curriculum. Hence, lecturers are expected to be efficient. This study however investigated job stress and lecturers’ efficiency in Obafemi Awolowo University, Ile-Ife, Nigeria. The population of the study comprised all academic staff in all the 10 Faculties and two Colleges of the University. A sample of 50 participants was selected from each of the five purposively selected faculties. An adapted questionnaire titled titled ‘Job Stress and Lecturers’ Efficiency (JSLEQ) was used to collect information from the respondents. The instrument was validated and trial tested on population outside the sample. The reliability index of the instrument was 0.91 using Crobatch Alpha method of analysis. Descriptive and inferential statistics were used to answer the research question and test the hypothesis respectively. The results showed that anxiety was the most prominent stress of the six-stress found among lecturers in OAU and that stress has significant influence on lecturers’ efficiency in Obafemi Awolowo University, Ile-Ife, Nigeria. The study recommends employment of seasoned counsellors and equipping the counselling unit with 21st century equipment that can be used to manage anxiety among the entire workers in the university.

Keywords: faculties, job stress, lecturer’s efficiency, psychological stress, and physiological stress.

  Conceptual and Applied Changes in the Approach to Well-being at School- Systematic Literature Review

Katalin BORBÁTH, Attila Czabaji HORVÁTH

Abstract
This paper attempted to outline the interdisciplinary and broad path of well-being until it became a goal in the Learning Compass. The work paid special attention to positive psychology because they agreed that its insights need to be translated into positive pedagogy for the well-being of learners. So, it offers a collection and comparison of the main well-being concepts from different disciplines connected to the learning environment"s psychological pedagogical, social, and economic aspects, using the systematic literature review as methodology. The paper also focuses on examples of studies of the concept of well-being, narrowing step by step to the psychological, especially the social and the subjective well-being concepts. It is proven that student well-being is closely linked to the well-being of teachers, and therefore supporting the /subjective/psychological, and professional/ well-being of teachers is essential for the quality learning-teaching process and for achieving the 2030 target summarized in the Learning Compass.

Keywords: dimensions of well-being, mental health models, learning compass, positive psychology, positive pedagogy.

  Unlocking the Potential of Nigerian Schools through Effective Parental Involvement

Adesoji ONI, Celestina OSUJI

Abstract
Education is pivotal to societal development and individual achievement, requiring cooperation among stakeholders, especially parents. This study investigates the role of parental involvement in promoting effective school administration in Lagos District IV, which includes Surulere, Mainland, and Apapa. A descriptive survey design was adopted, and data were collected from 132 respondents; students, teachers, school administrators, and parents, using structured questionnaires. Analysis through Pearson’s Product Moment Correlation Coefficient revealed significant links between parental involvement and key aspects of school success, including student academic performance, discipline, and administrative effectiveness. The findings indicate that schools with active parental engagement benefit from improved governance, better student outcomes, and enhanced discipline. However, challenges such as socioeconomic constraints and poor communication hinder greater involvement. To address these, the study recommends implementing structured parental participation programs, increasing government support, and tackling cultural and linguistic barriers. Ultimately, the study underscores the critical role of parental engagement in driving effective school management and achieving improved educational outcomes, highlighting the need for collaborative strategies to overcome existing challenges and fully harness the potential of parental contributions.

Keywords: Parental involvement, school administration, academic performance, school governance, Nigeria, educational outcomes.