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EFFECTS OF PHYSICS STUDENTS’ MATHEMATICAL BACKGROUND ON ACADEMIC ACHIEVEMENT IN PHYSICS RELATED COURSES IN FEDERAL UNIVERSITY OF EDUCATION PANKSHIN, PLATEAU STATE, NIGERIA
Pre-publication Review
Posted by:
James
| Owner type: User
Discipline: Education
|
Subject area: Education
| Posted: 2026-05-30T06:52:42.623113
Review type:
Pre Publication
| Paper type: journal_article
| Language: en
| PQS: Not calculated
| Comments: 0
This study investigated the effects of physics students’ mathematical background on academic achievement in physics related courses in the Federal University of Education Pankshin, Plateau State, Nigeria. The study adopted a survey research design. The population of the study comprised all science students of the 2025 academic session with a total population of 2,176 students. A sample of 550 students consisting of 250 male and 300 female students was used for the study. Historical data such as students’ Senior Secondary School Certificate Examination (SSCE) grades in Mathematics and their academic achievement scores in physics related courses were used for data collection. Mean and variance were used to answer the research questions while t-test for unrelated samples was used to test the hypotheses at 0.05 level of significance. Findings revealed that students with high mathematical background had higher mean achievement scores in physics related courses than students with low mathematical background. However, the difference was not statistically significant. The findings also showed that male and female students with high mathematical background performed better than their counterparts with low mathematical background, although no significant difference existed between the groups. The study concluded that mathematical background plays an important role in students’ achievement in physics related courses, even though the statistical difference was insignificant. It was recommended that students should improve their mathematical competency to enhance their understanding and performance in physics related courses.
Requested reviewer qualification
PhD
The Impact of Mindfulness-Based Interventions on Academic Performance and Mental Health in University Students: A Randomized Controlled Trial
PPR / PQS
Posted by:
RQL User
| Owner type: User
Discipline: Education
|
Subject area: Psychology
| Posted: 2026-05-11T12:15:39.619861
Review type:
PPR / Post-Publication Review
| Paper type: journal_article
| Language: en
| PQS: Not calculated
| Comments: 0
This is a post-publication review request. Human reviewer comments may help strengthen or update the Paper Quality Score.
Published Article / Source
University students worldwide are experiencing a growing mental health crisis, with anxiety, depression, and academic stress undermining well-being and learning outcomes (Auerbach et al., 2018). Mindfulness-based interventions (MBIs) have gained empirical support for reducing psychological distress and enhancing cognitive performance in diverse populations (Kabat-Zinn, 2013; Khoury et al., 2015). Yet, little is known about their impact on both academic performance and mental health within African higher education settings, nor have these interventions been consistently examined through a theological lens. This study employs a randomized controlled trial (RCT) to evaluate the effectiveness of an eight-week MBI program on the mental health and academic performance of undergraduate students. Preliminary findings suggest that participants receiving MBIs demonstrated significant improvements in psychological well-being and academic achievement compared to a control group. Theologically, the practice of mindfulness resonates with biblical contemplative traditions that emphasize meditation, renewal of the mind, and holistic flourishing (Ps. 1:2; Rom. 12:2). This research contributes to psychology by confirming MBIs’ effectiveness in student development and to theology by situating contemplative practices within a biblical worldview. The results underscore the need for holistic approaches in higher education that integrate mental, academic, and spiritual well-being
Pastoral Formation in the Caribbean: Reassessing Formal, Informal, and Non-Formal Theological Education in Contemporary Ministry
PPR / PQS
Posted by:
RQL User
| Owner type: User
Discipline: Education
|
Subject area: Theology
| Posted: 2026-05-11T12:25:08.680358
Review type:
PPR / Post-Publication Review
| Paper type: journal_article
| Language: en
| PQS: Not calculated
| Comments: 0
This is a post-publication review request. Human reviewer comments may help strengthen or update the Paper Quality Score.
Pastoral formation in the Caribbean has long been shaped by a complex interplay of spiritual calling, communal recognition, and diverse educational pathways. Yet scholarly attention to how formal, informal, and non-formal theological education collectively contribute to ministerial formation within Caribbean contexts remains limited. This article addresses that gap through a PRISMA-ScR–aligned scoping review of interdisciplinary literature spanning theology, pastoral studies, and general education. Drawing on peer-reviewed journal articles, book chapters, and selected dissertations, the review maps how pastoral formation is conceptualized, the roles attributed to different modes of theological education, and the cultural, ecclesiastical, and historical dynamics shaping ministerial identity in the Caribbean. The findings reveal that pastoral formation in the Caribbean is best understood as a holistic, relational, and contextually embedded process rather than a linear or exclusively institutional endeavor. Formal theological education provides doctrinal grounding and critical reflection, while informal learning through lived ministry and non-formal education through mentoring and structured training play equally formative roles. Persistent tensions between Spirit-led authority and academic preparation are shown to be rooted not merely in ideology, but in colonial histories, Pentecostal and revivalist spirituality, and community-based constructions of authority. Building on these insights, the article proposes an Integrated Caribbean Formation Model emphasizing complementarity rather than hierarchy among formation pathways. The study concludes by outlining implications for theological institutions, churches, denominations, and policy frameworks, and by identifying priorities for future empirical research. In doing so, it contributes a contextually grounded framework for reimagining pastoral formation in contemporary Caribbean ministry.
Effects of Pre-Reading Activities on Junior Secondary Students’ Achievement in Inferential and critical Comprehension in Nassarawa Eggon Local Government Area, Nasarawa State, Nigeria.
Pre-publication Review
Posted by:
RQL User
| Owner type: User
Discipline: Education
|
Subject area: Education
| Posted: 2026-03-26
Review type:
Pre Publication
| PQS: Not calculated
| Comments: 0
This study investigated the effects of Pre-Reading Activities on Junior Secondary Students’ Achievement in terms of inferential and critical comprehension in Nassarawa Eggon Local Government Area (LGA) in Nasarawa State, Nigeria. Two objectives and two research questions were raised, while two hypotheses were formulated and tested at 0.05 level of significant. The study employed non-randomize pre-test, post-test quasi-experimental control group research design. The population of the study comprised of 2,467 Junior Secondary 11 students from all the 38 public secondary schools in the study area, with a sample of 100 participant from two intact classes. The experimental group consisted 0f 55 students, while the control group consisted of 45 students. The study employed simple random sampling technique to select the schools that were used for the study. Reading Comprehension Achievement Test (RCAT) was used as the instrument for data collection. Descriptive and inferential statistics of Mean and standard deviation were employed to answer the research questions and the hypotheses, at 0.05 level of significance using Analysis of Covariance (ANCOVA). The findings revealed that the treatment group taught reading comprehension skills using pre-reading activities scored higher than the control group. There was a significant difference in the achievement mean scores of the treatment group against the control group. The study concluded that the implication of the findings showed that teachers of English language could use the pre-reading activities to help in improving students ’achievement in other aspects of English language. It wass recommended among others that teachers of English language should ensure the use of appropriate teaching strategies to activate students’ prior knowledge to enhance their achievement in reading comprehension and interpretation of what they read.
