Frontiers in Education Technology

Pedagogical Functions of Pictures and Classroom Exercises in Teaching English Literature in Basic and Post-Basic Education in Nigeria

Adeoye Adeyinka Olusola PhD — 2026-01-19

This study examines the pedagogical functions of pictures and classroom exercises in the teaching of English literature at two fundamental levels of Nigeria’s educational system: basic education (primary school) and post-basic education (secondary school). In teaching English literature at the level of basic education, children literature is captured. It is the level at which pictorial representations/visual illustrations are brought to the fore not just because of the age-range of the learners, but also because the settings and socio-cultural underpinnings of such pictorial representations/visual illustrations make literature texts easy to mean to the target audience. Knowledge is best transmitted when linguistic and extralinguistic variables are deployed by literary writers to convey message in English literature texts for basic and post-basic education pupils/students; from authorial end, the process is indeed, creative indulgence and literary ingenuity in the three basic genres of literature: drama, prose and poetry. Picture books can be obtained in these three forms, even though they are common in prose texts (storybooks). Apart from facilitating textual interpretation, pictures promote reader-interest and reading culture at pre-basic and post-basic levels of education in Nigeria. At the Junior Secondary School level, pictures are occasionally used in English literature texts, whereas they are commonly used in English literature texts for younger learners (primary school pupils). The theoretical frameworks of this study are: Gokhan Cetinkaya’s (2015, p. 118) report and the Critical Theory. The study concludes that: pictures and classroom exercises do not only commune with the objectives of the curriculum of English literature in basic and post-basic education in Nigeria, but are also potent in the transmission of knowledge in terms of the basic skills to be learnt in the curriculum.

Towards an Appraisal of Searle’s Pragmatic Theory

Abdullahi Sani, PhD — 2026-03-12

Speech act theory examines communication activities which involve transacting meaning via reference-making. Language means in terms of internal and external referents; in line with this perspective, Searle’s (1969) speech act theory is immersed in referential process. This study investigates the theory not just by evaluating its strengths, but also by examining its points of failure as far as speech act theorizing is concerned. The theoretical framework of this study is Modular Speech Act Theory. Concerning the strengths of Searle’s speech act theory, this study concludes that: the theory evolves functional illocutionary act categories; it captures the pragmatics of speakers’ intention; it acknowledges the institutional nature of speech acts; and it explains deep structure representations of speech acts. However, a major weakness of the theory is its inability to elucidate certain dimensions of language use owing to the non-compliant nature of illocutionary acts and speaker-meaning.

From Structure to Substance: A Systemwide K–8 Mathematics Review of Instructional Coherence, Content Knowledge, and Algebra Readiness in a Comprehensive TK–12 School District

Cheryl James-Ward — 2026-04-09

This study presents findings from a systemwide K–8 mathematics review conducted in a K through 12 district of roughly 9000 students in the southern United States October 2025. Using a qualitative district review design supported by descriptive quantitative summaries, data were collected through classroom observations, principal interviews, and mathematics coach surveys across 10 campuses. Findings indicate that the district has established many of the organizational conditions associated with improvement, including pacing guides, common assessments, instructional coaching, and data meetings. However, these structures have not yet translated into consistently strong mathematics instruction. The most significant barriers to improved student outcomes were uneven teacher and coach mathematical content knowledge, inconsistent differentiation, limited student discourse, and weak progression from foundational numeracy to algebraic thinking. Fractions and place value emerged as critical chokepoints. The study concludes that districts seeking stronger mathematics outcomes must move beyond structural coherence toward deeper content expertise, conceptually grounded intervention, and classrooms that position students as active mathematical thinkers.

Developmental Changes in Finger Motor Control During Musical Expression in Early Childhood: A Quantitative Analysis Using Wearable Motion Capture

Mina Sano — 2026-07-08

This study investigates developmental changes in finger motor control during musical expression, focusing on metacarpal level movement. A total of 86 children aged 3-5 years participated. Finger movements were recorded using wearable motion capture technology (Meta gloves) synchronized with a 3D motion capture system. Two kinematic indicators such as total moving distance and moving average acceleration were extracted and analyzed. Statistical analyses included three-way and two-way ANOVA with facility, melody type, and age as factors, and linear mixed-effects models.

Results revealed (1) functional differentiation among metacarpals, with the fourth and fifth metacarpals exhibiting significantly greater movement magnitude and acceleration; (2) developmental increases in both indicators with age; and (3) significant effects of musical characteristics, with bright melodies and imaginative songs eliciting greater motor responses.

These findings demonstrate that fine motor dynamics are systematically related to both developmental progression and musical structure. The study provides objective indicators of embodied musical expression and offers a foundation for approaches informed data in early childhood music education.