This research aimed to investigate the influence of educational coaching that was uniquely designed with the GROW model in science teaching on the motivation and success levels of 7th-grade students in science lessons. The investigation was implemented with 7th-grade pupils in a middle school in Turkey in 2024 and lasted 14 weeks. The investigation was performed using a quasi-experimental, pretest-posttest control group experimental design. Measuring instruments (Scale of Motivation for Science Course-Science Achievement Test) were used as pre-, post-, and follow-up tests. The pupils’ success in the science lesson was also evaluated by comparing their lesson grades in the first and second semesters. Students in the control and experimental groups received student-centered training; however, those in the experimental group also received 20 minutes of face-to-face educational coaching every week. During the educational coaching process, activities were performed for students to know themselves, see their weaknesses and strengths, strengthen their weaknesses, reveal their potential, identify factors that have a negative effect on motivation, learning, and achievement, and overcome them. At the start of the research, pupils in the control and experimental groups had like achievement, science scores, and motivation. However, at the completion of the study, the success-motivation points and science grades of the pupils in the experimental group were meaningfully greater compared with those in the group under control. Additionally, pupils in the experimental group had meaningfully higher achievement and motivation follow-up test points than those in the control group. Stated differently, educational coaching, uniquely designed with the GROW model, had a meaningful influence on the rise of motivation and achievement levels in science. Based on the study results, educational coaching should be comfortably included in the science teaching process.

The aim of this research is to examine the effectiveness of intelligence games (IG) on mathematical reasoning abilities (MRA) and mathematics achievement scores of students. For this purpose, mathematical reasoning pre-test was given to three groups of 6th grade middle school students, and then, after the experimental group was given a training program that included all the contents of the IG course curriculum, a mathematical reasoning post-test administered in all groups. The data obtained were evaluated with SPSS 25 package program, ANOVA and ANCOVA analyses. According to the analysis, since the difference between the groups' mathematical reasoning pre-test scores was statistically meaningful, the post-test results were evaluated with ANCOVA. According to the results of the evaluation of the post-test points of the participants, the difference between the experimental group and the control 2 group was found to be statistically significant and this was interpreted as a positive development in the MRA of the students who received IG training. While there found not any significant differences between the MRA posttest points of the groups participating in the study and their genders, a significant difference was found between their math course achievement grades. This was interpreted as a meaningful affect in the math course grades the students who received IG training. Based on the study, it can be suggested that due to the important influence of IG on MRA, it may be useful to integrate them into the activities in mathematics courses conducted at school.

This research aimed at investigating how Rwanda’s lower primary school teachers understand teaching values using stories and the techniques they use to teach these values. Data of this study were collected qualitatively using interviews, observation, and document analysis techniques. Research participants were lower primary school teachers who teach Kinyarwanda subject in which stories are mostly taught. The data collected were analysed using the thematic content analysis method. Data analysis yielded two themes: teachers’ views on teaching values via stories and techniques that teachers use for values education via stories. Research findings revealed that teachers do understand the role of stories in instilling values among children, and they use some motivating techniques while telling stories. However, results of this research show that the implementation of values education via stories is still problematic because some teachers ignore completely the teaching of the values embedded in the stories; instead, they prioritize teaching language skills. Moreover, competence-based teaching and learning which is in use in Rwanda is sacrificed to teacher-centred. It was recommended that teachers should give value to its status of being one of the key competencies that the Competence Based Curriculum (CBC) framework in Rwanda focuses on, and they should use constructivism mode of teaching and learning to enhance quality values education.