Factors Influencing General Science Performance of Female Students in Grade 7 at Rimeti Primary School, West Harerge, Ethiopia

2026-02-12T08:16:10+00:00

This study explores the impact of teacher practices and classroom dynamics on the science performance of 75 Grade 7 female students at Rimeti Primary School, conducted in July 2024/25. Utilizing a two-way ANOVA on simulated test score data, the research assessed the effects of interactive versus traditional teaching methods and collaborative versus competitive classroom environments. Results revealed significant main effects for teacher practices (F (1, 96) = 30.56, p = 2.78e-07), with interactive methods yielding higher mean scores (72.15) compared to traditional methods (61.95), and classroom dynamics (F (1, 96) = 18.12, p = 4.82e-05), where collaborative settings outperformed competitive ones. The interaction effect was non-significant (F (1, 96) = 0.02, p = 0.885), indicating independent contributions. A box plot visually confirmed these trends, showing elevated medians for Interactive/Collaborative groups. These findings suggest that interactive teaching and collaborative dynamics independently enhance science achievement, with teacher practices explaining greater variance (1621.66 sums of squares) than dynamics (961.69). Limitations include the use of simulated data and a single-gender focus, restricting generalizability. The study aligns with social constructivist and cooperative learning theories, advocating for pedagogical innovation in under-resourced settings. Recommendations include teacher training in interactive methods and fostering collaborative classrooms, supported by resource allocation and further longitudinal research. This research provides a foundation for improving science education for female students in similar contexts.

Analysis of Defamation on the X Account of Gibran Rakabuming Raka

2026-02-12T13:08:17+00:00

This study examines the practice of defamation in the comment section of Gibran Rakabuming Raka’s social media account on X during the period from December 2023 to February 2024. A qualitative method was employed using reading and note-taking techniques, alongside theoretical triangulation combining Defamation Theory and Syntax Theory to ensure data validity. Data analysis was conducted using equivalence (padan) and distribution (agih) methods. The findings reveal that the linguistic forms of defamation consist of words (57 instances), phrases (82 instances), clauses (56 instances), and sentences (8 instances), with phrases and words dominating as concise yet sharply meaningful expressions. In terms of defamation types, insults (142 instances), defamation of character (38 instances), slander (22 instances), and blasphemy (1 instance) were identified, with insults being the most prevalent form. These findings indicate that defamation on social media tends to be direct, brief, and targets both the personal image and public reputation of the subject.

Britain International of Linguistics Arts and Education (BIoLAE) Journal

Factors Influencing General Science Performance of Female Students in Grade 7 at Rimeti Primary School, West Harerge, Ethiopia

Analysis of Defamation on the X Account of Gibran Rakabuming Raka