Journal of Advanced Research in Education

Syntactic and Lexical Error Patterns in the Academic Writing: Towards an Instructional Framework for College ESL Students

Mark Kevin Astrero — 2026-03-13

Online Tools for Scholarly Communication in Library and Information Science

Dr. V. Senthur Velmurugan — 2026-03-20

The rapid growth in digital technologies significantly revolutionizes the dissemination of scholarly communication. Digital tools now facilitate the discovery, creation, management, dissemination, and evaluation of scholarly information. Such tools are found in Library and Information Science for the enhancement of research workflows, collaboration, and visibility of scholarly outputs. Major online tools to be looked at include academic search engines, reference management software, institutional repositories, academic social networking platforms, and tools measuring research impact. This study employed a descriptive research methodology based on secondary data with a literature review. Accordingly, key observations highlight that the roles of libraries and information professionals are considered paramount in providing guidance in research support, managing digital resources, and promoting open access practices. In this regard, the key findings propose that for effective scholarly communication to exist in this digital age, continuous training, strategic adoption of online tools, and awareness of ethical and quality standards become quite indispensable.

Research on Parental Collaborative Education Strategies in Primary Schools in the Context of the Family Education Promotion Law

Yishan Ma — 2026-04-01

Under the background of the Family Education Promotion Law, the collaboration between home, school, and society has become the focus of attention. Among the three parties, primary school students’ families are at a weak point in the joint efforts. This study administered a questionnaire survey to 325 parents of primary school students in H province to investigate their attitudes towards the competitive nature of education and the advancement of family education quality. The study found that the parents of primary school students in the home-school-community cooperative education system have weak willingness to participate, the cooperation channels are relatively single, the communication frequency is low, and the relationship between the three parties is tense. This study suggests five optimization strategies redefining parental education objectives encouraging the exchange of experiences among various stakeholders establishing a collaborative community involving home, school, and society. The distribution of rights and interests to facilitate equitable cooperation, and ensuring that parents, schools and society share information while clarifying their respective rights and responsibilities. Stimulate the initiative of the three parties in collaborative education and strengthen the correct value orientation of education.

Strengthening Student Discipline Through Bi-Weekly Moral Counseling Sessions: A Case Study of Kabasanda Technical Institute

Kikomeko Joseph — 2026-05-11

The Technical and Vocational Education and Training (TVET) sector constitutes a foundational element of Uganda’s middle-class development strategy. However, the sector is currently contending with a pervasive crisis of student indiscipline, which poses a significant threat to its long-term viability. In the wake of the global COVID-19 pandemic, which disrupted educational routines and exacerbated psychosocial stressors, institutions like Kabasanda Technical Institute have documented an escalation in vandalism, substance abuse, and aggression. Historically, Ugandan schools relied on corporal punishment, but the 1997 ban and the subsequent 2016 Children’s Act rendered punitive measures illegal. This legislative action consequently created a lacuna that numerous TVET institutions endeavor to address by implementing effective, non-punitive alternatives. This study investigates the efficacy of a structured intervention: bi-weekly moral counseling sessions. Transcending the conventional, reactive ‘fire-fighting’ approach to discipline, this inquiry explores the precise mechanisms through which consistent, scheduled moral dialogue may influence student behavior. Grounded in Restorative Justice Theory and recent developments in Social-Emotional Learning (SEL), a framework for cultivating emotional intelligence and interpersonal competencies, the study employs a qualitative case study design. Through in-depth interviews with 15 administrators and counselors, focus group discussions with 30 students, and a three-year documentary analysis of discipline records, the study provides a comprehensive evaluation of the intervention. Findings reveal that the post-COVID landscape at Kabasanda was characterized by a “discipline deficit,” fueled by economic hardship and a lack of positive role models. The introduction of bi-weekly counseling sessions resulted in a 73% reduction in disciplinary incidents over one academic year. The study suggests that frequency and consistency may represent critical variables in the attainment of counseling success; conversely, sporadic interventions tend to prove ineffectual, whereas a structured rhythm of moral engagement appears to foster self-regulation. The article subsequently recommends the formal institutionalization of guidance departments; furthermore, it advocates a paradigm shift from a punitive framework to a restorative model, alongside increased funding for psychosocial support within TVET institutions across the Global South.