International Online Journal of Primary Education (IOJPE)

Message from the Editor

2026-10-01T07:34:45+00:00

I am very pleased to inform you that we have published the third issue in 2026. As an editor of International Online Journal of Primary Education (IOJPE), this issue is the success of our authors, very valuable reviewers who undertook the rigorous peer review of the manuscripts, and those of the editorial board who devoted their valuable time through the review process. In this respect, I would like to thank to all reviewers, researchers and the editorial board members. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to International Online Journal of Primary Education (IOJPE). For any suggestions and comments on IOJPE, please do not hesitate to send me e-mail. The countries of the authors contributed to this issue (in alphabetical order): Tanzania and Türkiye.

Prof. Dr. Nergüz BULUT SERİN

Editor in Chief

The Complete Issue : volume 15 issue 3 2026

2026-10-01T07:36:07+00:00

The Complete Issue : volume 15 issue 3 2026

LOCAL GAME-BASED ENGLISH LITERACY INSTRUCTION: EXPERIMENTAL EVIDENCE FROM TANZANIAN RURAL PRIMARY SCHOOLS

2026-10-01T07:22:47+00:00

Literacy underachievement remains persistent in low- and middle-income countries, particularly in early-grade English as a Foreign Language instruction. While game-based learning has gained scholarly attention, existing research focuses heavily on digital games, with little is known about culturally grounded, non-digital alternatives. This study addressed this gap from a post-method perspective by advocating for context-sensitive pedagogies rooted in local practices. It examined the effectiveness of two Tanzanian local games: rede and ruka kamba, adapted for structured English literacy activities. Using a quasi-experimental pre-test–post-test design, pupils in the experimental group participated in game-based literacy instruction for five months, while the control group received traditional instruction. Implementation fidelity was assessed to evaluate the quality of the intervention and was found to be high (87.8%). Non-parametric employed in the analysis revealed significantly greater literacy improvements in the experimental groups. The study highlights the potential of culturally responsive pedagogies and offers a potentially replicable model for low-resource classrooms across sub-Saharan Africa.

Keywords: local games, game-based learning, English literacy, primary education, reading, writing

Ethics and Conflict of Interest

As the authors of this article, we have adhered to the ethical guidelines throughout the research process, and there are no conflicts of interest among us. The authors declare that this manuscript is original, has not been published or submitted elsewhere, and that all authors approved its final version. The research complied with ethical principles and there are no conflicts of interest among the authors.

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EFFECTS OF RECYCLING-BASED MATHEMATICAL TASKS ON PRESCHOOL CHILDREN’S PATTERN RECOGNITION

2026-10-01T07:25:12+00:00

Pattern recognition is an important component of early mathematical development and provides a foundation for later algebraic and relational thinking. This study examined whether recycling-based mathematical tasks improve preschool children’s pattern recognition performance more effectively than traditional manipulative-based instruction. A randomized pre-test/post-test experimental design was used with 60 preschool children assigned to experimental and control groups. The experimental group participated in an eight-week intervention involving structured mathematical tasks with recycled materials, organized according to the Eco-Mathematical Embodied Learning framework, whereas the control group received traditional patterning instruction using standard classroom manipulatives. Children’s pattern recognition performance was assessed using a researcher-developed assessment, and teacher-rated engagement scores were used to document participation. Results showed that the experimental group demonstrated greater improvement than the control group. Repeated measures ANOVA indicated a significant group by time interaction, and teacher-rated engagement scores were higher in the experimental group. The findings suggest that recycled materials, when used within a structured instructional sequence, may serve as accessible, sensory-rich resources for supporting early mathematical learning in sustainability-related classroom practices.

Keywords: early childhood mathematics, pattern recognition, recycled materials, sustainability education, preschool children

Ethics and Conflict of Interest

Ethical approval for the study was obtained from the Human Research Ethics Committee of Dokuz Eylül University with decision number 36 dated December 3, 2025. The official approval document was issued by Dokuz Eylül University Buca Faculty of Education on December 16, 2025, with document number E-10042736-204.01.07-1644970. The research was conducted in accordance with ethical principles, and the author declares that there is no conflict of interest. Written informed consent was obtained from the children’s parents or legal guardians before participation. Children’s participation was voluntary, and all data were anonymized to protect confidentiality. All recycled materials used in the intervention were cleaned, inspected, and selected according to age-appropriate safety criteria. The author declares that there is no conflict of interest regarding the publication of this study.

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CLASSROOM-BASED WORKING MEMORY TRAINING IN CHILDREN: EVIDENCE FROM A QUASI-EXPERIMENTAL PRIMARY SCHOOL STUDY

2026-10-01T07:29:00+00:00

This study investigated the effects of a classroom-based Working Memory Training Program on working memory and emotion regulation in second-grade students. A quasi-experimental non-equivalent pretest–posttest control-group design was used. The sample consisted of 49 students from two intact second-grade classrooms in the same public school, with 22 students in the experimental group and 27 in the control group. The experimental group received the Working Memory Training Program for eight weeks, with one session per week, while the control group continued regular classroom instruction. Data were collected using the Working Memory Scale and the Children’s Emotion Regulation Scale–Adult Form. Both groups completed pretest and posttest assessments, and the experimental group completed a three-month follow‑up assessment to examine the maintenance of gains. Data were analyzed using descriptive statistics, ANCOVA models controlling for pretest scores, bootstrap confidence intervals, and correlation analyses. Results showed that, after controlling for pretest scores, the experimental group had significantly higher posttest scores in verbal working memory, visual working memory, and total working memory. The experimental group also showed significantly higher adjusted posttest scores in anger, excitement, and total emotion regulation, whereas group differences in fear and sadness were not significant. Follow-up findings indicated that gains were generally maintained. Positive correlations were found between working memory and emotion regulation.

Keywords: working memory, emotion regulation, primary education, intervention program, quasi-experimental

Ethics and Conflict of Interest

The study received ethical approval from the Scientific Publication and Ethics Committee of Gazi University (No. E.585142, dated 09/02/2023) and official implementation permission from the Ministry of National Education (No. E.74258403, dated 12/04/2023). The research was conducted in accordance with relevant ethical principles. Written informed consent was obtained from parents, and child assent was obtained from participating children. The authors declare that there are no conflicts of interest regarding the research, authorship, and/or publication of this article.

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UNIQUE CONTRIBUTIONS OF SUBITIZING AND SEQUENTIAL COUNTING TO ARITHMETIC COMPETENCE IN PRIMARY SCHOOL CHILDREN

2026-10-01T07:32:53+00:00

Early numerical skills are considered critical foundations for the development of later mathematical competence. However, relatively few studies have examined the unique contributions of different foundational numerical processes within the same analytical framework. The present study investigated the relative roles of subitizing and sequential counting in explaining variability in early arithmetic competence among primary school children. A sample of 133 first-grade students completed computerized tasks assessing subitizing accuracy, forward counting, backward counting, and arithmetic competence. Correlation and hierarchical regression analyses were conducted to examine the relationships among these variables. Results indicated that both subitizing and sequential counting were significantly associated with arithmetic competence. However, when the shared variance among numerical skills was considered, backward counting emerged as the strongest independent predictor of arithmetic competence, accounting for the largest proportion of unique variance. Additional analyses examining reaction time and inverse efficiency scores further revealed that greater efficiency in numerical processing, particularly in backward counting, was associated with higher arithmetic performance. These findings suggest that early arithmetic competence may depend less on the recognition of small quantities and more on the ability to flexibly manipulate symbolic number sequences. From both developmental and educational perspectives, the results highlight the importance of symbolic sequence manipulation as a key mechanism linking early numerical representations to emerging arithmetic skills.

Keywords: subitizing, sequential counting, backward counting, arithmetic competence, numerical cognition

Ethics and Conflict of Interest

This study was conducted in accordance with the principles of ethical research involving human participants. Ethical approval was obtained from the Ankara University Ethics Committee (Approval Date: July 17, 2023; Meeting No. 16; Decision No. 159). In addition, the necessary official permissions to conduct the study in schools were obtained from the relevant authorities affiliated with the Turkish Ministry of National Education. Written informed consent was obtained from the parents or legal guardians of all participating children, and participation was voluntary. Participants were informed about the study procedures and their right to withdraw from the study at any time. All data were treated confidentially and used solely for scientific research purposes. We have no conflict of interest to disclose. The authors declare that there are no conflicts of interest regarding the research, authorship, and/or publication of this article.

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