Asian Research Journal of Arts & Social Sciences

Reconfiguring Poverty Alleviation in India: Structural Barriers, Policy Gaps, and the Political Economy of Exclusion

Chayashree K. — 2025-10-04

This study critically examines the structural and institutional dimensions of poverty in India by integrating recent empirical evidence and policy evaluations to conduct a multidimensional analysis. Drawing on over 32 interdisciplinary sources, it identifies caste, land ownership, and economic inequality as enduring drivers of exclusion compounded by policy gaps in healthcare, education, and employment. This study evaluates the performance of flagship welfare schemes, including MGNREGA, PM-Kisan, PM-JAY, and NFSA, highlighting implementation challenges, such as biometric exclusions, targeting inefficiencies, and governance opacity. This study proposes an integrated poverty alleviation framework grounded in participatory governance, ethical digital infrastructure, and an intersectional policy design. It concludes by advocating future-ready strategies that combine structural reform with inclusive technology-enabled service delivery. This study addresses critical research gaps, particularly the overreliance on cross-sectional surveys and the limited integration of intersectional and institutional perspectives in poverty research. Using a systematic review methodology, it synthesizes insights across economics, sociology, and public policy while incorporating recent datasets such as NITI Aayog’s Multidimensional Poverty Index (2023), NSSO (2021), and PLFS (2022). The analysis emphasizes compounded disadvantages experienced by Dalit women, Muslim households, persons with disabilities, and urban slum dwellers, thereby broadening the national scope of inquiry. By linking structural drivers with policy gaps, the study contributes both to academic debates and to the design of regionally nuanced, participatory, and inclusive poverty alleviation strategies.

From National Epic to Local Narrative: The Evolution of Red Revolutionary Painting in Guangxi Since China's Reform Era

Shanyu Chen — 2025-10-18

This study investigates the narrative shift and stylistic evolution of Guangxi’s red revolutionary painting language since China’s Reform era. It first reviews relevant historical and scholarly contexts to trace the development trajectory of this artistic genre. Employing a qualitative review and comparative analysis, examining the transformation from a unified national epic to a red cultural memory narrative unique to Guangxi itself (such as the Battle of Xiangjiang, etc.), and the stylistic evolution from a standardized visual paradigm to a regionalized aesthetic exploration. The analysis identifies the key stages of artistic development and clarifies the dynamic interaction between regional art and national macro-narratives. The findings highlight Guangxi’s dual role as both a participant in and a contributor to China’s modern and contemporary art discourse. This study not only constructs a theoretical framework for understanding the interplay between regional art and national ideology but also provides practical insights for the inheritance and innovation of red revolutionary painting in the new era.

Historical Development, Integration of Stele Inscriptions and Calligraphy Models Course in Calligraphy Education in China

Li Lin — 2025-10-28

The Stele Inscriptions and Calligraphy Models Course (SCC) carries the historical mission of inheriting traditional Chinese calligraphy culture. With the continuous development of modern calligraphy education, how to effectively integrate the SCC and enhance the teaching effect has become an important topic in current Chinese education research. The goal of this review paper is to explore the historical evolution of the SCC in calligraphy education and its integration in the modern teaching system.Using the literature review synthesis process, the study systematically reviews and synthesizes related scholarship. This paper reviews the historical development of the SCC, examines the positive impact of field study and academic research on calligraphy education, and discusses the challenges and opportunities faced in course integration. Studies suggest that learning in the SCC helps students understand calligraphy skills. Additionally, hands-on experience, immersive fieldwork strengthens their connection to traditional culture. At the same time, the study emphasizes the pedagogical implications of SCC and highlights directions for future exploration.New technologies and collaborations across different disciplines are creating new possibilities for expanding stele study in calligraphy education. Integrating calligraphy education with modern teaching methods can help preserve and develop Chinese calligraphy traditions. This approach also supports academic research and promotes cultural heritage.

From Text to Thought: Assessment of the Reading Comprehension Level among Grade 7 Students at Kabugao National High School

Jhon Gil I. Soriano — 2025-09-28

Reading is fundamental in getting knowledge as all the lessons and learning activities are mostly based on the power of comprehensive reading; indeed, it is necessary to read comprehensively. This study aimed to assess the English reading comprehension levels of Grade 7 students, focusing on three key skills: Context Clues, Logical Organization, and Inferencing. Utilizing a correlational research design, a one-time test administration was conducted among 45 enrolled students to evaluate their comprehension performance. The study also examined whether significant differences exist in comprehension levels when students are grouped by profile variables, and whether reading comprehension correlates with academic performance in English. Findings revealed that the students were generally of appropriate age for their grade level, predominantly male, and mostly from families where parents are high school graduates. In terms of comprehension, students demonstrated frustration-level performance in Context Clues and Inferencing, and instructional-level performance in Logical Organization. Statistical analysis showed no significant difference in comprehension based on parents’ educational background across all three skills. However, significant differences were found in comprehension levels based on age, sex, and ethnicity, varying by skill area. Furthermore, a direct relationship was established between students’ reading comprehension and their academic performance in English. The study recommends implementing targeted intervention programs to enhance students’ comprehension skills, particularly in Context Clues and Inferencing. Schools are encouraged to institutionalize reading interventions as regular activities and integrate comprehension assessments into tools like the Philippine Informal Reading Inventory. A follow-up study is suggested to develop and evaluate a proposed Reading Intervention Program tailored to the needs identified in this research.

The Effect of Private Educational Investment on Students’ Academic Performance in Public Secondary Schools: A Case Study of Nyamasheke District, Rwanda

Niyonagize Jean Pierre — 2025-10-03

In Indonesia, compulsory education faces various major educational issues such as financing, poor academic results, shortage of teachers both in rural and urban areas. In Rwanda, as the target year of the Millennium Development Goals (MDGs) and Education for All (EFA) approaches, non-traditional forms of aid modalities such as general budget support are progressively tested and used in providing aid. This study determined the effects of private educational investment on students’ academic performance in public secondary schools in Nyamasheke District, Rwanda. The study employed a convergent parallel design, in which quantitative and qualitative data were gathered. The sample size was 381 respondents. The data collection instruments were a questionnaire, a semi-structured interview, a documentary review and a focus group discussion. Descriptive and linear regression analysis were used in the analysis of quantitative data, and thematic analysis for qualitative data. The findings revealed that private education investment reveals a relatively narrow range in the amount being spent, with a mean investment of 58,000 Rwf, a minimum of 51,500 Rwf, and a maximum of 64,500 Rwf. It was also noted that private education investment for male and female students in the Nyamasheke district reveals a gender-based difference in financial commitment. This led to the decline in Performance in both sections, lower and upper secondary, showing a decline in the mean scores over the years, with the sharpest drop occurring in 2023/2024. The study concludes that there is a significant burden on some households of low socio-economic status to educate their children due to the financial investment required. The study recommends that the government or the Ministry of Education (MINEDUC) should increase the number of schools and have local schools to reduce the transport cost incurred by the household, as well as the cost of education.

From Scribbles to Structure: An Assessment of Writing Skills of Grade 12 Learners in Conner National High School

Geraldine P. Salvador — 2025-10-03

In the 21st century, effective writing skills are essential for academic success and personal and professional development. As high school students transition to higher education and the workforce, honing these skills is increasingly crucial. This study examines the effectiveness of traditional remedial instruction in improving the writing skills of Grade 12 students at Conner National High School. A pre-test/post-test one-group design was used, focusing on spelling, punctuation, capitalization, sentence structure, and handwriting. Conducted at Conner National High School, the study involved 24 purposively sampled participants. Standardized tests and worksheets from English for Everyone were administered before and after remedial classes, with data analyzed using descriptive statistics and paired sample t-tests. Findings indicate significant improvements in capitalization and handwriting, with overall writing proficiency rising from "Fair" to "Good." While no significant differences in writing skills were observed based on participants’ profiles (age, sex, and parental educational attainment), remedial classes effectively enhanced writing abilities across all measured skills. These results highlight the importance of remedial education in bridging gaps in writing proficiency, supporting the continued use of such interventions to foster academic success.

The Impact of Public Educational Investment on Students’ Academic Performance in Public Secondary Schools: A Case Study of Nyamasheke District, Rwanda

Niyonagize Jean Pierre — 2025-10-04

Globally, as per International Standard Classification of Education (ISCED, 2018), basic education comprises primary education (first stage of basic education) and lower secondary (second stage). It also covers a wide variety of non-formal and informal public and private activities intended to meet the basic learning needs of people of all ages. The study examined the impact of public educational investment on students’ academic performance in public secondary schools in Nyamasheke District, Rwanda. The study employed convergent parallel design, in which quantitative and qualitative data were gathered. The sample size was 381 respondents. The data collection instruments were a questionnaire, semi-structured interview, documentary review and focus group discussion. Descriptive and linear regression analysis were used in the analysis of quantitative data and thematic analysis for qualitative data. The software of Statistical Package for Social Sciences (SPSS) version 21 was used to analyse quantitative responses from questionnaires. The findings revealed that there is positive institutional or organisational effort in supporting teachers' ongoing development, although a small portion of respondents may desire more extensive or targeted initiatives. This was supported by 86.3% of respondents who agreed that the provision of professional development to teachers also shows an overwhelmingly positive response. However, there was an indication of a general trend of decreasing academic performance due to high education investment by households. The study concludes that the government could be better if it increased the amount of money invested in each student per term in public secondary school is too little compared to household educational investment. The study recommends that schools should have more income-generating activities to reduce the burden on parents and the government. The results revealed that there are gaps associated with parents’ socio-economic status and needs for investing in the education of their children.

The Role of Artistic Manuals in Improving Guidance and Counselling Services in Tamale Senior High School

Francis Kokro Kojo — 2025-10-04

Senior High School Education is very important because it is one of the levels for progressing to tertiary institutions. The study assessed the guidance and counselling services offered in the Tamale Senior High School Tamale, within the Metropolis and investigated how students are accessing the services. The qualitative research approach was used with Action research design for the study. The sample beneficiary was about (100) hundred respondents which made up of two (2) guidance and counselling coordinators, (98) ninety-eight students, but after introducing them to additional information in Artistically designed manual as an intervention, the guidance and counselling coordinators revealed that this had marginally improved assessment of the service. The recommendations made pointed to the need for guidance and counselling coordinators making efforts to provide additional information to help their students to understand the types of guidance services available and to encourage the students to access them. There is also the need for the Ghana Education Service to train teachers to gain professional knowledge and skills in guidance and counselling so they can serve their students better.

Economic Security and Income of Ethnic Minority Communities in a Southeast Asian Nation: A Sustainable Development Perspective

Luong Thuy Duong — 2025-10-06

This study investigates economic security through the lens of income among ethnic minority communities in the northern highlands of Vietnam, focusing on the Tay and Hmong groups. These groups have historically faced lower income levels, limited access to resources, and structural barriers in the labor market, making them a critical population for assessing economic security and tracking changes over time. Adopting a quantitative approach, the research employs multiple linear regression models (Model 1: overall sample; Model 2: ethnic-specific sub-samples) to examine three key dimensions—capability, efficiency, and sustainability—and identify factors shaping household income. Survey data from 280 respondents were analyzed using t-tests and ordinary least squares (OLS) regression in Stata to estimate the effects of demographic, capability, and sustainability variables on income. Results reveal that language proficiency in both national and foreign languages strongly enhances income, highlighting the role of human capital as a driver of economic security. Cultivated land area contributes positively to income for the Tay, reflecting the importance of natural resource access and productive utilization. Participation in workplace decision-making also correlates with higher income, emphasizing the economic value of participatory governance. Conversely, longer tenure in the same job is associated with lower income, revealing structural constraints and limited opportunities for skill upgrading in rural labor markets. The findings underscore that education level alone does not guarantee higher income, while living standards provide an enabling environment for better economic outcomes. Policy implications focus on developing targeted language programs, promoting inclusive decision-making, supporting continuous skill development, and tailoring agricultural and land-use policies to reduce disparities among ethnic groups. Overall, the study highlights the interplay between individual capabilities and structural factors in securing sustainable livelihoods and offers evidence-based insights for promoting equitable development among Vietnam’s national minorities.

Measurement of Predictors (Parental, Peer, and Social Media Influences) of Youth Involvement in Money Rituals in Delta State, Nigeria

Morrison O. Jessa — 2025-10-06

This study investigated the relationship between parental influence, social media influence, peer group influence, and youth involvement in money rituals in Delta State. Four research questions and hypotheses guided the study. The study adopted a correlational research design. A random sample of 1066 youths from Delta State was selected. The data were collected through the administration of a structured questionnaire. A coefficient of 0.852 for the money rituals rating scale, 0.811 for the parental rating scale, 0.744 for the social media rating scale, and 0.838 for the peer group influence rating scale. The data were analysed using Pearson correlation, coefficient of determination, and regression statistics. Findings revealed significant positive relationships between parental influence and youth involvement in money ritual, social media influence and youth involvement in money ritual, and peer group influence and youth involvement in money ritual. There was a joint relationship among parental influence, social media influence, peer group influence and youth involvement in money rituals in Delta State. The study recommended increased parental involvement, government regulation of harmful internet content, peer mentorship programs, moral education in schools, and community sensitisation programs as ways to manage the soaring cases of money rituals among the youth.

Assessing Effectiveness of Youth Empowerment Programs in Addressing Unemployment: Evidence from Mombasa County, Kenya

Alice Getrude Atieno Okonya — 2025-10-07

Youth empowerment has remained a critical call among development actors for the past two decades. This is in line with addressing the perennial unemployment challenge among the youth. The study explored the types of programs implemented, their influence on youth employment outcomes, and challenges affecting access and impact. The research adopts a mixed methods research design where triangulation is applied to effectively assess the effectiveness of youth empowerment programs in mitigating unemployment in Mombasa County, Kenya. The findings revealed that youth constituted the majority of program beneficiaries (45% aged 18–29 years), most of whom had attained secondary or diploma-level education. However, unemployment remained high at 66.3%, highlighting the persistent challenge of joblessness despite educational attainment, with Ajira Digital leading to 60% of its graduates securing income-generating work within six months. While 76% of participants reported acquiring soft skills and 35% technical competencies, only 30% realized tangible employment or income gains. Success stories showed that some beneficiaries secured income-generating opportunities within six months, yet significant barriers persisted, including limited access to training, unclear program information, high costs, scheduling conflicts, misalignment with labor market needs, weak mentorship, and inadequate funding. Governance-related issues such as corruption, bureaucratic delays, and lack of standardized monitoring and evaluation frameworks further constrained program effectiveness. In general, youth empowerment programs demonstrate strong potential for skills development and employment creation, but structural and implementation challenges continue to limit their full impact. Recommended strategies include aligning training with labour market needs, strengthening mentorship systems, increasing funding, enhancing collaboration with private and civil society sectors, and creating robust tracking mechanisms. This research holds significant insights for policymakers, development agencies, and community leaders to design more impactful youth empowerment strategies that effectively reduce unemployment. The findings of the study may be used to advocate for inclusive and accessible empowerment programs.

Determinants of Artificial Intelligence Adoption among Accounting Students: A Technology Acceptance Model Perspective

Aprilia Kurnia Saputri — 2025-10-08

The rapid digital transformation and massive adoption of Artificial Intelligence (AI) in various sectors, including accounting, demands preparedness from future professionals. Understanding the factors that drive or hinder AI adoption among accounting students is crucial to ensuring the relevance of the educational curriculum and the competitiveness of graduates. Therefore, this study aims to analyze the influence of perceived usefulness, perceived ease, perceived risk, and social pressure on AI use with attitude as a mediating variable. This study employs the SEM PLS methodology and involves a cohort of 101 accounting students as participants. The findings substantiate that the aforementioned variables exert a positive impact on AI adoption, albeit without mediating the influence of perceived ease of use and perceived risk. The implications of this research can provide invaluable insights for accounting programs in designing curricula that are germane to preparing students for the digital era, socialization programs aimed at mitigating risk apprehensions, and promotional strategies that leverage social pressure to foster a cadre of accounting professionals who are more competent and adaptable in the digital age. However, this study has limitations in that it uses a single sample of students. Therefore, future research should develop models by adding cultural context variables or expanding the sample to include accounting professionals in order to achieve stronger generalizations.

The Effect of Digital Inventory Management Systems on the Performance of Public Institutions in Tanzania: A Case of Medical Stores Department Headquarters

Vitus Fabian — 2025-10-14

The increasing complexity of inventory management in public institutions, particularly in healthcare, necessitates the adoption of digital inventory management systems (DIMS) to enhance operational efficiency and accountability. Although previous studies have highlighted the benefits of digital stock tracking in government institutions, few have examined their impact on organisational performance within healthcare supply chains in developing countries. This study assessed the effect of Digital Inventory Management Systems on the performance of public institutions in Tanzania, focusing on the Medical Stores Department (MSD) Headquarters. A mixed-methods research design was adopted, involving quantitative surveys and qualitative interviews. The study targeted 178 MSD employees, with a sample size of 123 respondents determined using Yamane’s formula. Findings revealed that 67.8% of respondents agreed that DIMS improved transparency and accountability, 71.5% reported enhanced stock record accuracy, and 40.7% observed reduced monthly stock discrepancies. Overall, DIMS adoption significantly improved institutional performance by enhancing operational efficiency, data accuracy, and speedy decision-making. The study recommends continuous staff training, improved system integration, and stronger ICT infrastructure to sustain these benefits. The findings provide valuable insights for other public institutions in developing countries seeking to strengthen efficiency and transparency through digital inventory management solutions.

Tutok-Basa Program: Its Effect on the Reading Comprehension of Grade 7 Students in Calanasan National High School

Aisa G. Ablangan — 2025-10-17

English language education continues to evolve, incorporating diverse methodologies to accommodate the varied learning styles and motivations of high school students. This study evaluated the effectiveness of the TUTOK-BASA program in enhancing the reading comprehension levels of Grade 7 students at Calanasan National High School. Utilizing a pre-test post-test one group research design and descriptive statistics, the study measured students' comprehension before and after program implementation. Findings revealed a significant improvement in reading performance, with post-program results indicating 48.57% of students at the independent level, 40.00% at the instructional level, and only 11.43% at the frustration level. The mean score increased from 60.31 to 78.94, demonstrating the program’s positive impact. Statistical analysis showed no significant differences in comprehension based on age, gender, or parental education, but confirmed a substantial overall enhancement in reading skills, validating the program’s effectiveness in this educational context. To further enhance the effectiveness of the TUTOK-BASA program, it is recommended that regular follow-up interventions and reading enrichment activities be integrated into the curriculum.

Effect of Autocratic Leadership Style on Teachers’ Performance in 12-year Basic Education in Nyaruguru District, Rwanda

Uwamahoro Bruce — 2025-10-18

Many studies have been conducted to identify the leadership styles employed by school headteachers; however, a gap remains in understanding the effect of these styles on teacher performance. This study investigated the effect of autocratic leadership styles on teachers’ performance. This quantitative study adopted both a correlational design and a descriptive research design. A sample of 164 teachers was selected from a total of 278 teachers in 12-year basic education schools of Nyaruguru District. Simple random sampling was used to select the respondents, and proportional sampling was employed to calculate the number of teachers at each school. Structured questionnaires were used to gather the information that was analyzed by using descriptive statistics, regression, and correlational analysis with the help of SPSS version 27. The findings revealed that autocratic leadership negatively affects teachers' performance in terms of student assessment, parent-teacher collaboration, and instructional planning. Although autocratic leadership is generally detrimental to teachers’ performance, teachers recommended two autocratic leadership behaviors that could help improve performance: informing teachers whether procedures for handling situations are effective, and, if not, establishing new ones; and punishing teachers who make mistakes to prevent recurrence. Referring to the findings, the study recommends that the government should provide a framework to guide school leaders on the leadership behaviours to adopt in their administration, and that headteachers avoid other autocratic behaviours except the two recommended.

English Pronunciation Development among Iraqi Secondary School Students: Insights and Opportunities

Falah Mohammed Theyab — 2025-10-22

This study investigates pronunciation errors made by Iraqi secondary school students learning English as a foreign language, focusing on segmental and suprasegmental features. Using phonetic transcription and qualitative analysis, the study identifies substitution as the most frequent error type, reflecting strong L1 interference. The findings highlight the need for explicit pronunciation teaching and phonetic training in Iraqi secondary education.150 Iraqi secondary school students read aloud a sample text, who were audio-recorded. These audio-recordings were phonetically transcribed and later analyzed for pronunciation errors. The types of errors made were classified into four broad categories, which were substitution, omission, insertion, and suprasegmental errors. The findings reveal that the most common errors made are substitution errors and the others types are followed sequentially. This indicates very strong phonological influence from L1. Emphasis should thus be placed on targeted pronunciation in secondary education, with phonetic training and corrective feedback, and the use of authentic listening material. The study contributes to more profound understanding of English as a Foreign Language (EFL) learners’ pronunciation difficulties and recommends pedagogical solutions to rectify them.

Verb Marking in Lamaholot Language, Lamalera Dialect: Morphological and Semantic Study

Yosef Demon — 2025-10-23

Marking in LLLD is a morphological, syntactic and semantic marking that occurs in various forms and categories of words. Marking in LLLD occurs in word forms and categories, both precategorical and free, both verbs and other word categories, both marked proclitically and enclitically, both ending in vowel or consonant variations. Proclitic marking only occurs in precategorical forms of verbs, and enclitic marking can occur in precategorical and free forms of both verbs. Semantically, proclitic marking of precategorical forms of both verbs states the form of cross-reference of personal pronouns, the agreement of the subject with the predicate of the verb, the form and number of pronouns, and states the perfective, intensity and inchoative aspects. Enclitic markers of precategorical and intransitive free verbs indicate cross-reference of clause subjects, number and form of pronouns, intensity and perfective aspects, and enclitic markers of precategorical and transitive base verbs indicate the function of contracted objects. There has been no specific research on the meaning of marking in the Lamaholot language in any dialect, so the results of this study are a new finding that also needs further research.

Climate Change and Environmental Governance in Nigeria: A Focus on North Central Region

Nwambuko, Temple C. — 2025-10-24

This study examines the intricate relationship between climate change and environmental governance in developing countries, focusing on Nigeria’s North Central region which has a population of approximately 25.4 million people. Climate change significantly affects key aspects of sustainable development including agricultural productivity, water resource management, health security, and biodiversity conservation which are vital for human and economic well-being. The North Central region was selected due to its ecological vulnerability, recurrent flooding, deforestation, and agricultural dependence, making it a critical zone for assessing governance effectiveness in climate adaptation and mitigation. The research assessed three core themes: (i) the effectiveness of Nigeria’s environmental governance framework; (ii) the institutional, political, and socio-economic constraints affecting governance; and (iii) strategies for strengthening governance and enhancing resilience. Using a quantitative survey design with 400 respondents, data were analysed through descriptive statistics (means, frequencies, and percentages) and inferential statistics, particularly a multiple linear regression model to test the predictive influence of governance strategies (funding, capacity building, awareness, and anti-corruption) on environmental governance effectiveness. Findings revealed that Nigeria’s environmental governance framework is perceived as moderately effective, with significant disparities in assessments across respondent categories. Institutional weaknesses, inadequate funding, and political constraints emerged as the most critical barriers. Although the regression results were statistically non-significant (p > 0.05), they showed that participation (β = 0.37) and accountability (β = 0.29) were significant predictors of governance effectiveness. Strategies such as increased funding, institutional capacity building, and multi-stakeholder collaboration were identified as the most impactful for enhancing resilience. The study concludes that Nigeria must prioritize institutional strengthening, resource mobilization, and community participation to advance effective climate governance. A multi-stakeholder, cross-sectoral approach is recommended to align national climate commitments with local realities. Ultimately, this research contributes to policy reform discourse by providing evidence-based insights that can guide national and regional strategies for achieving climate resilience and sustainable development goals in Nigeria’s North Central region.

The Role of Chemical Teaching Aids and Learning Resources in Building Students' Knowledge Construction

St Fatimah Azzahra — 2025-10-27

Student knowledge development can be influenced by many factors, one of which is the use of teaching aids and the availability of learning resources. The purpose of this study was to measure the relationship between the use of teaching aids and learning resources on students' ability to construct knowledge on atomic structure material. The method used in this study was a quasi-experimental method with a correlation approach. The results of this study show that the data is normally distributed and homogeneous. The correlation value between the use of teaching aids and learning resources is 0.52. The correlation value between the use of teaching aids and the ability to construct knowledge is 0.452. Meanwhile, the significance value (p<0.05) indicates that there is a relationship between the use of teaching aids and learning resources and the ability to construct knowledge. This study concludes that there is a relationship between the use of teaching aids and learning resources and the ability to construct knowledge.

Pataphysical Aesthetic in the Posthuman Era: Collaboration of Human and Artificial Intelligence in Painting Practice

Oco Santoso — 2025-10-27

AI image-making has become a trend in contemporary visual culture; however, no research has yet addressed its relationship to pataphysics, which studies the laws governing exceptions, as a crucial framework for hybrid art practices. This study addresses that gap by positioning the work as an inquiry into ontological contradictions, absurdity, and alternative realities that emerge when human and machine modes of image-making confront each other. Drawing on contemporary post humanist theory, the research situates this encounter between the gestural ontology of painting, characterized by embodiment, intentionality, and tactile expressiveness, and the algorithmic ontology of AI computation. The process sustains productive friction, using incompatibility as a value. Adopts Art Practice as Research (APaR) framework, treating the act of overlaying a gestural image on an AI image as both artistic production and epistemic inquiry. This process is read as an instance of absurd intentionality. The resulting works operate as pataphors that exceed their referents to generate autonomous realities in which neither the human nor the machine is removed from the other. By embracing ontological instability as a generative condition, this research challenges human-centric notions of artistic mastery and technocentric claims of computational supremacy with contradiction as a critical and aesthetic force.

Freedom and Framework: How Instruction Shapes Creativity in Toy Making

Surabhi Khanna — 2025-10-27

Aims: This paper examines how toy-making activities foster creative problem solving among middle school students, focusing on how varying levels of instructional guidance influence their exploration, collaboration, and construction processes.

Study Design: A qualitative, comparative workshop study was conducted in which two groups of students made a Jigging Puppet – one with detailed instructions and the other without detailed instructions. The analysis explored how semiotic processes, i.e. the materials and tools available in the making activity itself, shaped students’ creative and collaborative actions.

Place and Duration of Study: The study was conducted in four middle schools across urban and semi-urban regions of Kurukshetra, Haryana, India over a six-month period, including workshop implementation, documentation, and post-activity reflections.

Methodology: Data were collected through classroom observations, photographs, and field notes during hands-on toy-making sessions. The analysis followed an inductive approach with a particular focus on the creative process of toy-making informed by the concept of creative problem solving addressing how learners engage with creative challenges, and the concept of affordances investigating how they shape learners’ interpretation of materials – what they can do with them – and how such material possibilities are shared, and negotiated in collaboration. These dimensions were analyzed to understand how having detailed instructions or no detailed instructions shaped students’ engagement in creative problem solving.

Results: Students without detailed instructions demonstrated higher levels of exploration, experimentation, and adaptive use of materials, though their products often lacked precision or full functionality. Conversely, students with detailed instructions achieved technically refined and functional toys but showed reduced instances of creative divergence. The analysis revealed that linking and framing operated as mediating semiotic resources through which instruction influenced the balance between creativity and precision.

Conclusion: The study demonstrates that toy-making can serve as a structured yet flexible medium to cultivate creative problem solving in middle school education. While minimal instruction fosters curiosity and innovation, structured guidance supports skill development and functional precision. These findings highlight the value of alternating between open-ended and guided making activities to balance creativity, collaboration, and craftsmanship in learning environments.

Linking Professional Development to Teacher and Pupil Performance: Evidence from Two Schools in Kabugao District 2

Irene D. Portacio — 2025-10-27

This study explored the role of professional development (PD) in enhancing teacher performance and its subsequent impact on pupil outcomes in two rural schools in Kabugao District 2. Using a qualitative multiple-case study design grounded in interpretivism, the research examined teachers lived experiences through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Findings revealed that over 90% of teachers perceived PD as highly effective, particularly when sessions were contextually relevant and tailored to multigrade classroom realities. Educators reported increased confidence, improved classroom management, and greater pupil engagement through the application of learner-centered and differentiated instruction strategies. These instructional shifts led to notable improvements in student behavior, academic performance, and responsiveness to tailored lessons. However, challenges such as geographic isolation, limited internet access, and lack of sustained support hindered the full realization of PD benefits. The study also highlighted the importance of strong school leadership and collaborative peer support. When administrators provided encouragement, resources, and time, and when teachers engaged in peer-led initiatives like Learning Action Cells, the integration and sustainability of PD practices were significantly strengthened. Addressing the research gap in PD implementation within rural, multigrade Philippine schools, this study recommends the development of localized, continuous, and context-sensitive PD programs that are responsive to the realities of underserved communities. Overall, the study underscores the need for accessible, relevant, and sustained PD to empower educators and improve learning outcomes in rural settings.

The Influence of Health and Safety Factors on Employee Timely Service Delivery: A Case of Iringa Referral Hospital

Okello Samson Jacob — 2025-10-29

The healthcare sector, particularly in low- and middle-income countries, faces significant challenges related to health and safety, which directly impact employee performance and service delivery efficiency. Despite the recognition of health and safety measures, gaps remain in understanding how these factors, particularly the provision and usage of Personal Protective Equipment (PPE), influence timely service delivery in resource-constrained settings like Iringa Referral Hospital. The Main Objective of the study was to assess the Influence of Health and Safety Factors on Employee Timely Service Delivery: A Case of Iringa Referral Hospital. The Specific Objectives of the study was to evaluate the influence of Personal Protective Equipment (PPE) factor on employee timely service delivery in Iringa Referral Hospital. A mixed-methods approach was employed, combining quantitative surveys with qualitative interviews. Data were collected from 110 respondents, including doctors, nurses, and support staff, using structured questionnaires and semi-structured interviews, followed by statistical analysis and thematic analysis. The study revealed that while PPE availability is generally adequate, inconsistencies exist that compromise safety and efficiency. Training on PPE usage was infrequent, and enforcement of PPE policies varied, affecting compliance and timely service delivery. The findings underscore the critical role of PPE in enhancing employee safety and service efficiency. Inconsistent availability and training hinder optimal performance, suggesting that improvements in these areas are essential for healthcare delivery. It is therefore recommended that Iringa Referral Hospital strengthen its PPE management systems, ensure consistent supply and maintenance, and implement regular training and monitoring programs to promote compliance and efficiency. Future research should examine the long-term effects of improved PPE practices on employee performance, occupational safety, and patient care outcomes.