Journal of Advanced Education and Sciences

Development of module for 10 bagless day program in the middle-stage schools of Nagaland

Prasenjit Pal — 2026-07-02

The objective of the 10 Bagless Day Program in the middle stage schools, as envisaged in NEP 2020, is to provide the child an exposure to the world of work in a fun-based, activity-based way, integrating with local values, tradition and culture. Implementation of these objectives remained unfulfilled considerably throughout the nation. Despite having a serious guideline developed by NCERT, due to the absence of a module exemplar, implementors at the grassroots levels faced several difficulties. The present paper summarises the development of the one exemplar module for 10 Bagless Day Program in the middle-stage schools with special reference to Nagaland. The study took a Research and Development (R&D) approach. The development model of Borg and Gall and the ADDIE was used to develop the module. The samples in the present study are 106 and were selected purposively from Nagaland. Interview methods for collecting data enabled the present module development.

Influence of early identification of reading difficulties among primary school pupils in Niger state

Charity N. Okoh — 2026-07-06

The study was aimed at exploring early identification of reading difficulties among primary school pupils in Niger state. The study laid its focus on identifying observable reading difficulties among primary school pupils, causes of reading difficulties and proffering strategies that will help these categories of children. Three research questions guided the study. The study adopted descriptive survey method. The sample for the study was 200 primary school teachers drawn randomly from 20 primary schools. A 38-item structured questionnaire instrument was used in collecting the data for the study. The instrument was validated by three experts and the reliability was determined using Pearson Product Moment Correlation Coefficient which yielded values of 0.77, 0.76, and 0.81 respectively. The data collected were analyzed using mean scores. Based on the analysis, the following findings amongst others were revealed as the observable reading difficulties in children in primary school: skipping of words, reading laboriously, poor hand and eye coordination. Causes of reading difficulties among primary school pupils include lack of clarity of the information being taught, poor instruction by the teacher, bad early experience and parental background.

Among the strategies teachers can use to help children are; early screening by the teacher, phonemic awareness, letter sound training, assessing children’s reading development, supportive parents and clarity of information being taught. Following the findings, the study recommends that parents, guardians and classroom teachers should ensure early screening such as right identification and pronunciation of words among the primary school pupils and effective instructional materials are employed to ensure effective reading skills among the primary school pupils.

Mathematical investigation: The role of eccentricity in distinguishing conic sections

Shyraine Leigh J. Liwag — 2026-07-14

This investigation examines how eccentricity (e) distinguishes conic sections and quantifies its effect on their shape and area. Using the focus–directrix definition and standard Cartesian and polar equations, we derive relationships between eccentricity and conic parameters (a, b, c) and verify classification ranges: circle (e = 0), ellipse (0 < e < 1), parabola (e = 1), and hyperbola (e > 1). Analytic derivations and computational examples show that for ellipses A = πa²√(1−e²), so increasing e from 0 toward 1 reduces area and increases elongation, while for hyperbolas larger e produces wider branch separation and steeper asymptotes. Comparative examples demonstrate that figures with the same e are similar in shape but differ in scale, confirming e controls shape while a and b set size. The study concludes that eccentricity is the principal numerical and structural identifier for classifying conic sections and links these geometric results to applications in orbital mechanics and engineering.

Mathematical investigation: Investigating the application of the pythagorean theorem in determining heights and distances in real-life situations

Jaycel D.C. Juan — 2026-07-14

This investigation examines the application of the Pythagorean Theorem in determining heights and distances in real-life situations and evaluates its accuracy as a practical measurement tool. Using actual field measurements and mathematical computations, the study compares directly measured values with those obtained through the Pythagorean Theorem. Percentage accuracy was calculated to determine the reliability of the computed results. The findings reveal that the computed measurements closely correspond to the actual measurements, with accuracy values ranging from 97.73% to 100.00% and a mean accuracy of 99.07%. The results demonstrate that the Pythagorean Theorem provides an efficient, reliable, and cost-effective method for measuring heights and distances that are difficult or unsafe to determine directly. Comparative analysis confirms that the theorem can be applied successfully in various real-life contexts, including construction, surveying, navigation, and engineering. The study concludes that the Pythagorean Theorem remains a fundamental mathematical principle with significant practical value and broad applications beyond the classroom in both academic and professional settings.

Comparing the accuracy of trigonometry methods versus direct measures for distance estimation

Mark Ren D. Villaflor — 2026-07-14

This study investigates the accuracy of trigonometric methods compared to direct measurement in estimating distances. Measuring distance is essential in mathematics, engineering, surveying, and construction, where precision ensures successful outcomes. Direct measurement using tools such as measuring tapes provides actual values but can be impractical in certain contexts. Trigonometry, particularly through the tangent function, offers an alternative by estimating distances using angles of elevation and object heights. The researchers conducted trials in a controlled campus setting, measuring distances from fixed objects using both methods. Data were analyzed by computing percentage errors to determine reliability. Results revealed that trigonometric methods can approximate distances effectively, but small errors in angle measurement significantly affect accuracy. Direct measurement consistently produced lower percentage errors, making it more reliable. The study concludes that trigonometry is useful when direct measurement is not feasible, but precision remains higher with direct tools.

Modeling real-world periodic phenomena using sine and cosine functions

Jonalyn DG. Figueora — 2026-07-14

This investigation examined the effectiveness of sine and cosine functions in modeling real-world periodic phenomena. A dataset exhibiting a repeating pattern over a 12-month cycle was analyzed to determine the amplitude, midline, period, and frequency coefficient needed to construct an appropriate sinusoidal model. The developed cosine function was compared with the observed data to evaluate its accuracy using residual errors and the Mean Absolute Error (MAE). Results showed that the model accurately represented the periodic behavior of the selected phenomenon, with predicted values matching the observed values and an MAE of zero, indicating a perfect fit for the sample dataset. The findings demonstrate that sine and cosine functions are reliable mathematical tools for describing and predicting recurring patterns. This investigation also highlights the practical applications of trigonometric modeling in mathematics, science, engineering, and environmental studies while reinforcing students' understanding of mathematical modeling and the analysis of periodic phenomena.

Mathematical investigation: Practical uses of right triangles for indirect measurement

Mark Philip F. Delapeña — 2026-07-14

The purpose of this study was to determine the potential usability of 45°-45°-90° special right triangles to solve the problem of estimating an unknown height and distance. A qualitative-descriptive method was employed, through documentation research, by examine reliable academic texts, and instructional books/references issued not later than 2021. This research would explain how the 45°-45°-90° triangle, with a fixed ratio between its sides of 1:1:2, may make it easy for measuring distances to inaccessible heights and objects like trees, buildings, utility poles and etc. The analysis indicates that the indirect method can successfully resolve the stated issue since with accurate adjustment of 45° of the angle of elevation, the perpendicular distance between the object and observer and the height of the object would be equal and can be calculated quickly. Precise but minor errors limit its real‑world use.

Limits: Understanding the importance in real-life situations in calculus

Ma. Nicole T. Delos Santos — 2026-07-15

The concept of limits is the foundation of calculus and is essential for understanding continuous change and solving real-life problems. The purpose of this study is to understand the limit concept and to explore its relevance in mathematics and other real-world problems. This study aims to understand limit’s role in calculus, how it is applied in disciplines, the challenges faced by learners in conceptualizing idea of limits, and improving that conceptualization. This study was qualitative research and relied on thematic content analysis of peer-reviewed journals and literature. Upon analysis, five categories were established: conceptualization, importance, applications, teaching, and challenges. Among the findings, it was noted that limits act as prerequisites to derivatives, integrals and continuity, and have applications in physics, engineering, economics, etc. The study advocates the application of structure and flexibility of thought in comprehending and relating the idea of a limit to real-life situations.

An investigation of projectile motion using basic classroom experiments and mathematical concepts

Daniella Y. Gonzales — 2026-07-15

This study investigated projectile motion through simple classroom experiments and mathematical analysis to examine how closely experimental measurements of horizontal range, maximum height, and time of flight agree with theoretical predictions. Experimental trials launched a ping-pong ball at 30°, 45°, and 60° using a rubber-band launcher. Measurements (three trials per angle) recorded range, peak height, and flight time and were averaged for analysis. Theoretical values were computed with standard projectile equations and compared to experimental averages. Percentage errors were generally small (≤5.21%), showing close agreement between observations and model predictions. Results show the 45° launch produced the greatest horizontal range while the 60° launch produced the highest maximum height and longest time aloft, illustrating the independence of horizontal and vertical motion and the role of launch angle. Small discrepancies were attributed to air resistance, launcher variability, and measurement limitations. The study concludes that low-cost classroom experiments effectively reinforce mathematical and physical concepts of projectile motion and recommends more precise instruments and expanded trials for future work.

A mathematical investigation of the general power rule and its limited applicability

Reaven B. Liwag — 2026-07-15

The General Power Rule is a fundamental differentiation technique in differential calculus that extends the Traditional Power Rule through the application of the Chain Rule to differentiate composite functions. This study investigated its mathematical foundation, applications, properties, validity, and limitations using a descriptive-analytical research design with a deductive mathematical analysis framework. Mathematical derivations, formal proofs, worked examples, symbolic manipulations, and scholarly literature served as the primary sources of theoretical evidence. The findings established that the General Power Rule is derived from the integration of the Traditional Power Rule and the Chain Rule, making it an efficient, consistent, and accurate method for differentiating composite functions. The rule was found applicable to polynomial, rational, radical, trigonometric, exponential, logarithmic, and other differentiable composite functions under appropriate mathematical conditions. However, its direct application is limited for non-differentiable, implicit, piecewise-defined, and fractional-order functions. Overall, the study confirms the General Power Rule as a reliable differentiation technique within classical differential calculus.

Explore the factors affecting the management of teaching activities in online training at the university level at higher education institutions

ThuyThuy Dang Thi — 2026-07-18

Online training is becoming an important part of higher education in the context of digital transformation, and at the same time sets new requirements for teaching management activities to ensure the quality and effectiveness of training. This study aims to explore the factors influencing the management of teaching activities in university-level online training at higher education institutions in Vietnam. The study used a combination of literature analysis and questionnaire surveys of 255 administrators, faculty, students, and education professionals. The data were tested for reliability using Cronbach's Alpha coefficient and analyzed using descriptive statistics using mean and standard deviation. The results show that five groups of factors have a direct impact on the management of teaching activities in online training, including: (1) management of technology infrastructure and online training platforms; (2) management of lecturers and teaching activities; (3) learner management and learning support activities; (4) management of digital learning materials, testing and evaluation and quality assurance; and (5) managing policies, organizations, and supportive environments. In particular, the technological infrastructure and teaching organization capacity of lecturers are evaluated at a higher level than the rest of the factor groups, while digital learning material management, testing and evaluation and quality assurance are still areas that need to be prioritized for improvement. The research contributes to supplementing the practical basis for higher education management, and at the same time provides a scientific basis for higher education institutions to develop online training management solutions in the direction of synchronization, quality assurance and meeting the requirements of digital transformation.

The principal’s supervision model in improving the performance of Islamic education teachers in public senior high schools in Poso Regency, Indonesia

Lukito — 2026-07-21

This study examines the principal’s supervision model in enhancing the performance of Islamic Education teachers in public senior high schools in Poso Regency. This research employed a multiple case study qualitative approach. The primary informants of this study involved the school principals, Islamic education teachers, and school supervisors. Data were collected through semi-structured interviews, participatory observations, and analysis of written materials, as well as teachers' reflections on the supervision practices they experienced. All data were analyzed thematically through stages of data reduction, data display, and conclusion drawing/verification. The validity of the findings was ensured through triangulation of sources, techniques, and participant validation. The findings reveal that the principal supervision model implemented in both schools is characterized by a collaborative, integrative, and reflective approach oriented toward professional teacher development. This model is constructed through four interdependent components: collaborative pre-supervision, involving joint planning of supervision focus and instructional objectives; integrated academic observation, encompassing pedagogical aspects, classroom management, and the internalization of values. The third component is reflective dialogue, which consists of post-observation discussions that emphasize practice analysis, constructive feedback, and shared reflection. The final component is continuous professional development, involving structured follow-up actions such as coaching, lesson study, and professional training based on identified needs. This model demonstrates a shift in supervision practices from merely evaluative functions toward participatory and sustainable professional development.

Furthermore, the study found that implementing the principal's supervision model significantly improved the pedagogical and professional competencies of Islamic Education teachers in both schools. Indicators of improvement include enhanced lesson planning, diversified instructional strategies that promote student engagement, greater integration of Islamic values into the curriculum, improved quality of authentic assessment, and strengthened teacher reflection on their instructional practices. Additionally, reflective supervision increased teachers' professional awareness and intrinsic motivation for continuous improvement. This study concludes that schools aiming to improve the performance of Islamic Education teachers should adopt and adapt the principles of the collaborative-integrative-reflective supervision model, as identified in the schools' contexts. Supervision policies should prioritize teacher capacity development through professional dialogue, sustained mentoring, data-based supervision practices, and critical reflection. The findings of this research provide theoretical implications for advancing the educational supervision literature, as well as practical implications for educational policymakers in designing holistic and sustainable teacher professional development programs.

Model of integration of Islamic education with science to improve student competence at State Madrasah Tsanawiyah in Palu city

Rusdiana — 2026-07-21

This study aims to describe the treatment within the integration model of Islamic education and science and to analyze its implementation in the learning process at a state junior Islamic school in Palu City. The research employed a quantitative approach with a one-group experimental design. The subjects were eighth-grade students of a state Islamic junior high school. Data were collected through a pre-test and a post-test, then analyzed using paired-sample t-tests and linear regression to determine the significance of improvement and the influence of the integration model on students' competence. The findings indicate that the treatment was implemented through pre-test, the application of integrative learning combining objectives, materials, methods, media, and evaluation systematically, and post-test as the final measurement. The model was implemented in a structured and consistent manner by contextualizing scientific concepts with Islamic values. Empirically, the average pre-test score of 35.8% increased to 74.9% in the post-test. Linear regression analysis showed R values ranging from 0.749 to 0.877 and R Square between 70.2% and 85.0%, with a significance level of <0.05, indicating that the integration model significantly influences the improvement of students' competence in terms of knowledge, skills, and attitude. The implication of this study confirms that the Integration Model of Islamic Education and Science is feasible to be developed as a learning strategy in madrasahs. The model not only improves academic achievement but also strengthens religious character formation and scientific thinking skills in a balanced, contextual, and sustainable manner in classroom practice.

Teachers' strategies in integrating the Technological Pedagogical Content Knowledge (TPACK) model to improve the quality of learning at State Madrasah in Palu city

Nur Dewi Fattah — 2026-07-21

This study is motivated by the need to improve the quality of Islamic Religious Education learning at State Madrasah in Palu City. This study integrated technology to align with pedagogy and content knowledge. The rapid development of technology requires teachers not only to master subject matter but also to integrate technology pedagogically without neglecting Islamic values that characterize the madrasah. Technology-based learning transformation has become a strategic necessity to address 21st-century educational challenges while maintaining the religious identity of Islamic educational institutions. This research aims to analyze teachers' strategies in designing and implementing the TPACK model in learning, identify the challenges and opportunities in its implementation, and explain the implications of applying TPACK for learning quality and students' learning experiences. These objectives are formulated to provide a comprehensive understanding of how technology, pedagogy, and content integrate within the learning context. This study employs a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation, and then analyzed through data reduction, data display, and reflective conclusion drawing to obtain a comprehensive picture of TPACK implementation in the madrasah. Data validity was strengthened through source and technique triangulation to ensure credibility. The findings reveal that teachers integrate TPACK through systematic lesson planning, the selection of relevant digital media, interactive, technology-based instruction that encourages discussion and collaboration, and comprehensive evaluation that combines digital and non-digital instruments. The integration is further supported by the literacy garden as a contextual learning space. Key challenges include limited technological competence, facilities, time constraints, and the need to maintain Islamic values in digital learning. However, opportunities arise from leadership support, students' enthusiasm, and the madrasah's culture of innovation. TPACK implementation has been shown to enhance student engagement, deepen conceptual understanding, and strengthen ethical and religious character. The implications of this study emphasize the importance of strengthening teachers' professional competence, institutional policy support, and the development of an integrative, religiously grounded learning ecosystem to ensure the sustainable implementation of TPACK in improving the quality of Islamic education.

Synergy of kiai leadership with the tradition of Islamic boarding school in Toli Toli regency

Muadilah — 2026-07-21

This research is motivated by the importance of integrating the traditional authority of the kiai with modern management principles to ensure the sustainability and progress of Islamic boarding schools in the contemporary era. DDI Soni Islamic Boarding School, located in Dampal Selatan District, Tolitoli Regency, faces real challenges in aligning charismatic leadership values with professional organizational governance amidst globalization. This study aims to analyze and describe the model and form of synergy between the kiai's leadership and the boarding school's management traditions. The research method used in this dissertation is qualitative with a case study approach. Data collection was carried out comprehensively through participant observation within the pesantren environment, in-depth interviews with the leader (kiai), foundation administrators, teachers (ustadz), and reinforced by relevant documentation studies. Data analysis was performed systematically through the stages of data reduction, data presentation, and conclusion drawing. The validity of the data was ensured using source and technique triangulation to obtain valid and reliable data. The results of the study indicate that the synergy between the kiai's leadership and the pesantren tradition at DDI Soni manifests in several main dimensions. First, the integration of the tarbiyah education system and traditional dawah through a blend of the formal madrasah curriculum with the sorogan and bandongan methods. Second, charismatic leadership based on akhlakul karimah, which functions as a medium for student character transformation rather than authoritarianism. Third, the preservation of the moderate (wasathiyah) Ahlussunnah wal Jama'ah (Aswaja) traditional practices as a social glue with the community. Fourth, strong social contributions through sending senior students as preachers and organizing the Qur'an Camp program with local residents. The implications of this study confirm that effective synergy heavily depends on the kiai's ability to position themselves as an accountable strategic leader who is open to community aspirations. Theoretically, this research reinforces a multidimensional leadership model that combines charismatic authority with modern management principles. Practically, the kiai is expected to be more democratic in delegating technical authority to management staff and adaptive to technology without losing the core values of the pesantren, such as independence and simplicity, thereby creating flexible, transparent, and high- quality institutional governance.

Enhancing academic writing through collaborative discussions: a mixed-methods study with university EFL students

Vy Ngoc Nguyen — 2026-07-28

This mixed-methods study examines how collaborative discussions enhance academic writing development among university EFL students. A total of 147 university students participated in pre-test and post-test assessments to measure their writing performance before and after engaging in group discussions. The pre-test results revealed that students’ writing skills were rated between “fair” and “good,” with a mean score of 2.41 and a high degree of variability (SD = 0.985). After the intervention, the post-test showed a significant improvement, with the mean score rising to 3.40, indicating writing abilities between “good” and “very good.” Paired-samples t-test results indicated statistically significant improvements in argumentation, coherence, and structure after the intervention (p < .001). The standard deviation decreased to 0.657, suggesting a more consistent performance among students.

Qualitative findings revealed that collaborative idea generation, peer feedback, and exposure to diverse perspectives played a significant role in improving students’ argumentation, coherence, and structural organization in academic writing. Group discussions also increased students’ confidence and motivation, although some participants reported time-management challenges, suggesting the need for more structured facilitation.

Structural effect of insecurity on students enrolment in rural secondary schools in Gusau Education Zone, Zamfara state

Abbas Sani Dahiru — 2026-07-29

This study examined the effect of insecurity on students' enrolment in public secondary schools in rural areas of Gusau Education Zone, Zamfara State, Nigeria. A correlational survey research design was adopted to determine the effect and relationship between insecurity and students' enrolment. The study population comprised all school administrators (principals and vice principals) and teachers in government-owned public secondary schools in Gusau Education Zone. A sample of 143 respondents, consisting of 30 school administrators and 113 teachers drawn from ten purposively selected secondary schools, participated in the study. A multistage sampling technique was employed, while data were collected using a structured questionnaire titled Survey on Insecurity and Students' Enrolment, adapted from validated instruments with reported Cronbach's alpha coefficients of 0.88 and 0.78, respectively. The data was analysed through Structural Equation Modelling (SEM) with Partial Least Squares (PLS) and a bootstrapping procedure was employed to test the hypothesis. The findings revealed that insecurity had a significant direct effect on students' enrolment (β = 0.710, SE = 0.071, t = 10.041, p < 0.001), indicating that insecurity is a significant predictor of students' enrolment in the study area. The study concludes that insecurity remains a major challenge to educational access and participation in rural public secondary schools. The study recommends strengthening school safety management through adequate government funding, enhanced school security infrastructure, capacity building for school administrators, and collaborative partnerships among schools, communities, and relevant stakeholders to promote a safe learning environment and improve students' enrolment.

Synergy between Islamic boarding school and families in the formation of the character of students at the Islamic Boarding School Ma'had Daarul Muhsin State Islamic Senior High School in Palu city

Mardiati Rosmah — 2026-08-05

This research aims to enrich studies on character education efforts through the internalization of religious values as one of the models of character education in Islamic boarding school-based madrasahs and to provide insight for academia regarding how parents can collaborate synergistically with Islamic boarding schools in fostering students' character development. This study employed a qualitative approach using a case study design. Data were collected through participatory observation, interviews, and documentation studies. Research participants consisted of boarding school leaders, supervising teachers, students at Islamic Boarding School Mahad Darul Muhsin State Islamic Senior High Schools in Palu City, and parents selected purposively. Data analysis followed the Miles, Huberman, and Saldana model through data condensation, data display, and conclusion drawing and verification. Data validity was ensured through source triangulation and technique triangulation. The findings indicate that the internalization of character education within the Islamic Boarding School Mahad Darul Muhsin in Palu City is conducted systematically, interactively, and sustainably. Character education is not only implemented through formal learning. Still, it is also internalized through an integrated curriculum, habituation of worship practices, multi-layered supervision, exemplary conduct of educators, and a consistent dormitory culture. Religious values, discipline, responsibility, moral independence, and social awareness are cultivated through a combination of instruction, education, and nurturing. This study contributes to the development of Bronfenbrenner’s Ecological Systems theory within the context of Islamic boarding school education by emphasizing that holistic and sustainable character development can only be achieved through structured, consistent, and Islamic value-based synergy between the boarding school as the primary microsystem and the family as the first microsystem in students’ lives.

Implementation of Islamic religious education learning based on digital literacy in building students' critical thinking skills in Islamic schools in Palu city

Ummu Kalsum — 2026-07-30

The rapid development of digital technology has brought significant changes to the field of education, particularly by expanding access to information and learning resources. However, the ease of access to information has not been fully accompanied by students' ability to think critically in evaluating and selecting information. Students tend to accept information instantly without adequate verification and in-depth analysis. Therefore, integrating digital literacy into Islamic religious education learning has become a strategic approach to enhancing students' critical thinking skills. This study aims to analyze the implementation of digital literacy-based Islamic religious education learning, identify its integration model with critical thinking skills, and examine effective learning strategies for improving these skills. The study focuses on the learning process, the forms of critical thinking skills developed, and the effectiveness of the learning outcomes. This research employed a qualitative approach using a case study design. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion verification. The trustworthiness of the data was ensured through source and technique triangulation. The findings reveal that the implementation of digital literacy-based Islamic education learning was conducted systematically through the stages of planning, implementation, and evaluation The students' critical thinking skills improved as reflected in their ability to identify and formulate problems, analyze and compare various sources of information, evaluate the credibility of information, interpret information into new understanding, and construct logical, evidence-based arguments. The effectiveness of digital literacy-based religious education learning was demonstrated by increased student participation in discussions and information exploration, greater independence in explaining learning materials, more reflective learning habits, enhanced ability to verify information, and improved quality of analytical arguments. The findings imply that digital literacy plays a strategic role in fostering students' critical thinking skills. Therefore, strengthening learning evaluation, improving teachers' digital competencies, and optimizing digital learning facilities are essential to support the effective implementation of digital literacy-based Islamic Religious Education.

Ministerial ethics and witchcraft in the African contexts: A theological and pastoral analysis

Nelly Okongo Lutshaka — 2026-08-03

This article examines the ethical challenges faced by Christian ministers addressing witchcraft, fear, and superstition, particularly in African contexts where such beliefs remain influential. Drawing on biblical and African theology and anthropological scholarship, the study argues that while Scripture affirms the reality of spiritual conflict, uncritical engagement with witchcraft narratives can reinforce fear, enable exploitation, and undermine the gospel. This study critically evaluates deliverance ministries and proposes an ethical framework grounded in biblical fidelity, pastoral accountability, and cultural sensitivity. It concludes that a responsible ministry must confront fear without legitimizing harmful beliefs and prioritizing human dignity, theological integrity and Christ-centered pastoral care.

The development of colonial education in Mon district with special reference to Totok village

W. Manshom — 2026-08-04

This study examines the development of colonial education and its impact on the Konyak Naga community, with special reference to Totok Village in Mon District, Nagaland. The colonial education provided by Christian missionaries has had a profound impact on the Konyaks in general, changing many facets of their way of life. Prior to colonial education, Konyak Naga men and women received their education and learned their ways of life in an institution known as Ban, a dormitory for men and Ywo for women. However, these indigenous institutions gradually lost their importance with the advent of the colonial education system. The Ao Naga missionaries were the first to introduce formal education among the Konyaks. Among the Konyak areas, Tamlu and Wakching were regarded as pioneers of English education, which later spread to other Konyak villages. The study adopts a qualitative research approach and is delimited to Totok Village in Mon District. Totok comprises five villages: Totok Chingnyu, Totok Chingkho, Totok Chingha, Totok Chinglen, and Totok Omlen. Data were collected from both primary and secondary sources and analysed using content analysis. Interviews were conducted with ten respondents, including early educated elders and senior citizens of the village.