iosr-JRME   Volume-16 ~ Issue-5 ~ Sep. – Oct. 2026

Abstract: In higher education, examinations management is a critical determinant of student satisfaction because it influences academic progression, fairness, and timely completion of studies. Despite the adoption of ISO 9001:2015 quality management systems in Kenyan universities, challenges such as delayed results, missing marks, weak communication, and limited responsiveness in examination-related services continue to undermine student....

Keywords: ISO 9001:2015, Customer Relationship Management, Student Satisfaction, Examinations Management, Quality Management Practices

[1]. Abd Rahim, A. S., & Mohd Asaad, M. N. (2018). The Implementation of ISO 9001: 2015 to Improve Quality of Service at Pusat Kesihatan University (PKU), Universiti Utara Malaysia (UUM). Journal of Technology and Operations Management, 13(2), 67–77.
[2]. Abdullah, F. (2006). Measuring service quality in higher education: HEdPERF versus SERVPERF. Marketing Intelligence & Planning, 24(1), 31–47.
[3]. Agrawal, N. M. (2019). Modeling Deming’s quality principles to improve performance using interpretive structural modeling and MICMAC analysis. International Journal of Quality & Reliability Management, 36(7), 1159-1180.
[4]. Aikins, D.E. (2019). Effective Management of University Examinations. International Journal of Research and Innovation in Social Science, 3(11), 1 – 19.
[5]. Amoako, G., Ampong, G., Gabrah, A., Heer, F., & Adjei, A. (2023). Service quality affecting student satisfaction in higher education institutions in Ghana. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2238468

Abstract: Based on Maslow’s and Rogers’ humanistic theory, this study comparatively analyzes teacher-student relationship construction in Good Will Hunting, contrasting Professor Lambeau’s utilitarian paradigm with Sean’s humanistic paradigm. Findings reveal that Lambeau’s approach, prioritizing academic achievement while neglecting students’ psychological needs, leads to relational breakdown. Conversely, Sean’s humanistic approach grounded in empathetic understanding, unconditional positive regard, and congruent communication builds trust and fosters personality growth. This study offers a new framework for applying humanistic theory in film text analysis, provides reference for transforming teacher-student relationships in China’s educational practice, and encourages educators...

Keywords: Humanistic Theory, Teacher-Student relationship, Good Will Hunting

[1]. Khatib M, Sarem S N, Hamidi H. Humanistic education: Concerns, implications and applications[J]. Journal of language teaching and research, 2013, 4(01): 45-51.
[2]. Luo J. How does GenAI affect trust in teacher-student relationships? Insights from students’ assessment experiences[J]. Teaching in Higher Education, 2025, 30(04): 991-1006.
[3]. Martinez R, Wighting M. Teacher-Student Relationships: Impact of Positive Behavioral Interventions and Supports[J]. Athens Journal of Education, 2023, 10(03): 397-410.
[4]. Masykuroh, Nur Laeli. Anxiety And Defense Mechanism Of Will Hunting In Good Will Hunting Movie[D]. State Islamic University, 2017.

Abstract: Background: First-year doctoral students are often asked to design an online course during pedagogical training. The platform logs generated while they build such courses offer a partial view of this process. This study aimed to describe the types, temporal distribution, and recorded sequences of Moodle events associated with the construction of four online course projects by first-year doctoral students.
Materials and Methods: This observational, descriptive and exploratory study analysed four doctoral student–project units, selected...

Keywords: Learning analytics; Moodle logs; online course design; constructive alignment; doctoral education; event sequences

[1]. Austin AE. Preparing the next generation of faculty: graduate school as socialization to the academic career. The Journal of Higher Education. 2002;73(1):94–122.
[2]. Henri F, Compte C, Charlier B. La scénarisation pédagogique dans tous ses débats… Revue internationale des technologies en pédagogie universitaire. 2007;4(2):14–24.
[3]. Biggs J. Enhancing teaching through constructive alignment. Higher Education. 1996;32(3):347–364.
[4]. Bennett S, Agostinho S, Lockyer L. The process of designing for learning: understanding university teachers' design work. Educational Technology Research and Development. 2017;65(1):125–145.

Abstract: The ubiquity of technology in teacher education requires future teachers to learn to link technological resources with pedagogical strategies and subject-matter knowledge. The Technological Pedagogical Content Knowledge (TPACK) framework offers a theoretical basis for understanding this incorporation. The present study analysed two courses in the B.Ed. Gauhati University Academic Session 2025-26 Curriculum of ICT and Classroom Transaction (BED0100502) Semester I Educational Technology (BED0200304) Semester II The qualitative document...

Keywords: B.Ed. curriculum, educational technology, Gauhati University, pre-service teachers, syllabus analysis, TPACK, teacher education

[1]. Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656–1662. https://doi.org/10.1016/j.compedu.2010.07.009
[2]. Baran, E., Chuang, H.-H., & Thompson, A. (2011). TPACK: An emerging research and development tool for teacher educators. The Turkish Online Journal of Educational Technology, 10(4), 370–377.
[3]. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
[4]. Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953–1960. https://doi.org/10.1016/j.compedu.2011.04.010
[5]. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.

Abstract: The digital economy raises employers’ demand for business graduates’ quantitative analysis competencies. Traditional business education often separates statistical training from core business courses, causing fragmented learning and statistics anxiety. This conceptual paper proposes an integrated pedagogical framework including cross-curriculum tasks, project-based learning, progressive tool training and revised assessment. It discusses implementation.

Keywords: digital economy; business education; quantitative analysis competencies; curriculum design

[1]. Carlson, K. A., & Winquist, J. R. (2011). Evaluating an active learning approach to teaching introductory statistics: A classroom workbook approach. Journal of Statistics Education, 19(1). https://jse.amstat.org/v19n1/carlson.html
[2]. Pothier, W. G., & Condon, P. B. (2019). Towards data literacy competencies: Business students, workforce needs, and the role of the librarian. Journal of Business & Finance Librarianship, 24(3–4), 217–235. https://doi.org/10.1080/08963568.2019.1666207
[3]. Weltman, D., & Whiteside, M. (2010). Comparing the effectiveness of traditional and active learning methods in business statistics: Convergence to the mean. Journal of Statistics Education, 18(1). https://jse.amstat.org/v18n1/weltman.html
[4]. Zanakis, S. H., & Valenzi, E. R. (1997). Student anxiety and attitudes in business statistics. Journal of Education for Business, 73(1), 10–16. https://doi.org/10.1080/08832329709601608.

Abstract: This study examined the impact of information and communication technology (ICT) and e-learning on the academic performance of secondary school students in Uvwie Local Government Area of Delta State, Nigeria. The study was motivated by the growing use of digital technologies in education and the need to understand how effectively these......

[1]. Barikzai S, Bharathi S V, Perdana A. Challenges and strategies in e-learning adoption in emerging economies: a scoping review. Cogent Educ. 2024;11(1):2400415. Available from: https://doi.org/10.1080/2331186X.2024.2400415
[2]. Malkawi N, Mohailan MHS. E-learning adoption during COVID-19 crisis and its effect on achieving students' performance: evidence from Jordanian universities. J Technol Sci Educ. 2022;12(2):345-61. Available from: https://doi.org/10.3926/jotse.1278
[3]. Olusegun AA, Uranta E, Ukhurebor KE, Jokthan G, Bello A, Nalwadda D. Appraisal of e-learning and students' academic performance: a perspective from secondary schools. Cyprus J Educ Sci. 2023;18(1):351-67.
[4]. Mensah RO, Quansah C, Oteng B, Nii Akai Nettey J. Assessing the effect of information and communication technology usage on high school student's academic performance in a developing country. Cogent Educ. 2023;10(1):2188809. Available from: https://doi.org/10.1080/2331186X.2023.2188809
[5]. Nneji CC, Urenyere R, Ukhurebor KE, Ajibola S, Onaseso OO. The impacts of COVID-19-induced online lectures on the teaching and learning process: an inquiring study of junior secondary schools in Orlu, Nigeria. Front Public Health. 2022;10:1054536. Available from: https://doi.org/10.3389/fpubh.2022.1054536