Meanwhile, for academic needs, future studies

The gap

Evidence profile

Stated in the limitations and future work and inline gaps sections of the source papers, classified as general, spanning 4 journals. Those papers have been cited 2 times in total.

Supporting evidence — 4 representative gaps

• Enhancing pre-service teachers’ psychological well-being through service-learning in physical education (2026) · Frontiers in Education · cited 1× · doi

  Although the absence of a control group represents a limitation, it is understandable within the context of educational research, where students are typically organized into existing classroom groups and random assignment is often not feasible. Moreover, assuming equivalence between groups may compromise ecological validity. authentic Consequently, pre–post designs educational settings are widely accepted for examining changes associated with pedagogical interventions (Bransford et al., 2000; Shadish et al., 2002). controlled designs, conducted in more even in and reflecting In the context of SL, pre-experimental pre–post designs without control groups are frequently used to assess both academic the socio-emotional outcomes, complexity of the intervention and the authenticity of the learning environment (Billig and Waterman, 2003). In the present study, a single-group pretest–posttest design was employed, and several strategies were implemented to mitigate key threats to internal validity. Classic methodological work identifies this design as particularly vulnerable to threats such as history, maturation, and testing effects in the absence of a control group (Shadish et al., 2002). To address these concerns, post-intervention outcomes were systematically compared with pretest measures, providing a baseline for evaluating change. Additionally, the relatively short duration of the intervention reduced the likelihood that observed improvements could be attributed to natural maturation rather than to the program itself. Collectively, these measures strengthen the interpretability and credibility of the findings. a context of Special Education Center, Nevertheless, given the relatively small sample size and the specific the generalizability of the results is limited. While the findings point to the potential benefits of SL for psychological well-being, they should be understood as context-dependent. Even so, they offer valuable insights and suggest that similar SL experiences may contribute to promoting psychological well-being in other pre- service teacher populations and educational settings.

  generalstated in limitationsevidence 5/5
  Keywords: context control group educational groups post designs intervention absence validity settings shadish even outcomes pretest
• DIFFERENTIAL IMPACTS OF TEACHER-CENTERED INSTRUCTION ON PHYSICS SELF-EFFICACY: A FACTORIAL ANALYSIS OF GENDER IN NIGERIA (2026) · Journal Plus Education · cited 1× · doi

  The following future research should be carried out: (1) development across academic years, instructional experiences. (2) (2017) evidence that innovative teaching methods bridge gender gaps, experimental studies comparing traditional versus reformed instruction on gender-specific efficacy outcomes are urgently needed in Nigerian -experimental design, which demonstrated dramatic achievement advantages under action learning and inquiry-based strategies relative to conventional lecture instruction among Nigerian secondary physics students, provides a methodological template for such intervention studies, though future work should extend this to self-efficacy outcomes and explicitly test the interaction between pedagogy and gender as a primary hypothesis. -experimental design, which successfully detected significant Gender × Instruction interaction 337 Journal Plus Education Vol. XL no. 1/ 2026 p. 318-343 effects on physics achievement while tracking misconception scores alongside achievement, offers an additional methodological model. Future Nigerian studies should similarly collect both achievement and self-efficacy data before and after instructional interventions, enabling direct comparison of pedagogical effects on self-efficacy trajectories by gender. (3) Examine teacher preparation and professional development: How can pre-service and in-service training help teachers recognize and counteract gendered interaction patterns? Given Ogumogu's (2017) documentation of teacher biases and Oyewole's (2025) evidence of male-dominated physics departments, teacher education represents a critical intervention point. (4) curriculum materials: Building on Oyewole's (2025) content analysis showing 63% male representation in textbook illustrations, systematic research should examine how curriculum materials can be revised to provide more gender-balanced representations and examples. (5) Explore intersectionality: The present study examined gender in isolation. Future research should investigate how gender intersects with socioeconomic status, rural/urban location, and ethnicity to shape physics experiences and outcomes. Oyewole (2025) notes that 75% of females choosing science come from urban areas and 71% from educated families, suggesting that socioeconomic and geographic factors interact with gender to shape STEM participation.

  generalstated in future workevidence 5/5
  Keywords: gender future efficacy achievement physics experimental instruction outcomes nigerian self interaction teacher oyewole development instructional
• The Influence of Technology-enhanced Brain-based Learning on the Science Understanding and Performance of First-year Undergraduate Engineering Students (2026) · Science education international · doi

  The following recommendations may be considered for future research: Expanding the study to include multiple universities, increasing the sample size, extending the intervention duration, and incorporating longitudinal measures would yield more robust evidence and enhance external validity. Additional studies at the tertiary level and in other subject areas may also be considered. Given the gender imbalance observed in this study, future trials should aim for a more balanced gender representation across groups or explicitly include gender as a variable in the analysis. Including interviews, focus groups, or classroom observations would provide deeper insights into students’ experiences, learning methods, and diverse responses across subgroups. Collecting feedback from control groups would support more meaningful comparisons of perceptions and engagement. In addition, future studies could adopt a comparative or factorial design to disentangle the individual and combined effects of instructional approaches. For example, separate groups could receive technology-only instruction, BBLonly instruction, and a combined technology-enhanced BBL intervention, allowing researchers to examine the relative contribution of each component to learning outcomes. Such designs would provide clearer insight into whether observed effects are attributable primarily to technology use, brain-based pedagogical principles, or their interaction. REFERENCES Achor, E.E., & Gbadamosi, O. (2020). Raising the achievement and retention levels of secondary school students in physics through a brainbased learning strategy in Taraba State, Nigeria. BSU Journal of Science Mathematics and Computer Education, 1(2), 87-97. Ansari, D., De Smedt, B., & Grabner, R.H. (2012). Neuroeducation-a critical overview of an emerging field. Neuroethics, 5(2), 105-117. Bada, A.A., & Jita, L.C. (2022). Integrating brain-based learning in the science classroom: A systematic review. International Journal of Pedagogy and Teacher Education, 6(1), 24-36. Bhattacherjee, A. (2012). Social Science Research: Principles, Methods, and Practices. 2nd ed. Global Text Project. Available from: https:// scholarcommons.usf.edu/oa_textbooks/3 [Last accessed on 2026 Mar 06]. Caine, R.N., Caine, G., McClintic, C., & Klimek, K. (2005). 12 Brain/Mind Learning Principles in Action: The Field Book for Making Connections, Teaching, and the Human Brain. United States: Corwin Press. Cheung, A.C.K., & Slavin, R.E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113. Council for Higher Education. (2015). VitalStats: Public Higher Education, 2015. Council for Higher Education. Available from: https://www.che.

  generalstated in future workevidence 5/5
  Keywords: learning brain education groups technology future gender based principles science higher considered include intervention observed
• ANALYSIS OF STUDENTS' LEARNING STYLES IN ISLAMIC RELIGIOUS EDUCATION LEARNING AT STATE VOCATIONAL SCHOOL 3 MEDAN (2026) · IJGIE (International Journal of Graduate of Islamic Education) · doi

  Meanwhile, for academic needs, future studies are recommended to expand the scope of research by involving several schools (multi-site), involving a larger group of participants, implementing more systematic classroom observation instruments, and using mixed-methods designs to quantitatively test the effectiveness of instructional methods.

  generalstated in inline gapsevidence 3/5
  Keywords: involving meanwhile academic needs future recommended expand scope several schools multi site larger group participants

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