Research Article
The Effectiveness of Integrating the Wheatley and Hands and Minds Models in Teaching Mathematics and Their Impact on the Achievement of First Grade Middle School Students
Ammar Awad Saleh*
Issue:
Volume 15, Issue 1, March 2026
Pages:
1-10
Received:
17 March 2026
Accepted:
30 March 2026
Published:
30 June 2026
Abstract: This research in Iraq deals with the study of the effect of teaching mathematics using the combination of Wheatley's A and Hands and Minds models on firstyear intermediate female students. The research included (80) firstyear intermediate female students, who were randomly selected to represent Section (A). The subject was taught using Wheatley 's A and Hands and Minds models, while Section (C) was taught using the traditional method. The researcher implemented the study during the first semester of the academic year 2022025, and a multiplechoice achievement test in mathematics was conducted to verify the validity of the results. Reliability was extracted using the " T test " For two samples "on a sample of (80) Student, the research results showed that there is a statistically significant relationship between the study variables, In light of the findings, a set of recommendations was presented to enhance the possibility of abstracting mathematics using various strategies. The researchers also suggested future research.
Abstract: This research in Iraq deals with the study of the effect of teaching mathematics using the combination of Wheatley's A and Hands and Minds models on firstyear intermediate female students. The research included (80) firstyear intermediate female students, who were randomly selected to represent Section (A). The subject was taught using Wheatley 's ...
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Research Article
Holistic Student Development Through Integrated School and After-School Care: Evidence from the Village Hive Project and Cambodian Children’s Trust
Sophorn Ngath*
Issue:
Volume 15, Issue 1, March 2026
Pages:
11-26
Received:
13 February 2026
Accepted:
24 February 2026
Published:
22 July 2026
DOI:
10.11648/j.ijeedu.20261501.12
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Abstract: This study evaluated the effectiveness of an integrated school and after-school care program, implemented through the Village Hive Project in partnership with Cambodian Children’s Trust to promote holistic student development across three centers: Ang Center, Ratanak Center, and Svay Pao Center. Grounded in the recognition of public education as a critical social investment, the intervention combined school-based improvements, enhanced learning environments, and structured after-school support designed to address students’ academic, social, emotional, and nutritional needs. A mixed-methods design was employed, incorporating quantitative student surveys analyzed using descriptive statistical techniques alongside qualitative reflection workshops that captured students’ lived experiences and contextual challenges. Findings indicated strong perceived improvements in school safety, cleanliness, teacher–student relationships, academic support, behavioral development, and social skills, with additional contributions from family and community engagement. At the same time, qualitative reflections identified ongoing challenges, including bullying, discipline concerns, hygiene practices, and household instability, underscoring areas requiring targeted intervention. Overall, the results suggest that integrated school and after-school programming can contribute meaningfully to academic performance, emotional well-being, and future aspirations among vulnerable students, while highlighting the importance of strengthening child protection mechanisms, expanding academic enrichment opportunities, improving facilities, and enhancing family-centered services to ensure long-term sustainability and program impact.
Abstract: This study evaluated the effectiveness of an integrated school and after-school care program, implemented through the Village Hive Project in partnership with Cambodian Children’s Trust to promote holistic student development across three centers: Ang Center, Ratanak Center, and Svay Pao Center. Grounded in the recognition of public education as a ...
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