The study investigated the effects of utilising English as the primary teaching language on the academic development of Grade 4 (Gr4) learners, specifically focusing on the Life and Living (L&L) component of Natural Sciences (NS). Gr4 learners commonly transition to English as the Language of Learning and Teaching (LoLT), relegating native languages such as Sesotho to mere study subjects. This shift often results in comprehension and retention challenges, hindering students' academic achievements. By employing a quasi-experimental research design, the study used a purposefully selected sample of 80 Gr4 students from two primary schools. The control group (45 learners) received English instruction from Grade R to Grade 7, while the experimental group (35 learners) switched from Sesotho to English in Gr4. Both groups underwent pre-tests and post-tests, revealing statistically significant differences favouring the experimental group. These findings support the research hypothesis that introducing English as the LoLT as early as Grade R has a significant impact on learners' performance, particularly in NS. It is recommended that English be adopted as a medium of instruction for NS, as this better prepares students for future academic challenges.

The process e-portfolio is a type of e-portfolio that helps students construct knowledge and familiarise themselves with their learning process through self-and peer assessment. Lecturers and students experienced difficulties when using the e-portfolio because Mahara 2019 was not updated. This qualitative research study proposes how lecturers should design e-portfolios for learning through formative assessment activities. Interpretivism was the researcher's standpoint, aiming to interpret how the study participants used e-portfolios for teaching and learning through formative assessment activities. This exploratory case study used semi-structured interviews and an e-portfolio checklist for data collection. It explored the use of the e-portfolio for formative assessment through the experiences of ten purposefully sampled lecturers. The findings suggest that an e-portfolio facilitates teaching and learning in open distance e-learning because it enables online delivery of the content and administering of assessments that afford students' learning of the module content through completing formative assessment activities. The e-portfolio facilitates co-teaching and co-learning because students become knowledge creators and active users instead of passive learners. This study recommends the use of process e-portfolios to facilitate assessment and learning in open-distance e-learning institutions.

This paper explores the potential of Eye Movement Miscue Analysis (EMMA) as a method to evaluate the complexity of picturebooks as reading material for primary school children. While EMMA has been applied to examine reading processes and strategies, this paper reports on the first study using EMMA to examine classroom picturebook complexity and its implications for developing readers. This research found EMMA method revealed specific nuances for understanding children’s reading practices in response to the complexity of the text at hand. Drawing together an internationally established reading teaching resource, the text complexity guide (Pinnell & Fountas, 2007) with miscue analysis reading assessment and eye movement technology, this research sought to gain insights into potential areas of complexity or challenge in picturebooks commonly available in Australian school libraries and classrooms. The method shared here examines text complexity ratings, children’s reading performance, and eye movements, as they read in natural classroom settings. Analysis of children’s reading miscues revealed that readers encountered challenges not anticipated through the use of the text complexity guide. Argued in this paper is that EMMA methodologies could extend understandings about text complexity beyond established frameworks and hence guide future assessments.

This qualitative study explored the implementation of Differentiated Instruction (DI) in Philippine multigrade classrooms with the aim of understanding teachers’ experiences, strategies, and challenges, as well as developing a performance appraisal tool. Guided by its specific objectives, the research examined how teachers plan, deliver, and manage differentiated lessons while addressing the diverse learning needs of students across multiple grade levels. Findings revealed that effective DI is rooted in intentional instructional planning, including learner profiling, curriculum mapping, and flexible pacing. Instructional delivery was enriched through the use of thematic and multimodal strategies, ability-based groupings, and contextually relevant teaching aids, although technological access and training remained persistent barriers. Classroom management practices emphasized inclusive routines, peer collaboration, and adaptive learning spaces. Teachers also highlighted the importance of assessment tools and reflective teaching practices in continuously improving instruction. In response to these findings, the study developed the Multigrade Differentiated Instruction Performance Appraisal Tool (MDI-PAT), which synthesizes theoretical frameworks with authentic classroom practices. The MDI-PAT serves as both a self-assessment and professional development guide for multigrade educators, promoting ongoing improvement in DI competencies. The study concludes that enhancing teacher capacities in planning, delivery, assessment, classroom management, and reflective practice is essential for fostering inclusive and effective learning environments in multigrade contexts. The insights and tools presented provide a practical framework for educational stakeholders seeking to enhance multigrade instruction in resource-constrained settings.