Issue 1

01. Self-Regulated Learning Design for Professional Teacher Development: Delivery of Measurement and Assessment Course in Blended Mode

Danushka, S. A. N.,1 & Bandara, L. M. K.2

1 Department of Educational Psychology, Faculty of Education, University of Colombo, Sri Lanka
2 Department of Humanity Education, Faculty of Education, University of Colombo, Sri Lanka
* Corresponding Author Email: nalin@edpsy.cmb.ac.lk

ABSTRACT

Leaner-centeredness has been prioritized in the teaching-learning process, although the learner belongs to different psychological and cognitive departments. The constant digital transformation has made drastic changes in educational contexts related to course design, delivery and instruction, assisting systematic management of the diversified needs of learners in different departments. Potentially, blended learning plays a critical role in designing and implementing educational programmes while providing an effective and learner-centred approach for course delivery, resulting in learner satisfaction with learning outcomes. The study planned to investigate the extent of productivity of SRL, supported by the COPES model, in the accumulation of teacher professional knowledge in a blended teacher professional course. The sample was selected purposively from a university B.Ed. course, which accommodated in-service (N=28) and pre-service (N=35) teachers. The social constructivist theoretical underpinning was employed, and a quantitative dominant, quasi-experimental pre- and post-test design was adapted. Paired-sample t-test results indicated that the means of both groups are highly significant at p<.001. One-way ANOVA test indicated that there is no statistically significant association between the means at p<.05 in response to the independent variables, such as Age, Gender, Educational qualifications, and Residential area. Independent sample t-test results indicated that assessment knowledge improvement is partially significant at p<.05 in both groups. The efficacy of the COPES model was estimated via Multiple Linear Regression (MLR) analysis for both in-service and pre-service teachers. Results indicated that, respectively, 41% and 30% of the variance of the post-test results of in-service and pre-service teachers is accounted for by the psychometric properties of the model.

Keywords: blended learning, copes model, educational measurements and assessment, self-regulated learning-srl, teacher professional development

Please cite as – Danushka, S.A.N, & Bandara. L.M.K. (2026). Self-Regulated Learning Design for Professional Teacher Development: Delivery of Measurement & Assessment Course in Blended Mode. Journal Of Educational Psychology and Assessment. 1 (1). 1 – 16. https://doi.org/10.66281/70130/9020

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02. A Study of Strategies for Developing the Reading Skills of Key Stage 1 Students

Fernando, W. N. D.,1 & Dhanayaka, S.2

¹Faculty of Education, University of Colombo, Sri Lanka

²Department of Humanity Education, Faculty of Education, University of Colombo, Sri Lanka
* Corresponding Author Email: nipzifdo@gmail.com

ABSTRACT

This paper examines the structural use of integrated cognitive reading strategies to address the language-literacy gap faced by Key Stage 1 learners in English-medium private schools in Sri Lanka, using an action research model. Young multilingual learners often master automated phonetic decoding, whereas a lack of understanding of meaning is enormous under traditional rote learning. Building on an intervention in a primary classroom with 30 pupils that took place over six weeks. Data collection instruments were teacher questionnaires, pre- and post-test student literacy assessments, and student decoding scores, oral fluency percentage, and text comprehension. The descriptive statistics showed a significant positive transformation. The average reading fluency for the cohort was from 37.33 WPM to 52.20 WPM, and the average reading comprehension score improved from 3.73 to 7.47 (out of 10). The author concludes that applying strategies early in the learning process is effective in moving beyond mere word calling to independent meaning construction.

Keywords: action research, key stage 1, reading comprehension, strategies, multilingual learners

Please cite as – Fernando, W.N.D, & Dhanayaka, S. (2026). A study of Strategies for developing the Reading Skills of Key Stage 1 Students. Journal Of Educational Psychology and Assessment. 1 (1). 17 – 27. https://doi.org/10.66281/70130/9021

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03. The Influence of Family Income on Motivation and Learning Achievement among Tamil-Medium Senior Secondary Students in the Colombo Educational Zone

Logaprasath, V.,1 & Athirathan, S.2

¹Faculty of Education, University of Colombo, Sri Lanka

²Department of Social Science Education, Faculty of Education, University of Colombo, Sri Lanka
* Corresponding Author Email: vanajah3@gmail.com

ABSTRACT

Differences in family income and socioeconomic status can impact students’ motivation and learning achievement. This descriptive cross-sectional survey study examined the influence of family income on student motivation and learning achievement among Tamil-medium senior secondary students in the Colombo Educational Zone of Sri Lanka. The study also examined the moderator effect of family income on relationship between motivation and learning achievement. 360 students from Grades 10 and 11 were selected by stratified random sampling from Tamil Medium schools in Colombo Educational Zone with equal number of male and female participants. 24 class teachers, 72 parents, and twelve principals were also included in this study. Validated adapted Academic Motivation Scale was used to assess motivation, and average examination marks from recent common examination were used to assess the learning achievement. Nonparametric tests, correlation analysis, hierarchical regression, and bootstrap methods were used to analyze the data. The findings showed statistically significant differences in learning achievement, intrinsic motivation, and extrinsic motivation across family income groups. Learning achievement showed a small-to-moderate positive correlation with family income (ρ = 0.244, p < 0.001), suggesting better learning achievement with higher family income.  Extrinsic motivation also showed a small positive association with income, whereas intrinsic motivation did not exhibit a significant monotonic relationship. Regression analysis indicated that both motivation and family income independently predicted learning achievement. Family income significantly moderates the relationship between motivation and learning achievement (B = 0.49, 95% CI [0.20, 0.79]). This suggests that students from higher family incomes are more likely to translate motivation into learning achievement. These findings suggest that motivation enhances learning achievement at all income levels. However, students from higher family income are more likely to translate motivation into learning achievement. This study underscores the influence of family income on motivation and learning achievement. Both motivational development and income-related inequalities should be addressed to ensure that all students have equal opportunities to succeed.

Keywords: motivation, family income, socioeconomic status, school context, learning achievement

Please cite as – Logaprasath, V, & Athirathan, S. (2026). The Influence of Family Income on Motivation and Learning Achievement among Tamil Medium Senior Secondary Students in the Colombo Educational Zone. Journal Of Educational Psychology and Assessment. 1 (1). 28 – 43. https://doi.org/10.66281/70130/9022

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04. The Influence of Psychosocial Factors on the Job Performance of Primary Teachers

Abesekara, A. G. T.,1 & Herath, H. M. J. C.2

¹Faculty of Education, University of Colombo, Sri Lanka

²Department of Social Science Education, Faculty of Education, University of Colombo, Sri Lanka
* Corresponding Author Email: abesekaragt18@gmail.com

ABSTRACT

This study aims to examine the influence of psychosocial factors — family environment, school culture, and community support — on the job performance of primary school teachers in the Anuradhapura District, Sri Lanka. The study sought to (1) examine the impact of the family environment on the job performance of primary teachers, (2) investigate the impact of school culture on their job performance, (3) examine the impact of the school community on teachers’ job performance, and (4) analyze the interrelationships among these three factors. Of the 32 schools in the Rambewa Division, 8 schools were selected using purposive sampling and simple random sampling. Data were obtained from 90 teachers, 40 parents, and 8 principals through a questionnaire administered to teachers and parents and interviews conducted with principals, and were analyzed using a mixed-methods approach. Self-Determination Theory and Psychosocial Development Theory served as the theoretical basis for the study, with quantitative data analyzed using SPSS software and qualitative data analyzed through thematic analysis. The Cronbach’s alpha value testing the reliability of the teacher questionnaire was 0.560. The objective analysis confirmed that family support provides limited support for teachers’ performance (M = 1.9827, SD = 0.5244). The school environment provides a high level of support for teachers’ performance (M = 3.5444, SD = 0.12268). School community support for teachers’ performance was also found to be limited (M = 1.9667, SD = 0.06961), indicating that the school community provides less support for teachers’ performance. Furthermore, Pearson correlation analysis revealed no statistically significant correlations among the factors: the correlation between family support and community support was r = .097, between family support and school environment was r = .027, and between school environment and community support was r = .056. Based on these findings, the study recommends developing teacher–family counselling and support programs, appointing administratively skilled principals and expanding digital administration tools to sustain the strongly supportive school environment, and modernizing communication with parents alongside targeted community-engagement strategies — particularly in rural schools — to strengthen the otherwise limited family and community support for teacher performance.

Keywords: influence, primary teachers, job performance, psycho-social factors

Please cite as – Abesekara, A.G.T, & Herath, H.M.J.C. (2026). The Influence of Psychosocial Factors on the Job Performance of Primary Teachers. Journal Of Educational Psychology and Assessment. 1 (1). 44 – 53. https://doi.org/10.66281/70130/9023

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The Impact of Psychosocial Factors of the Grade 5 Scholarship Examination on Students’ Self-Esteem

Gunasekara, G.D.N.D,1 & Senarath, S2

¹Faculty of Education, University of Colombo, Sri Lanka

²Department of Educational Psychology, Faculty of Education, University of Colombo, Sri Lanka
* Corresponding Author Email: pgrsamudra@edpsy.cmb.ac.lk

ABSTRACT

This study examined the impact of psychosocial factors associated with the Grade 5 Scholarship Examination on primary school students’ self-esteem across four division zones in the Sri Jayawardenepura Education Zone. Utilizing an explanatory sequential mixed-methods design, a sample of 320 male and female students was selected via stratified random sampling. Quantitative data were collected using the Coopersmith Self-Esteem Inventory (CSEI) and a self-developed psychosocial questionnaire, and analyzed using Spearman rank correlation, Mann–Whitney U, and Kruskal–Wallis H tests. Qualitative data were gathered through semi-structured interviews with fifty parents and fifty teachers to obtain deeper insights into students’ exam experiences and analyzed using Braun and Clarke’s (2006) Eight-step thematic analysis framework. The findings indicate that students are exposed to significant psychological pressures, including heavy academic workload, extensive participation in private tuition, high parental expectations, peer comparison, and reduced opportunities for play and rest. These factors contribute to increased psychological stress and negatively influence students’ self-esteem. While gender does not show a significant influence, differences are observed across school types, with students from better-resourced schools demonstrating relatively higher self-esteem. The results of the analysis indicate a statistically significant and strong negative correlation between psychosocial factors and self-esteem. The study concludes that the Grade 5 Scholarship Examination functions as a major phycological stressor that affects students’ self-esteem. It is recommended that educational policies adopt child-centred assessment approaches, strengthen school-based psychosocial support systems, and promote greater awareness among parents and teachers regarding balanced academic expectations to support children’s overall well-being.

Keywords: grade 5 scholarship examination, psychosocial factors, self-esteem, primary education

Please cite as – Gunasekara, G. D. N. D., & Senarath, S. (2026). The impact of psychosocial factors of the Grade 5 Scholarship Examination on students’ self-esteem. Journal of Educational Psychology and Assessment, 1(1), 54–66. https://doi.org/10.66281/70130/9024

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