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Non-Instructional Task of Teachers: Its Effect on Learners’ Performance

Sharon Ranit, Conrado Lombrio
Psychology and Education: A Multidisciplinary Journal · 2026-10-11 · DOI 10.70838/PEMJ.640102
Token #11044
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Token#11044 of SciMatic Articles (ERC-1155), fixed supply 1,000,000
Contract0x0E596B4bb924937aA35D9b342A90347ed6F05eF8
Mint transaction0xe184616e18dd34ebeb5efef96b75225ac4ebafc97aa7eb5a4d8a02bedd4d9f55 · block 12247222
Minted2026-10-11 07:20 UTC
Hash on chain0xb7d9f884df14bf8a39e9f619bb350035b8370ba834a4a404109b920776cc3c3e
SHA-256 of the record0xb7d9f884df14bf8a39e9f619bb350035b8370ba834a4a404109b920776cc3c3e
Article today Matches the anchored record.

Allocation at minting

HolderWalletMintedHolds now
SciMatic (10%) 0xc35709AB…277732 100,000 100,000
Sharon Ranit 0x30B3bB2f…3d435F 450,000 450,000
Conrado Lombrio 0xBF293670…6384b9 450,000 450,000

The anchored record

Canonical JSON (keys sorted, no spaces, UTF-8). Its SHA-256 is the hash on chain. The abstract here is gemini shortened, not the author's own text.

{"abstract":"This study investigated the effect of teacher non-instructional tasks on Grade VI learners' Mathematics achievement using a quasi-experimental pretest-posttest design with two intact classes. It compared pretest and posttest performance and learning gains between learners whose teachers performed non-instructional tasks and those whose teachers did not. A researcher-developed Mathematics achievement test was administered. Descriptive statistics summarized performance, while the Wilcoxon signed-rank test examined within-group changes, and the Mann–Whitney U test compared gain scores between groups. Both groups showed significant improvement in Mathematics achievement from pretest to posttest (p < .001). Learners whose teachers performed non-instructional tasks had a mean pretest score of 32.87 and a posttest mean of 41.07, a mean gain of 8.20 points. Learners whose teachers did not perform non-instructional tasks had a mean pretest score of 30.14 and a posttest mean of 36.21, a mean gain of 6.07 points. A statistically significant difference in gain scores was found between the two groups (U = 202.00, p < .001), with the group whose teachers performed non-instructional tasks showing the larger observed gain. The findings did not support the expectation that the absence of non-instructional tasks would result in greater learner gains. Due to the small sample and non-random assignment, these findings should be interpreted cautiously and warrant further investigation.","abstract_source":"gemini_shortened","authors":["Sharon Ranit","Conrado Lombrio"],"date":"2026-10-11","doi":"10.70838/PEMJ.640102","id":11044,"issue":1,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"2a14f9429e7850223995683e556e542e197ec63209bf65b5a6416e4176ec6a22","schema":"scimatic-article/1","title":"Non-Instructional Task of Teachers: Its Effect on Learners’ Performance","volume":64}

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1. The record, from the token's own metadata:

printf '%s' "$(curl -s https://scimatic.org/nft/articles/11044.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(11044)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000002b24"},"latest"]}'

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