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Proactive university students’ views on skills gained from a research colloquium

10.11591/ijere.v14i5.32973
Ma del Carmen Nolasco-Salcedo , Kleophe Alfaro-Castellanos , Diego Ulises Carranza-Sahagun , José Ávila-Paz , Angelica Patricia Ávila-Paz
Research is a key component of higher education, promoting deep learning, critical thinking, and problem-solving skills. The Academic Body of Engineering and Systems (InySis) organizes the colloquium of research initiation: proactive university students (CIIEUPA) each academic cycle (A and B) to foster research as a fundamental tool for students’ educational and professional development. This qualitative, descriptive study aimed to determine the skills acquired by students participating in CIIEUPA. The action-research methodology was employed, with participant observation used as the data collection technique. The sample consisted of second and third-semester students from the Software Engineering Competence Unit from the 2022A and 2022B cycles. The results revealed that participation in the colloquium enriched students with experiences that fostered teamwork, effective communication, critical thinking, and leadership. CIIEUPA, as an active collaborative learning methodology, allowed students to share their findings with the academic community, strengthening their commitment, and motivation toward research. Such initiatives contribute to learning and play a crucial role in the holistic development of students, promoting their growth in both academic and professional fields. This approach demonstrates the value of integrating research into the educational process, allowing students to engage meaningfully with their discipline while developing essential skills for their future careers.
Volume: 14
Issue: 5
Page: 3928-3934
Publish at: 2025-10-01

Training of future primary school teachers for work in an understaffed school

10.11591/ijere.v14i5.32093
Assel Omirzakova , Sаltanat Abildina , Zhuldyzay Baimaganbetova , Gulnara Amzeyeva , Aliya Sherimova
This study examined the emotional and psychological environments of primary school students and the role of teachers in maintaining their health. The goal was to understand how the educational environment affects students’ physical, psycho-emotional, and social health and to develop methods for training future primary school teachers to support student well-being. The study involved 105 future teachers from Karaganda Buketov University, Republic of Kazakhstan, selected through convenience sampling. The scale emotional response test by Mehrabyan and Epstein was used to assess empathic abilities. The results showed that 16% of participants had high empathy, 37% had average empathy, and 47% had low empathy. The findings highlight the need for enhanced empathy training and health-promoting environments in schools. Practical implications include incorporating empathy modules in teacher education programs and investing in ergonomic infrastructure to improve student well-being and academic achievement.
Volume: 14
Issue: 5
Page: 4040-4049
Publish at: 2025-10-01

Development of the Mongolian school climate inventory

10.11591/ijere.v14i5.30433
Davaanyam Tumenbayar , Amartuvshin Amarzaya , Lkhagvasuren Ganbat , Sandag Gendenjamts , Navchaa Tserendorj
The school climate is an essential aspect of educational practices and policies. This study aims to investigate Mongolian secondary school teachers’ perceptions of school climate and develop a measurement tool. The study involved 686 randomly selected teachers, and research data were collected online from the Mongolian National Educational Evaluation Centre. Statistical analysis was conducted using SPSS-21 software. This study was conducted in three phases: item generation, a pilot study, and a main study. Firstly, 77 items were developed on a 5-point Likert scale based on a literature review. Before the main survey, a pilot test was carried out with 200 teachers from the southern province of the country. Finally, an exploratory factor analysis (EFA) with Promax rotation was used to explore the content validity of the survey. Cronbach’s alpha was applied to assess the reliability of each factor. The statistical analysis revealed a 14-factor structure based on the data. The reliability analysis results indicated that internal consistency for all factors is at an acceptable level. The study’s overall results suggest that the proposed inventory is a validated measurement tool to examine teachers’ perceptions of the school climate in Mongolian secondary schools.
Volume: 14
Issue: 5
Page: 3702-3711
Publish at: 2025-10-01

Validity and reliability: teachers’ pedagogical instrument for identifying sensory-motor abilities in handwriting readiness

10.11591/ijere.v14i5.32902
Hanum Hanifa Sukma , Muhammad Ragil Kurniawan , Mukti Sintawati , Sadiki Moshi Feruzi , Satrianawati Satrianawati
The teacher’s ability to identify students’ sensory motor skills is very important. Sensory motor skills are the foundation for children’s handwriting skills. However, there is no instrument to measure teachers’ abilities in this regard. This study aims to test the validity and reliability of the instrument measuring teachers’ pedagogical knowledge in identifying students’ sensory-motor abilities. The data was collected using a questionnaire. A total of 552 teachers responded to the survey. The data were analyzed using exploratory factor analysis (EFA). The study results have developed a questionnaire with four construct components with 39 items. All four constructs have a high-reliability index. The EFA analysis indicated that all items were accepted with high agreement. The results prove that the instrument is highly valid and reliable. Based on the test results, this instrument is recommended for measuring pedagogical knowledge teachers in identifying sensory-motor abilities for elementary school students’ handwriting readiness. The measurement results can be used to determine appropriate training for teachers in developing the sensory-motor abilities of elementary school students. The innovation of this research is the development and validation of an instrument that can measure teachers’ pedagogical knowledge in identifying the sensorimotor abilities of elementary school students.
Volume: 14
Issue: 5
Page: 4140-4148
Publish at: 2025-10-01

Does cognitive load moderate students’ learning engagement mechanism in blended learning?

10.11591/ijere.v14i5.34333
Chen Zidi , Nur Atiqah Jalaludin , Mohamad Sattar Rasul
With the popularity of technology-supported blended learning (BL) in vocational colleges, students’ cognitive load (CL) caused by the increasing complexity of BL environments potentially impact the overall learning satisfaction (LS). In order to explore the effects of CL on students’ BL, this study investigates how different dimensions of learning engagement (LE) (emotional, cognitive, and behavioral) impact on students’ LS and whether CL can moderate these relationships. This quantitative study was conducted among 615 Chinese vocational students. Survey research was carried out by questionnaires that have been well-established that were taken and modified from previous studies. Structural equation modeling (SEM) was used to analyze the relationships among these variables. Findings revealed that emotional, cognitive, and behavioral engagement (BE) can positively predict LS. Additionally, BE mediates the relationship between psychological engagement (emotional and cognitive) and LS when CL is not at a low level. CL moderates the pathways from psychological engagement to BE and in turn changes the LE influence mechanism on LS. This study provides valuable insights for educators to stimulate students’ engagement by satisfying their psychological needs, and optimize teaching design to balance CL in order to maintain active LE and satisfaction levels.
Volume: 14
Issue: 5
Page: 3904-3916
Publish at: 2025-10-01

Predicting student performance and identifying learning behaviors using decision trees and K-means clustering

10.11591/ijere.v14i5.33815
Md. Mahadhi Hasan , Md Nakibul Islam , Md Ikramul Haque Nirjon , Md Sharif Uddin , Md. Muntasir Mamun , Zaheed Alam Munna , Al Mahmud Rumman
The insufficiency of a strong mechanism to measure student performance and learning behavior has been pointed out as a result of the expansion of higher education in Bangladesh. The objectives of the study are to predict students’ performance and recognize unique learning behaviors in the Bangladeshi higher education contexts by applying decision trees and K-means clustering methods. Validity and reliability of the results are ensured by following methods: 10-fold cross-validation for the decision tree model and Silhouette score assessment for the K-means clustering model, thus improving the predictive accuracy and differentiation of clusters. The study is based on a dataset of student records numbering 1,200, researching factors such as attendance (91.22%), exam results (mean 83.54%), completed assignments (mean 80.54%), and age (mean 23.47). Learning analytics theory is used since it is crucial to apply data to enhance the understanding and effectiveness of learning processes. The decision tree model showed excellent performance with high rates in precision, recall, and F1-scores, which were all at 0.99 for the evaluated performance measures, hence increasing its good predictive power. K-means clustering analysis grouped the students into three distinct groups: active learners, passive learners, and at-risk students. This research urges the adaptation of data mining methodologies within the framework of higher education and strongly emphasizes the important role that an early identification of at-risk students can play. This research is a contribution to the learning analytics area, and it further proves the applicability of data mining methods in predicting academic performance and improving education outcomes in developing contexts.
Volume: 14
Issue: 5
Page: 3872-3881
Publish at: 2025-10-01

Examining the role of intelligence quotient in predicting senior secondary school students’ achievement in chemistry

10.11591/ijere.v14i5.33639
Hannah Ejovwokoghene Avwiri , Chiekem Enwefa , Onoshakpokaiye Ejakpomeghwe Odiri
The study examines the role of intelligence quotient (IQ) in predicting academic achievement in chemistry among senior secondary school students. The purpose of the study is to determine i) whether IQ predict chemistry achievement scores of senior secondary school students in chemistry and ii) the proportion of senior secondary school students’ chemistry achievement is attributable to the IQ areas of logical thinking, spatial intelligence, numerical, and verbal aptitude. The study’s research design was a correlation. The study was guided by two research questions and two null hypotheses. The study included 1,022 senior secondary school chemistry students as its population. A sample of 320 senior secondary school chemistry students was chosen using random sampling methods from 10 public schools. Three experts validated the intelligence quotient test (IQT), which was used as the data gathering tool. IQT’s dependability was determined to be 0.68 utilizing Kuder-Richardson formula 20 (KR-20). Both simple and multiple linear regressions were used to examine the collected data. Among other things, the study’s results showed that students’ IQ predicted 1.3% of the variation in their chemistry achievement. The results showed that the four components of IQ—numerical, aptitude, spatial, and logical—all significantly influence students’ achievement in chemistry. Additionally, students’ IQ substantially influenced their chemistry achievement ratings. Since chemistry achievement is heavily influenced by numerical, aptitude, spatial, and logical intelligence, students might benefit from specialized teaching strategies that support these domains. The addition of IQ test results as a requirement for enrollment in chemistry courses was suggested.
Volume: 14
Issue: 5
Page: 3469-3477
Publish at: 2025-10-01

Building a sustainable future: perspectives on primary school sustainability projects from teachers and pre-service teachers

10.11591/ijere.v14i5.33362
Sena Ölçer-Çevik , Çiğdem Kozaner
Teachers play a critical role in implementing sustainable development education in the classroom and fostering sustainability awareness among students. The foundational knowledge and skills gained at the primary level help students develop sustainable practices and become environmentally conscious individuals. This study examines the experiences and perspectives of primary school teachers and pre-service teachers regarding sustainable development projects at the primary level, providing a qualitative, in-depth look at the feasibility and impact of sustainability education in classrooms. Insights were gathered from 52 participants (40 pre-service teachers with course experience in “sustainable development and education” and 12 primary teachers) using a phenomenological design. Findings show that pre-service teachers primarily used students’-based methods such as group work, brainstorming, and drama supported by mostly Web 2.0 tools and visuals, evaluating learning outcomes with pre and post-tests. However, they faced challenges in engaging students, accessing materials, and funding. Notably, sustainable development projects were found to enhance sustainability awareness in teachers and students while promoting global citizenship and critical thinking skills. These findings, consistent with literature, underscore the role of sustainable development education in fostering social awareness and competency development, offering strategic insights to improve its classroom implementation and the effectiveness of teachers’ contributions.
Volume: 14
Issue: 5
Page: 3403-3417
Publish at: 2025-10-01

Disruption of the biological clock: chronotypes and social jet lag in high school students

10.11591/ijere.v14i5.34472
Gilber Chura-Quispe , Karla Antonella Gutierrez Flor , Julio Berne Valencia Valencia , Javier Alca Gómez , Enrique José Quispe Mello , Americo Alca Gómez
Adolescent students generally experience variations in sleep that can lead to discrepancies between the biological rhythms of their daily lives and social demands such as school schedules, affecting not only their physical and mental health but also their learning process. Therefore, this study aims to investigate the relationship between chronotype types and the prevalence or absence of social jet lag among adolescents aged 13 to 17 years. A quantitative approach was adopted, utilizing a cross-sectional and descriptive-correlational design, with a participation of 524 secondary school students and a non-probabilistic sample of 267, to whom two questionnaires were administered. The findings indicated the absence of a significant correlation between chronotypes and social jet lag (p=0.916, VCramer=0.026). Moreover, the predominant chronotype was intermediate (81.27%), and 83.15% were likely experiencing jet lag. Additionally, 60% of adolescents aged 15 to 16 years have an evening chronotype, and 35.59% of those suffering from jet lag are 16 years old. In conclusion, although the correlation between chronotypes and jet lag was not demonstrated, the issue of biological clock disorders is present among school students, particularly among those aged 16.
Volume: 14
Issue: 5
Page: 4109-4118
Publish at: 2025-10-01

The level of social skills among university students and its impact on their psychological solidity and adaptive behavior

10.11591/ijere.v14i5.33591
Esra’a Omar Abu-Alkeshek , Basma Mohammad Al-Hawamdeh , Haitham Mohammad Ali Zureigat
Positive social behavior is one of the most important characteristics of humans on this planet. Through these behaviors, the individual shows his sympathy for others and his desire to help them. Therefore, the current study aimed to know the level of social skills among university students and their impact on their psychological solidity and adaptive behavior. To achieve the study objectives, the descriptive analytical approach was used in its implementation. The scale of positive social behavior, psychological solidity, and adaptive behavior was applied to a random sample of 370 male and female students from private universities in Jordan. The study concluded that the level of positive social behavior among students reached 3.49, which is within the average level, and that female students enjoy a high level of social skills compared to university students. The results also indicated a statistically significant effect of the level of social skills on both psychological solidity and adaptive behavior among university students. Positive social behavior also works to provide support between individuals in cases that require support or in difficult situations, which increases their psychological solidity and adaptive behavior. This confirms the effective role of social behaviors in improving both the level of psychological solidity and adaptive behavior among university students.
Volume: 14
Issue: 5
Page: 3782-3789
Publish at: 2025-10-01

Six-Sigma approach to improve industry engagement strategies in Malaysian apprenticeship program

10.11591/ijere.v14i5.33288
Roziyati Abdullah , Zulkiflle Leman , B.T Hang Tuah Baharudin , Siti Azfanizam Ahmad
This empirical study develops an industry engagement model (IEM) by using the Six-Sigma define, measure, analyze, improve, and control (DMAIC) methodology to investigate the key strategies to enhance industry participation (IP) in the Malaysian apprenticeship program known as the National Dual Training System (NDTS). The relationship between five strategies, namely financial incentives (FI), digital administration (DA), productive collaboration (PC), flexible implementation (FT), and efficient promotion (EP) on IP, was examined. The 204 returned questionnaires were analyzed using partial least square-structural equation modelling (PLS-SEM). The findings reveal that FT, EP, and DA strongly influence IP in the NDTS program. In contrast, improvement in FI and PC has little impact on industry involvement. The development of IEM by demonstrating the DMAIC concept is novel and new to the research. It offers enormous potential and value in improving policymakers’ decision-making in apprenticeship programs. It may also be extended to other areas of education in the future.
Volume: 14
Issue: 5
Page: 3565-3573
Publish at: 2025-10-01

Well-being and engagement: its implications for university policy on administrative employee’s wellness program

10.11591/ijere.v14i5.34387
John Michael D. Aquino , Jayson L. de Vera
The well-being and engagement of administrative employees are critical to creating a productive and sustainable work environment. This study investigates causes of university administrative staff well-being and professional involvement. This study examines: i) employee engagement and well-being; ii) administrative employees’ biggest workplace challenges; and iii) how wellness programs promote personal and professional progress. This study used a concurrent triangulation mixed-method research approach. Gallup’s employee engagement survey found that 124 employees have overall favorable attitudes, with a composite mean score of 4.36 demonstrating moderate to high levels of engagement across key workplace indicators. The inconsistent recognition may have an impact on involvement, with the lowest mean of 3.80 and the biggest variability of 1.09. Meanwhile, semi-structured interviews were conducted with 12 administrative employees from a university in region 4A. The findings highlight factors influencing well-being, such as effective communication, work-life balance, positive office environments, and opportunities for promotion. Stress, heavy workloads, and insufficient recognition were seen to be significant challenges, whereas coping strategies including task prioritization, emotional regulation, and peer support were regarded as critical. The results show that well-being boosts commitment and productivity, whereas engagement improves mental health and job happiness. Universities must offer stress management, professional development, and recognition to improve results and staff engagement.
Volume: 14
Issue: 5
Page: 3515-3525
Publish at: 2025-10-01

Creative thinking enhancement through project-based learning in science: a meta-analytic review

10.11591/ijere.v14i5.34521
Molani Paulina Hasibuan , Widha Sunarno , Elfi Susanti VH
This research investigates the impact of project-based learning (PjBL) on enhancing students’ creative thinking abilities through a comprehensive meta-analytic study. Creative thinking is recognized as an integral part of higher-order thinking skills (HOTS) required for success. Employing the preferred reporting items for systematic reviews and meta-analyses (PRISMA), studies published between 2014 and 2024 were identified and synthesized from the Scopus database. Data analysis, conducted with R, assessed the impact of PjBL using effect size (ES) measurements. The findings demonstrate that PjBL significantly improves creative thinking skills compared to traditional teaching methods. Moderator analysis revealed that variables such as educational level, subject area, and learning model influence the outcomes, with the highest impact observed in high school and inquiry-driven subjects like physics. Variations of PjBL, including technology-enhanced models, such as Google Classroom-based approaches, further amplified its effectiveness, particularly in virtual learning environments. This study highlights PjBL’s adaptability and robust potential in fostering creativity and innovation across diverse educational contexts. The results provide practical implications for educators in designing tailored PjBL strategies to cultivate students’ creative thinking, emphasizing the importance of interdisciplinary approaches and technological integration in modern education.
Volume: 14
Issue: 5
Page: 3994-4005
Publish at: 2025-10-01

Factor influencing of teachers’ readiness to implement the Independent Curriculum

10.11591/ijere.v14i5.29141
Fitra Delita , Tumiar Sidauruk , Alna Hanana , Mona Adria Wirda
The education curriculum in Indonesia is gradually changing from the 2013 Curriculum to the Independent “Merdeka” Curriculum. The new curriculum is certainly a challenge for teachers. The aim of this research is to analyze the factors that influence teacher’s readiness and to measure the level of teacher readiness in implementing the Independent Curriculum. This quantitative research was designed using a survey method. The participants involved were 172 teachers from elementary, middle, and high school education levels in Medan City, Indonesia. Data were collected using online questionnaires and interviews. Data analysis was conducted using descriptive statistics using mean scores, factor analysis, and multiple linear regression t-test. The research results show the level of teachers’ readiness in implementing the Independent Curriculum based on gender, age, and years of teaching experience, both at elementary, middle, and high school levels with a mean interval of 6.00–6.99 (the initiation level). Subsequently, there are four dominant factors that influence teachers’ readiness to implement the Independent Curriculum, which are teacher, school, government policy, and student. The teacher factor contributed the most in determining teachers’ readiness to implement the Independent Curriculum (43.7%).
Volume: 14
Issue: 5
Page: 4173-4182
Publish at: 2025-10-01

Fourth industrial revolution model in the context of basic education in the Davao Region, Philippines

10.11591/ijere.v14i5.33483
Tomas Jr A. Diquito , Jr., Silverio V. Magallon
The Philippines is among the developing countries in the world which significantly affected by the technological advancement brought about by the fourth industrial revolution (4IR). Advancing the country’s manpower in the modern world requires preparedness for technological advancements. Thus, this study proposes a model in the context of basic education to better equip learners with modern approaches to education. The use of quantitative research design and factor analyses (both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA)) was carried out. A total of 550 teachers participated in the study, with 250 in EFA and 300 in CFA. The used of data reduction technique in EFA and model fit indices measures in CFA were used in the analyses. The results revealed three crucial dimensions in advancing education in the 4IR, these are: i) protection using cybersecurity; ii) use of simulation in teaching; and iii) school data management and analytics. Based on these findings, a model in basic education was developed to boost the Davao Region, Philippines’ preparedness to embrace technological advancement in the modern world. Moreover, the findings of this study can also serve as baseline data for other countries with similar profiles to the Philippines on how to approach education in 4IR.
Volume: 14
Issue: 5
Page: 3436-3447
Publish at: 2025-10-01
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