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Requirements for managing differentiated classrooms among Jordanian science teachers

10.11591/ijere.v14i5.30268
Mohammed S. Al-Rsa’i , Zobaida Abushwemeh , Eman Krieshan
Differentiated instruction (DI) is characterized by the fact that it achieves most educational goals and it is role in deepening the values of justice, equity, and a democratic climate in the learning environment. However, this approach requires highly skilled and qualified teachers, especially science teachers, due to the complexity of science learning tasks and environments. The current study aimed to examine the degree to which science teachers in Jordan possess the requirements of differentiated classroom management, and the extent to which they are affected by variables (gender and professional experience). The study sample consisted of 379 science teachers. A differentiated classroom management scale (DCMS) was prepared to achieve the study’s objective, consisting of 38 items with three domains: instruction management, classroom environment management, and managing feelings and emotions in the differentiated classroom. The results of the study showed that the degree to which science teachers in Jordan possess the requirements for differentiated classroom management is moderate. At the same time, there are differences in this degree in favor of the female parameters. However, professional experience did not affect this degree of tenure. The study recommended holding training programs for science teachers in differentiated classroom management and reviewing teacher training programs in Jordan.
Volume: 14
Issue: 5
Page: 4164-4172
Publish at: 2025-10-01

A systematic review of metacognitive dynamics in secondary physics education

10.11591/ijere.v14i5.32722
Norhidayah Osman , Siti Nur Diyana Mahmud , Nurazidawati Mohamad Arsad
Metacognitive strategies are effective in enhancing secondary school students’ performance in physics, a key science, technology, engineering, and mathematics (STEM) subject that poses challenges due to its conceptual complexity and the need for higher-order thinking skills. This study systematically reviews the impact of metacognitive strategies on student performance in physics from 2014 to 2024. The research objectives include identifying trends, advantages, and challenges of these strategies. Using preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, 25 studies were selected from databases like Web of Science (WoS) and Scopus, involving diverse respondents. Research instruments included surveys, interviews, and standardized tests to assess metacognitive awareness and academic performance. Analysis revealed a preference for quantitative methods (88%), with qualitative (8%) and mixed methods (4%) also contributing insights. Results indicate that metacognitive strategies enhance conceptual understanding, problem-solving skills, motivation, engagement, and academic performance while reducing gender gaps. However, challenges include implementation complexity, time constraints, student resistance, assessment difficulties, and variability in effectiveness. The findings underscore the need for comprehensive teacher training and innovative instructional designs to integrate metacognitive strategies effectively. These strategies hold promise for transforming physics education and promoting equitable student outcomes. Future research should focus on developing tailored approaches and innovative assessment methods to optimize the implementation of metacognitive strategies across diverse educational contexts.
Volume: 14
Issue: 5
Page: 3859-3871
Publish at: 2025-10-01

Route towards certification: a path analysis on licensure performance of new teacher education curriculum graduates

10.11591/ijere.v14i5.33552
Tedric Dave E. Senosa , Jr., Roberto G. Sagge
The board licensure examination for professional teachers (BLEPT) is a critical assessment for aspiring educators in the Philippines. Despite its vital importance, limited research has explored the comprehensive influence of the education graduates’ demographic background, psychological state, and achievement in the institutional parameters on the BLEPT performance. This study examined these influences on the licensure performance among 101 bachelor of secondary education (BSEd) mathematics and science graduates under the new teacher education curriculum. The researchers collected data using validated researcher-made questionnaires and educational metrics. Using structural equation modeling (SEM), results showed that the path model highlights the multifaceted nature of BLEPT performance, which shows that an intrinsic commitment towards the teaching profession and a supportive network create a cycle of positive experiences that fuels the graduates’ academic performance and self-efficacy, leading to a notable licensure performance. Likewise, the model emphasizes the vital effect of graduates’ education-related employment on their licensure examination performance. Taking these factors into account, teacher education institutions (TEIs) and key educational stakeholder should create targeted interventions, investigate unforeseen factors, and restructure curricula implementation to address the shortage of competent Filipino educators in these critical educational disciplines which are mathematics and science education.
Volume: 14
Issue: 5
Page: 3379-3389
Publish at: 2025-10-01

School innovation climate as a driver of teachers’ innovative work behavior: the mediating role of self-efficacy

10.11591/ijere.v14i5.32757
Safiek Mokhlis , Abdul Hakim Abdullah
Teachers’ innovative work behavior (IWB) is widely recognized as a driving force behind educational improvement in the complex and demanding conditions of the 21st century. Among a wide range of factors that could affect IWB, innovation climate (IC) has emerged as a crucial determinant. However, research exploring the mechanism that mediate the link between IC and IWB is still limited. Drawing upon social cognitive theory (SCT), the present study proposes that teachers’ self-efficacy (SE) acts as a mediator in the relationship between IC and IWB. The study involved 376 teachers at 12 public schools in Kuala Terengganu, Malaysia, who were determined based on a stratified random sampling technique. Analysis of data was implemented through the use of structural equation modeling (SEM) with AMOS software to test causal relationships. Results confirmed that schools’ IC was positively correlated with IWB and that this relationship was partially mediated by teachers’ SE. These results align with SCT, which emphasizes the interaction between individual behavior, environment (IC), and personal factors (SE). To cultivate a culture of innovation and improve educational outcomes, school leaders should actively foster an IC that enhances teachers’ SE, thereby promoting their IWB.
Volume: 14
Issue: 5
Page: 3735-3743
Publish at: 2025-10-01

Climate science literacy evaluation of senior high school students: a platform for science curriculum enhancement

10.11591/ijere.v14i5.33760
Hazel R. Balan , Minie L. Bulay , Nelia S. Raganas
The national achievement test results for grade 12 in Gingoog City Division revealed low science proficiency in critical thinking, information literacy, and problem-solving. This study evaluated science literacy related to climate science among senior high school students, focusing on scientific knowledge, competence, and attitudes as a platform for science curriculum enhancement. A descriptive-comparative design was utilized, involving 339 students from randomly selected public secondary schools, determined through stratified sampling using Slovin’s formula with a .05 margin of error. Three instruments were modified for the study and validated by experts: a 30-item multiple-choice test for scientific knowledge, a 10-item Likert scale for scientific competence, and a 20-item for scientific attitudes. A pilot test with 30 non-participants yielded a Cronbach’s alpha of .76, indicating acceptable reliability. Data analysis involved descriptive and inferential statistics. Results revealed that students in both academic and technical-vocational-livelihood (TVL) tracks generally exhibited low proficiency in scientific knowledge regarding climate change but high scientific competence and attitudes. Significant differences between academic and TVL students in scientific knowledge, competence, and affective engagement were noted. The study concluded that there is a need to improve educational strategies to address learning gaps. Curriculum enhancements should strengthen scientific understanding by integrating climate science topics and developing learning resources and activities.
Volume: 14
Issue: 5
Page: 3650-3664
Publish at: 2025-10-01

Understanding emotion regulation strategies in female adolescents with depressive symptoms: a qualitative study

10.11591/ijere.v14i5.31924
Siti Rashidah Yusoff , Khairul Farhah Khairuddin , Suzana Mohd Hoesni , Nur Afrina Rosharudin , Tuti Iryani Mohd Daud , Noor Azimah Muhammad , Manisah Mohd Ali , Mohamad Omar Ihsan Razman , Dharatun Nissa Puad Mohd Kari , Mohd Pilus Abdullah
In Malaysia, adolescents are at a high risk for depression, with the prevalence rising from 18.3% in 2017 to 26.9% in 2022. Additionally, the proportion of female adolescents affected is significantly higher than male adolescents, with 36.1% of females experiencing depression compared to 17.7% of males. Thus, a qualitative study was conducted to explore the emotion regulation strategies used by female adolescents experiencing depressive symptoms. Semi-structured interviews were performed with 15 female adolescents, aged 14 to 16 years, who had severe depression scores as assessed by the DASS-21. Using purposive sampling, all 15 female adolescents were selected from six public secondary schools in the Klang Valley, Malaysia. The Klang Valley, which includes the two main states of Selangor and Kuala Lumpur, was chosen due to its ranking among the top three states in 2022 with the highest rates of depression symptoms. All responses were recorded and analyzed using a thematic analysis approach. The findings revealed that female adolescents employed five emotion regulation strategies: suppressing expression, pampering themselves, seeking support, reorganizing their thoughts, and engaging in negative actions. This study explores the emotional experiences of female adolescents to design feasible and flexible interventions that address a wide range of individual needs.
Volume: 14
Issue: 5
Page: 3946-3959
Publish at: 2025-10-01

Let’s be a chef! The antecedents of chef’s key competencies for vocational school students

10.11591/ijere.v14i5.26708
Badraningsih Lastariwati , Tuatul Mahfud
Chefs are considered a factor in the success of a culinary tourism business. Therefore, mastering the chef’s key competencies (CKC) through vocational high schools is very important. Many studies have examined the competence of chefs. Still, the mechanism for getting key competency chefs involving industry commitment (IC), social support (SS), vocational teaching quality (TQ), and occupational self-efficacy (OSE) of culinary student chefs has not been discussed clearly. This study investigates the antecedents of the mastery of key chef competencies for vocational school students. This study involved 392 culinary students at seven vocational schools in Yogyakarta, Indonesia. Data was collected by proportional random sampling through a questionnaire. Amos 18 software is used for structural equation modeling (SEM) analysis. The study’s results revealed that the mastery of the chef’s critical competencies for students was directly and significantly influenced by IC, quality of vocational teaching, and OSE of chefs. In addition, chef OSE is a mediator on the influence of IC, SS, and quality of vocational teaching on mastering the chef’s critical competencies for culinary students. This study’s findings discuss in depth some of the implications for vocational education practitioners that are proposed for further improvement.
Volume: 14
Issue: 5
Page: 4006-4018
Publish at: 2025-10-01

Plagiarism knowledge, practice, reasons, and consequences: a cross-sectional study among Filipino nursing students

10.11591/ijere.v14i5.31435
Trixie Camille R. Ferrariz , Francis John P. Gargarita , Mary Bless G. Debuque , John Bernard A. Dofitas , Dorothy Arlene Paz P. Espia , Ryan Michael F. Oducado
Plagiarism is pervasive in academic environments and undermines nursing education’s integrity. Despite efforts to combat plagiarism, the problem persists, highlighting the need for a deeper investigation. This study determined the knowledge, practice, reasons, and perceived consequences of plagiarism among nursing students. A descriptive-correlational design was employed in a public nursing school in Iloilo, Philippines. An online survey using valid and reliable research instruments was administered among nursing students. Results revealed that while nursing students generally had high knowledge and low practice of plagiarism, one-fourth of students sometimes used tables, graphs, or pictures and copied information directly or in a slightly modified form without citing the sources. There was no significant relationship between the knowledge and practice variables. Common reasons cited by students for committing plagiarism were that many assignments had to be submitted quickly, the assignment to be done was very complicated, and there was a lack of time. Facing severe setbacks, serious consequences, and the risk of getting caught were viewed as potential consequences of plagiarism. This study underscores a possible gap between understanding the concept of plagiarism and implementing ethical academic practices, emphasizing the importance of institutions not just teaching about plagiarism but also revisiting some academic practices to identify the root causes of unethical behavior.
Volume: 14
Issue: 5
Page: 3622-3630
Publish at: 2025-10-01

Integrating project-based learning for enhancing higher education within an outcome-based education framework

10.11591/ijere.v14i5.31957
Radhika Bhagwat , Anagha Kulkarni
Project-based learning (PBL) has emerged as a powerful pedagogical approach within the outcome-based education (OBE) framework that is designed to align educational outcomes with the evolving demands of the 21st century. This research investigates the integration of PBL into an engineering course and focuses on its impact on the overall development of the students. Project-based approach was adapted in the artificial intelligence (AI) course, where 56 and 58 students applied AI concepts to real-world challenges in academic year 21-22 and 22-23, respectively. A structured PBL framework was implemented, systematically dividing the project into stages ensuring progressive learning. Feedback and statistical analysis, including a paired t-test, were conducted to evaluate students’ academic and interpersonal skill improvements. The statistical analysis proved a remarkable improvement in the course assessment marks. Students demonstrated improved problem-solving ability, algorithmic thinking and expertise in AI techniques. The findings exhibited enhanced communication skills, effective presentations, articulation of ideas and peer collaboration. These outcomes indicate the significance of PBL on the holistic development of higher education students, within technical disciplines by equipping students with the necessary skills, mindset, and experience to excel in their professional practice. PBL provides a comprehensive assessment of student’s abilities and fosters collaboration with industry partners thus strengthening ties between academia and industry.
Volume: 14
Issue: 5
Page: 4099-4108
Publish at: 2025-10-01

Designing cyber safety and security literacy programs to enhance cyber security competency of prospective teachers

10.11591/ijere.v14i5.32359
Santhosh Thangan , Thiyagu Kaliappan , Vrinda Vijayan , Venukanti Sai Abhinav , Ashalatha Shanthipalla
This study examines the design, development, and evaluation of a cyber safety and security literacy program (CSLP) aimed at enhancing cyber security competency (CSC) among prospective teachers. Utilizing a research and development (R&D) method, the program was structured using the analysis, design, development, implementation, evaluation (ADDIE) model to create instructional modules covering key cyber safety topics. The validity of the program was ensured through expert evaluations, and its effectiveness was tested via a pre-experimental research design with a single group of 50 prospective teachers from training colleges in Kerala, India. Pre- and post-test assessments were conducted using a standardized CSC scale. Statistical analysis, including t-tests and Cohen’s d, revealed a significant improvement in participants’ CSC, with a large effect size (Cohen’s d=4.32), indicating the program’s substantial impact. This study emphasizes the importance of incorporating structured cyber safety education into teacher training programs to bridge the gap between digital engagement and online safety. The findings also highlight the broader need for integrating cyber security literacy in professional contexts to foster responsible digital behavior.
Volume: 14
Issue: 5
Page: 4088-4098
Publish at: 2025-10-01

Empowering professional learning communities: the role of middle leadership and teacher participation in decision-making

10.11591/ijere.v14i5.34392
Sock Beei Yeap , Nurul Jawahir Md Ali
Professional learning communities (PLCs) are essential for fostering collaboration and continuous school improvement. However, their implementation faces significant challenges, including passive teacher attitudes, limited understanding of PLCs, increased workloads, and ineffective execution by school communities. Addressing these challenges requires a supportive organizational structure that enhances PLCs effectiveness. This study aims to examine the effect of middle leadership (MLT) on PLCs. Specifically, this study also examines the mediating effect of teacher participation in decision-making (TM) on the relationship between MLT and PLCs. Data were collected from 284 secondary school teachers in Penang and analyzed using partial least squares structural equation modeling (PLS-SEM). The findings revealed that MLT had a significant effect on PLCs, and TM mediates the relationship between MLT and PLCs. This study provides valuable insights for policymakers and school leaders on fostering a collaborative school culture through effective MLT practices, ultimately strengthening PLCs implementation in Malaysian secondary schools. Furthermore, these findings underscore the significance of empowering teachers participation in decision-making to enhance PLCs effectiveness.
Volume: 14
Issue: 5
Page: 3461-3468
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

Exploring non-education faculty’s lived teaching experiences in a Philippine higher education institution

10.11591/ijere.v14i5.33744
Julanie M. Limen , Ramil B. Arante
This qualitative, phenomenological study investigates the impact of lacking formal pedagogical training on non-education faculty in the context of Caraga State University Cabadbaran Campus (CSUCC). The research explores their lived experiences to understand the specific challenges and coping mechanisms they employ in their teaching roles. Data was collected through in-depth interviews and focus group discussions with a purposive sample of ten non-education faculty members representing various disciplines at CSUCC. The sample size of 10 participants was determined by the principle of data saturation, ensuring the collection of rich and recurring data to identify significant themes. Several key themes emerged through thematic analysis of the transcribed interviews and focus group discussions. These included self-perceived teaching efficacy, difficulties encountered in test construction and syllabus design, challenges related to student engagement, and the utilization of available resources and support systems. The findings of this study provide valuable practical implications for higher education institutions (HEIs). They suggest the necessity of implementing targeted training programs, offering relevant professional development opportunities, and establishing dedicated resources to support non-education faculty better. Ultimately, these interventions aim to enhance teaching quality, improve faculty satisfaction, and foster a more supportive teaching and learning environment.
Volume: 14
Issue: 5
Page: 3935-3945
Publish at: 2025-10-01

Comparative analysis of gender classification methods using convolutional neural networks

10.11591/ijai.v14.i5.pp3634-3646
Panca Dewi Pamungkasari , Ilhan Alim Asfandima , Achmad Pratama Rifai , Nguyen Huu Tho
Gender classification has become an important application in the fields of system automation and artificial intelligence, having important implications across various fields. The main challenge in this classification task is the variation in illumination that affects the quality of facial images. This study presents a method for identifying genders with Convolutional Neural Networks (CNNs). To address this issue, various preprocessing methods are applied, including Self Quotient Image (SQI), Histogram Equalization, Locally Tuned Inverse Sine Nonlinear (LTISN), Gamma Intensity Correction (GIC), and Difference of Gaussian (DoG), to stabilize the effects of illumination variations before the images are processed by the CNN. The CNN architecture used consists of 5 convolutional blocks and 2 fully connected blocks, which have proven effective in image recognition. The results of the study show that the model trained with the DoG method achieved an accuracy of 91.07%, making it the best preprocessing technique compared to other methods such as SQI and HE, which achieved accuracies of 90.39% and 88.76%, respectively. These findings demonstrate that the application of SQI in CNN can improve the accuracy of gender classification on facial images, providing better performance than previous methods. These findings are expected to serve as a foundation for further developments in facial image classification and its applications in various fields.
Volume: 14
Issue: 5
Page: 3634-3646
Publish at: 2025-10-01

Optimizing vehicle selection in supply chain management with data-driven strategies

10.11591/ijece.v15i5.pp4899-4906
Imane Zeroual , Jaber El Bouhdidi
Logistics has undergone significant transformation to address the complex economic, social, and environmental challenges of the modern era. To maintain competitiveness, logistics providers have been compelled to optimize operations, meet increasing customer expectations, and improve satisfaction. Critical issues impacting logistics performance include traffic congestion, infrastructure limitations, rising demand, and the complexities of vehicle scheduling, coordination, and management. These challenges frequently disrupt delivery operations, undermining efficiency and overall system performance. This paper proposes the application of three machine learning models aimed at optimizing delivery processes, with a focus on improving vehicle assignment for order deliveries. By leveraging these models, logistics providers can enhance decision-making and operational efficiency. The study defines the core problem and evaluates several machine learning approaches to bolster logistics delivery systems.
Volume: 15
Issue: 5
Page: 4899-4906
Publish at: 2025-10-01
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