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28,428 Article Results

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

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

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

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

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

Pilot study on the use of art therapy techniques to improve the psycho-emotional state of educational psychologists

10.11591/ijere.v14i5.30603
Tatigul Samuratova , Gulnar Khazhgaliyeva , Oksana Makarova , Nikolay Pronkin
The aim of this study is to investigate the impact of art therapy on the psycho-emotional state of educational psychologists. The issue at hand is the prevalence of depression, anxiety, and emotional burnout among future educational psychologists, which can negatively affect their professional performance. To address this problem, the application of art therapy was proposed as a tool to improve the emotional health of students. The experiment involved 107 students aged 20-22 from the Yelabuga Institute of Kazan Federal University. The assessment of emotional state was conducted using the Beck Depression Inventory, the Spielberger-Hanin Anxiety Scale, and the Schreiner, Rosenberg, and Boyko tests. The results indicated that after three months of art therapy, the average level of depression decreased by 15%, anxiety levels decreased by 20%, and emotional burnout was reduced by 15%. Additionally, students’ stress resistance increased by 20%. Thus, art therapy is an effective means for reducing the emotional burden on students. It is recommended to incorporate art therapy techniques into the curricula of universities, colleges, and secondary schools. Further research is necessary to confirm the effectiveness of art therapy among students of various specializations.
Volume: 14
Issue: 5
Page: 4129-4139
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

Predict glucose values with DE algorithm optimized T-LSTM

10.11591/ijeecs.v40.i1.pp530-544
QingXiang Bian , Azizan As’array , XiangGuo Cong , Khairil Anas bin Md Rezali , Raja Mohd Kamil bin Raja Ahmad , Mohd Zarhamdy Md. Zain
The prevalence of diabetes is rising. According to the International Diabetes Federation (IDF) predictions, the number of diabetic patients worldwide will reach 608 million in 2030, accounting for approximately 11.3% of the total number of people in the world. To monitor and predict the future 1 hour glucose have a great significance meaning for patients. This research utilizes a differential evolution (DE) algorithm, an optimized hybrid model transformer and long short-term memory (T-LSTM) technologies to analyze historical data from continuous blood glucose monitoring (CGM) systems and equipment calibration values. The aim is to predict future blood sugar levels in patients, thereby helping to prevent episodes of hypoglycemia and hyperglycemia. The study tested the model using the CGM data from 8 patients at the Suzhou Municipal Hospital in Jiangsu Province, China. Results show that this DE-optimized T-LSTM model outperforms traditional models. The model's accuracy is evaluated using mean squared error (MSE), with MSE values recorded at 15, 30, and 45 minutes being 0.96, 1.54, and 2.31, respectively.
Volume: 40
Issue: 1
Page: 530-544
Publish at: 2025-10-01

An improved conversation emotion detection using hybrid f-nn classifier

10.11591/ijeecs.v40.i1.pp490-498
Abhishek A. Vichare , Satishkumar L. Varma
Emotion recognition from text is a crucial task in natural language processing (NLP) with applications in sentiment analysis, human-computer interaction, and psychological research. In this study, we present a novel approach for text-based emotion recognition using a modified firefly algorithm (MFA). The firefly algorithm is a swarm intelligence method inspired by the bioluminescent communication of fireflies, and it is known for its simplicity and efficiency in optimization tasks. In this paper MFAbased model is evaluated on the international survey on emotion antecedents and reactions (ISEAR) dataset, which includes text entries categorized by various emotions. Experimental results indicate that our approach achieved promising outcomes. Specifically, the proposed method, which combines the firefly algorithm with a multilayer perceptron (MLP), attained an accuracy of 92.07%, surpassing most other approaches reported in the literature.
Volume: 40
Issue: 1
Page: 490-498
Publish at: 2025-10-01

Contextualizing early childhood literacy: lessons from Thailand’s nationwide reading initiative

10.11591/ijere.v14i5.32952
Hareesol Khun-inkeeree , Sarinda Puti
This study critically evaluates a three-book welfare initiative aimed at enhancing early childhood literacy across diverse regions in Thailand, addressing a gap in the literature concerning region-specific variations in program effectiveness. Utilizing a quantitative methodology, the study surveyed all 642 parents and caregivers of children aged 0-6 years across four regions, applying Bronfenbrenner’s ecological theory to assess changes in reading behaviors and family involvement pre- and post-intervention. Results showed a positive impact on reading habits and family engagement, yet revealed significant regional disparities, highlighting the influence of local socioeconomic and cultural factors on program outcomes. These findings emphasize the need for context-sensitive literacy programs tailored to the unique conditions of different regions to maximize effectiveness and reduce educational inequalities. The study concludes that while the welfare initiative shows promise, its varied impact suggests that more adaptable, region-specific interventions are necessary, and future research should incorporate longitudinal and qualitative analyses for a deeper understanding of early childhood literacy dynamics.
Volume: 14
Issue: 5
Page: 3448-3460
Publish at: 2025-10-01

Teaching competencies and entrepreneurial performance among the Hashemite University faculty members

10.11591/ijere.v14i5.33166
Hytham M. Bany Issa , Zohair H. Al-Zoubi , Omar T. Bataineh , Hassan Mohammad Bani-Issa , Awad Faek Altarawneh
The study examines the application of teaching competencies among faculty members at Hashemite University and investigates their relationship with perceived entrepreneurial performance within a quality assurance framework. Using a descriptive-relational survey design, a sample of 340 faculty members was selected through stratified sampling during the first semester of the 2022/2023 academic year. Data were collected via a validated questionnaire measuring teaching competencies across five domains—personal, academic, administrative, cultural, and professional—and entrepreneurial performance. The findings indicated that both teaching competencies and entrepreneurial performance were at a moderate level. A positive and statistically significant relationship was identified across all competency dimensions and entrepreneurial performance, suggesting that enhanced competencies can positively impact entrepreneurial outcomes. Based on these results, the study recommends integrating teaching competency evaluations into university quality assurance policies and suggests combining intrinsic and extrinsic incentives to foster faculty productivity. These recommendations offer valuable insights for enhancing academic standards and fostering entrepreneurial skills among faculty in higher education.
Volume: 14
Issue: 5
Page: 3557-3564
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

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

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

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
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