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Exploring error patterns in English writing: a pathway to innovative multimodal instructional material

10.11591/ijere.v14i5.33677
Joshua B. Tupas , Jr., Salvador P. Bacio
Considered as a crucial element that leads to better academic performance, Filipino learners always aim to master English language skills. Among various factors that affect the learning of English language skills, the availability of resources that cater to a diverse set of learners is important. Using semiotic or multimodal resources may help teachers assist students in enhancing their macro skills in the English language. This developmental research aimed to design, develop and evaluate a multimodal instructional material (IM) based on students identified common errors in writing. English major education students were selected as participants as they are important role-players in enhancing the future generation of learners in the English language. There were 39 freshman bachelor of secondary education (BSEd) English major students, three English teachers, two curriculum experts, and one information technology expert participated in the study. A panel of experts validated the instruments, which included the questionnaire to gauge the respondents’ writing skills, the adapted rubric for writing proficiency, and the adapted evaluation form for printed IM exclusively used by the university. Results of the study revealed that the respondents’ writing skills were poor. The evaluation conclusively showed that the IM was very acceptable for classroom use and teaching. It was recommended that the developed multimodal IM be used as a supplementary workbook to facilitate the need for primary English textbooks for the freshman BSEd English major students.
Volume: 14
Issue: 5
Page: 3367-3378
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

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

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

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

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

Blending traditional and digital methods: enhancing EFL speaking skills beyond LMS platforms

10.11591/ijere.v14i5.32534
Naveed ur Rehman , Bibi Hajira , Syed Naeem Ahmed , Shafiq ur Rehman
The broad use of learning management system (LMS) in English as a foreign language (EFL) teaching indicates an increasingly urgent need for better methods to improve speaking skills. The research looks at the effectiveness of blended learning (BL) regarding fluency, pronunciation, and conversational improvement compared to the entire LMS approach within the learning process of EFL. It combines traditional face-to-face methods with digital tools to answer a significant need in language learning strategies. Therefore, the study compares the speaking proficiency of the two groups and investigates the impact of BL on motivation and engagement. The quasi-experimental design involved 100 intermediate EFL learners selected using purposive sampling from a Common European Framework of Reference for Languages (CEFR) A1–B2 English program. Following 12 weeks, the BL outperformed the LMS-only group in the post-test, showing development in fluency from 3.5 to 4.8 and pronunciation from 3.0 to 4.5. The LMS-only group revealed moderate gains but less pronounced: fluency increased from 3.4 to 4.0, and pronunciation from 3.1 to 3.8. Moreover, motivation and engagement increased in BL. This means combining traditional approaches with digital ones creates a more dynamic and robust environment for learning, which raises participation and proficiency in speaking. Further research is needed to optimize these strategies across various educational settings.
Volume: 14
Issue: 5
Page: 4210-4221
Publish at: 2025-10-01

Current status and future research directions of business intelligence and analytics education: a bibliometric analysis

10.11591/ijere.v14i5.30217
Hengchao Zhang , Mohamed Asmy Mohd Thas Thaker , Zarinah Hamid , Hassanudin Mohd Thas Thaker
The growing demand for analytics-skilled professionals in today’s digital economy has led higher education institutions (HEIs) worldwide to offer business intelligence and analytics (BI/BA) programs. However, BI/BA education is still in its early stages, with noticeable curriculum structure and pedagogical methods discrepancies. Thus, this study seeks to comprehensively evaluate BI/BA education research and unveil its evolving intellectual framework. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, it employs a bibliometric analysis of Scopus-indexed BI/BA education research published between 2005 and 2023. Utilizing both VOSviewer and Biblioshiny, the findings revealed that BI/BA education research has surged dramatically since 2018. Researchers based in the United States have been instrumental in advancing this research domain and fostering international research collaborations. Our findings underscored two key emerging research trends: i) Integrating BI/BA knowledge into business and IT programs and ii) Incorporating industry 4.0 (IR4.0) technologies into the BI/BA curriculum. The findings call for more research collaborations with leading BI/BA institutes in the United States and China to leverage their rich knowledge and expertise. Furthermore, HEIs and future researchers shall focus on aligning curricula with the advancing digital technologies to ensure graduates possess a holistic and current skill set.
Volume: 14
Issue: 5
Page: 3502-3514
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

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

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

Overcoming challenges in managing public schools of novice principals

10.11591/ijere.v14i5.33538
Jayson Ryan T. De Leon , Rich Paulo S. Lim , Justin Vianey M. Embalsado , Jed V. Madlambayan , Chillet G. Credo , Ricardo C. Salunga
A qualitative phenomenological approach was utilized in this study to explore the challenges experienced by novice school principals and how they overcome these challenges in managing their schools in the Division of Mabalacat City during school year 2023-2024. Guided by in-depth one-on-one semi-structured interviews, data was gathered from nine public elementary school principals. With the transcribed data, coding was employed using thematic analysis. Results showed that novice principals’ challenges are categorized into two: i) interpersonal challenges, including keeping the school safe and conducive and engaging with stakeholders, and ii) intrapersonal challenges, which include transitioning to higher roles and responsibilities and catching up with the new knowledge and skills needed to acquire. Moreover, novice principals experienced in overcoming these challenges were also examined. Findings revealed that growing interpersonal skills by establishing a good relationship with stakeholders and building rapport with teachers and growing intrapersonal skills by never stopping learning and having the right attitude would help them cope with their difficulties in managing the school. Finally, a proposed novice principals’ challenges model framework was developed and recommended for use in the Division of Mabalacat City to improve the knowledge, skills, and qualities of beginning and aspiring principals with their new roles in managing their schools.
Volume: 14
Issue: 5
Page: 3686-3701
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

Acceptance of mobile English learning among college students in Henan

10.11591/ijere.v14i5.32876
Qiong Xiao , Soo Ruey Shing , Yu Lv
The portability of smartphones offers tremendous potential for language learning. However, the willingness to accept and the practical adoption of mobile learning in English study among college students from Henan, China requires deeper exploration, due to the lower digital competency and limited usage of digital tools of English teachers in Henan, China. Targeted at the college students from Henan, this research intends to investigate factors influencing their intention to adopt mobile apps in learning English by conducting a quantitative study within the framework of modified technology acceptance model (TAM) model. Purposive sampling method was used and online questionnaire was administered among 511 college students with mobile English learning experiences from one comprehensive university in Henan and data were analyzed via SPSS and structural equation modelling (SEM). The key findings include: i) social influences (SI), perceived usefulness (UF), and perceived enjoyment (PEEN) significantly impact students’ intention to adopt mobile English learning; ii) SI affect students’ intention via the mediator of UF; and iii) perceived ease of use (EOU) does not significantly impact students’ intention. This research highlights the role of teachers’ influences in students’ adoption of mobile English learning and emphasizes the need for further improvement in mobile apps design to facilitate the learning experiences.
Volume: 14
Issue: 5
Page: 3546-3556
Publish at: 2025-10-01
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