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28,451 Article Results

Team assisted individualization: enhancing students’ conjecturing skills in statistics and probability

10.11591/ijere.v14i5.30882
Kheigy Axl Ross Galapon Francisco , Danica Mae Esguerra Brillo , Liezl Joy Lazaro Quilang
Many students struggle to understand mathematical concepts, leading to inadequate conjecturing skills. This study investigates the effectiveness of team assisted individualization (TAI), a cooperative learning approach, in improving these skills in mathematics. Utilizing a pre-test-post-test control group design, the research involved matched groups from two senior high school sections. Data were collected through tests and interviews conducted before and after the intervention, and analyzed using means, standard deviations, paired samples t-tests, analysis of covariance (ANCOVA), and content analysis. The findings indicate a significant enhancement in students’ conjecturing abilities following the implementation of TAI, even when controlling for their numerical reasoning skills. These results demonstrate that TAI is more effective than traditional lecture-discussion methods (LDM) in promoting conjecturing skills. Consequently, this study encourages educators to explore and adopt TAI strategies to better facilitate the development of students’ mathematical reasoning and conjecturing capabilities.
Volume: 14
Issue: 5
Page: 3983-3993
Publish at: 2025-10-01

Organizational management improvement factors in the novice principal induction program

10.11591/ijere.v14i5.31497
Aney Marinda Muhammad Amin , Norasmah Othman , Aida Hanim A. Hamid
The need for effective principal in every school is critical and the demand for leadership talent is increasing especially among novice principals. Therefore, an effective induction program would be crucial to support novice principals in improving their knowledge and leadership skills. This quantitative study aims to determine the level of implementation of the novice principal induction program regarding professional development course, coaching, and mentoring; and to identify the main components that contribute to the improvement of organizational management among novice principals. A total of 417 novice principals who participated in the induction program in Malaysia provided their feedback in a questionnaire consisting of 44 items. The items include three components in the induction program, encompassing the professional development course, coaching, and mentoring in improving organizational management. The study found that the professional development course is the main component followed by coaching in improving the management skills of novice principals. Hence, novice principals’ learning in induction should be directly linked to their own professional development to increase the effectiveness of school operations and student achievement.
Volume: 14
Issue: 5
Page: 3774-3781
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

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

Enhancing learning outcomes through course redesign using self-assessment and inquiry models

10.11591/ijere.v14i5.32215
Fredy Martinez , César Hernández , Diego Giral
This study addresses the challenge of enhancing learning outcomes in propaedeutic education by redesigning an undergraduate deep learning course. To achieve this, the self-assessment and quality model (SQM) was combined with the community of inquiry (CoI) framework, which emphasizes cognitive, social, and teaching presence in online education. The redesigned course aligns with the guidelines of the Colombian Ministry of National Education and incorporates continuous feedback from students. Initial implementation led to improved student performance but revealed gaps in perceived learning experiences. Iterative adjustments were made to the course design based on CoI survey results, particularly focusing on increasing teacher involvement. The findings demonstrate that integrating SQM with a responsive, design-based approach can significantly improve learning outcomes and student satisfaction. This study highlights the importance of dynamic course design in higher education and offers a replicable model for other institutions.
Volume: 14
Issue: 5
Page: 3838-3845
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

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

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

The role of student leadership in academic achievement: a pathway to framework development

10.11591/ijere.v14i5.34569
John Michael D. Aquino , Christian P. San Luis
Leadership is widely recognized in fostering personal development and academic achievement of every student. This study explores the relationship between leadership involvement and academic performance, identifying influencing factors, best practices, and a framework for development. Using a mixed-method approach with concurrent triangulation, 179 randomly selected undergraduate student leaders completed a validated survey analyzed through Spearman’s rank-order correlation, while 12 purposively selected participants underwent semi-structured interviews analyzed thematically. Findings show a strong positive correlation (rs=0.744, p<0.001) between leadership involvement and academic achievement. Leadership fosters skill development, personal growth, motivation, and support systems. Best practices include capacity-building programs, inclusivity, recognition, supportive structures, and collaboration. A structured framework was developed to systematically enhance and sustain student leadership’s role in academic excellence. Institutional application highlights the need for universities to integrate leadership development into academic programs through structured mentorship, faculty engagement, governance mechanisms, and policy support. Higher education institutions (HEIs) can optimize student leadership initiatives by providing resources, recognizing achievements, and fostering an inclusive environment that supports holistic growth. The findings have significant implications for higher education policies and practices, emphasizing that well-structured leadership programs cultivate future-ready individuals capable of excelling academically and beyond.
Volume: 14
Issue: 5
Page: 3675-3685
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

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

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

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

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

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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