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29,922 Article Results

Development of factors contributing to barriers to paragraph writing for EFL learners

10.11591/ijere.v14i5.33835
Patsawut Sukserm , Chuthaphon Masantiah , Darunee Tippayakulpairoj
Paragraph writing is an important aspect in the performance of English as a foreign language (EFL) learner, but most of them face significant barriers that hinder their writing performance. Though the importance of this skill is beyond doubt, there is an inadequate understanding of the factors leading to such challenges. Therefore, this study aimed to explore the barriers to paragraph writing for EFL learners. The validated 27-item questionnaire was administered to 619 EFL Thai students. An exploratory factor analysis (EFA) approach was employed to identify latent factors contributing to the barriers to paragraph writing. The results showed six key barriers to paragraph writing, explaining 60.224% of the total variance: structure and clarity challenges (SAC), focus and organizational barriers (FOB), writing process issues (WPI), timing and assessment worries (TAW), logical ideas challenges (LIC), and motivation and expression difficulties (MED). The findings suggest that there is a need to for greater emphasis on the learning environment, through proper planning and appropriate development of writing skills, to address the issues. Such factors are crucial for the improvement and success of EFL learners’ expectations in writing, which can go a long way towards building their confidence in paragraph writing.
Volume: 14
Issue: 5
Page: 4183-4194
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

Unveiling multi-aspects behind students’ Arabic learning experience in creative writing

10.11591/ijere.v14i5.31974
Zakiyah Arifa , Al Lastu Nurul Fatim , Risna Rianti Sari , Ahmad Hidayatullah Zarkasyi , Dedi Mulyanto
The dynamic of team-based project (TBP) in learning stimulates multi-aspects through learning activities and experiences. Due to its complexity, the learning model impacts some skills and aspects. This research aims to identify students’ experiences of learning Arabic creative writing in TBP: language, psychology, collaboration, and creativity, and to explain the contribution of those aspects to the learning process. To understand these experiences comprehensively, this research used mixed-method model: concurrent triangulation strategy using descriptive quantitative survey and qualitative case study. Closed and opened questionnaire instruments, interviews, and focused group discussion (FGD) with participants at two Islamic Universities were used as data collection methods to confirm them mutually. Then, data was analyzed using descriptive and reflective analysis. The results found that TBP positively impacted four aspects: vocabulary, grammatical structure, and writing skills improved as language aspects. The psychological aspect can increase criticism, motivation, and self-confidence. The collaborative aspect enhanced skills and talents by providing input, criticism, and suggestions. The creativity aspect is felt by students when generating ideas and imagination during the learning process and completing projects. Through learning Arabic creative writing using TBP, severalmulti-aspects can be developed. The psychological and collaborative aspects trigger and build language and creativity skills, and this contribution gives meaningful student experiences. These findings indicate that some students’ skills can be developed through student-centered learning by integrating TBP and Arabic writing learning, which has implications for improving 21st-century skills. Also, it can be developed more in Arabic language learning as a second/foreign language in Indonesia or other countries.
Volume: 14
Issue: 5
Page: 4195-4209
Publish at: 2025-10-01

Lexicon-based comparison for suicide sentiment analysis on Twitter (X)

10.12928/telkomnika.v23i5.25711
Munawar; Esa Unggul University Munawar , Dwi; Universitas Esa Unggul Sartika , Fathinatul; Esa Unggul University Husnah
Suicidal individuals frequently share their desires on social media. As a result, it was determined that a learning machine for early detection of suicide issues on social media was required. This study aims to examine Twitter (X) users’ suicide-related sentiment expressions. The results of searching X for the keywords ‘suicide’, ‘wish to die’, and ‘want to commit suicide’ for 4 months yielded 5,535 tweets. Following the cleaning process, 2,425 tweets were collected. The findings of labeling with the lexicon-based valence aware dictionary and sentiment reasoner (VADER) and Indonesia sentiment (INSET) lexicon, which psychologists confirmed, revealed that VADER was more accurate (92.1%) than INSET (81.6%). Sentiment research reveals negative (86.4%), positive (11.1%), and neutral (2.5%) sentiment. Support vector machine (SVM), K-nearest neighbor (KNN), and Naïve Bayes modeling results show accuracy above 86%, with SVM having the best accuracy (87.65%). Because of its great accuracy, this model can be used to identify and analyze suspicious behavior relating to suicide on X. Further research is still required, despite the excellent identification of early indicators of suicide ideation from social media posts.
Volume: 23
Issue: 5
Page: 1314-1322
Publish at: 2025-10-01

The PERMA well-being scale assessment in undergraduate students: confirmatory factor analysis and network analysis

10.11591/ijere.v14i5.32369
Phamornpun Yurayat , Bovornpot Choomphunuch , Wipanee Suk-erb , Dussadee Lebkhao , Khanitin Jornkokgoud
The mental health issues among undergraduate students have become increasingly recognized as a pressing concern, often impacting their overall well-being over time. Despite escalating scholarly attention to students’ well-being, a significant gap persists in theoretical frameworks and measurement instruments with established benchmarks, remarkably those applicable to the Thai context. This study aims to develop and validate a contextually appropriate well-being instrument for Thai university students, grounded in the PERMA model, which examines five dimensions: positive emotion, engagement, relationships, meaning, and accomplishment. A multistage sampling approach was utilized to enlist 1,080 participants for an online questionnaire incorporating the PERMA well-being scale. The data were examined through confirmatory factor analysis (CFA) and network analysis to assess the structural validity and inter-item correlations. Results from the second-order CFA yielded an excellent model fit with a root mean square error of approximation (RMSEA) of 0.013, with all the constructs significant at p<0.001. In addition, network analysis showed the centrality within constructs. The findings revealed that the PERMA model was indicative of Thai university students’ well-being exhibited robust internal consistency, and significant intra-construct correlations. This contextually relevant instrument yielded valuable insightful information for educators and policymakers in Thailand. This could thus help shape strategies to evaluate and improve student well-being.
Volume: 14
Issue: 5
Page: 3824-3837
Publish at: 2025-10-01

Advanced pneumonia classification using transfer learning on chest X-ray data with EfficientNet and ResNet

10.12928/telkomnika.v23i5.26387
Green Arther; Klabat University Sandag , Timothy J.; Klabat University Mulalinda , Gloria A. M.; Klabat University Susanto , Stenly R.; Klabat University Pungus
Pneumonia is a serious lung infection that demands accurate and timely diagnosis to reduce mortality. This study explores the use of deep learning and transfer learning for classifying chest X-ray images into two categories: normal and pneumonia. A total of 5,632 labeled images were used to train and evaluate six pre-trained convolutional neural network (CNN) architectures: EfficientNetB1, B3, B5, B7, ResNet50, and ResNet101. The models were tested across three training scenarios by varying learning rates (LR), batch sizes, and epochs. Among all models, EfficientNetB3 achieved the highest performance, with accuracy of 99.04%, precision of 99.76%, recall of 99.23%, and F1-score of 99.34%. These results indicate that EfficientNetB3 offers a robust and efficient solution for pneumonia detection. This research contributes to the development of intelligent diagnostic tools in the medical field and provides practical guidance for selecting effective deep learning models in clinical imaging applications.
Volume: 23
Issue: 5
Page: 1304-1313
Publish at: 2025-10-01

Pre-service teachers’ demographics, cultural competence, and culturally responsive teaching practices

10.11591/ijere.v14i5.33064
Edilberto Z. Andal , Albert Andry E. Panergayo
This study examines the influence of cultural competence (CC) on culturally responsive teaching (CRT) practices among pre-service teachers (PSTs) in a state university in Laguna, Philippines. Despite the emphasis on education, the impact of cultural awareness, knowledge, and skills on CRT remains underexplored. Using a cross-sectional quantitative research design, data from 633 PSTs were collected through a validated web-based survey. Multiple regression analysis showed that cultural knowledge (B=0.373, p<0.05) and cultural skills (B=0.511, p<0.05) significantly predict CRT practices, while cultural awareness (B=0.003, p>0.05) does not. Demographic factors such as age, gender, and year level do not moderate this relationship. These findings highlight the need for prioritizing cultural knowledge and skills in teacher education curricula. Institutions should integrate structured training to equip PSTs for diverse classrooms. Future research should explore the long-term effects of these competencies in an actual teaching environment and assess targeted training interventions. Strengthening CC through curriculum enhancement can better prepare educators to meet the challenges of an increasingly diverse educational landscape.
Volume: 14
Issue: 5
Page: 3526-3533
Publish at: 2025-10-01

Understanding the nuances of virtual collaborative research writing among teacher-researchers in Asia-Pacific Region

10.11591/ijere.v14i5.34686
Joseph A. Villarama , Bench G. Fabros , Abegail V. Dela Fuente , Lyan Mae Micah V. Dela Cruz , Rhomark DG. Jardiel , Bharat Prasad Neupane
Technological advancement in 21st century brought paradigm shift in research and professional development. Teachers engaged in cross-border and virtual collaborative undertakings. This study reports how teachers engaged in virtual collaborative research writing for professional development, particularly hindrances and potential of leveraging virtual collaborative platforms in Asia-Pacific Region. Utilizing hermeneutic phenomenological approach, insights and experiences of 200 purposively selected teacher-researchers from Afghanistan, India, Indonesia, Japan, Malaysia, Nepal, Philippines, South Korea, Thailand, and Vietnam were elicited through in-depth interviews with 10 open-ended questions. Findings revealed four major themes that expound dynamics of virtual collaborative research writing towards professional development among teacher-researchers, foregrounding convenience and accessibility experienced by teacher-researchers with collaborative research. Further, given the benefits of virtual collaborative platforms, results showed that professional skills, research productivity, and efficiency are developed as teacher-researchers continue to work with different people around the world virtually. While there are multiple advantages, challenges in virtual collaboration remain evidently, including technological obstacles, unreliable internet connectivity, and absence of nonverbal cues that impeded productivity and weakened human connections. With these findings affirming transformative potential of virtual collaboration in academic and professional development, it is crucial to emphasizing its importance in overcoming traditional barriers to research, innovation, and professional development.
Volume: 14
Issue: 5
Page: 3642-3649
Publish at: 2025-10-01

Enhancing educational research through collaboration: insights from Philippine centers of excellence

10.11591/ijere.v14i5.33403
Nilo Jayoma Castulo , Arlyne C. Marasigan , Xiaoyuan Xu
With the increasing popularity of internationalization in higher education, research collaboration is essential for universities to compete for world university rankings. This popularity made the Philippines no exemption in conforming to the trend. However, the Philippine education system is facing an education crisis, noting the problem of research productivity in graduate education as highlighted by the Philippine government report, known as the EDCOM II report. To fill this gap, this study examines the Philippine research collaboration in the Philippine setting, particularly the center of excellence (COE) in teacher education institutions. The study utilized a bibliometric approach to analyze the research collaboration following two phases: global and local analysis. It analyzed data between 2014 and 2023 in 21 COE teacher education institutions recorded in SciVal. The findings reveal that the Philippines ranked sixth in international educational research collaboration, lagging behind Vietnam, Malaysia, Indonesia, Singapore, and Thailand. Europe has the highest number of countries collaborating with the Philippines, while Asia Pacific has the highest number of co-authored publications. Regarding the collaboration sector, academic-only collaboration is the most popular. Moreover, De La Salle University has the highest national collaboration, while the University of the Philippines has the highest international collaboration in educational research collaboration. This study provides a comparative analysis of research collaboration among COE in teacher education, offering insights for policy and internationalization strategies. Moreover, this study contributes to understanding the Philippines’ research collaboration status, offering policy and practice recommendations for improvement.
Volume: 14
Issue: 5
Page: 3355-3366
Publish at: 2025-10-01

Development and validation of a scale measuring students’ use of generative artificial intelligence tools

10.11591/ijere.v14i5.34809
Alvin Barcelona , Sam Rhoy Dela Cruz
The emergence of artificial intelligence (AI) in education, such as students’ use of generative artificial intelligence (GAI) tools in academic work, has profoundly transformed the learning ecosystem, offering both promising opportunities and potential challenges. Considering that such tools are still a developing area of study in education, this paper aimed to develop a scale that can assess and describe students’ practices and perspectives towards using GAI tools. Through an exploratory-sequential mixed methods design, an interview of 20 higher education students and a scoping literature review were used to generate scale items in the first phase of the study. In the second phase of the study, two pilot tests of the scale participated by 793 students were implemented. Exploratory and confirmatory factor analysis (CFA), internal consistency, and convergent validity tests were also carried out. The developed scale consists of 26 statements covering the following factors: i) research tool; ii) communication tool; iii) reliance; and iv) ethical use. The CFA model confirmed these factors, and all fit indices show that the overall structure of the scale has acceptable to good fit. The scale’s psychometric properties reveal that it is valid and reliable. This scale development study implicates schools to use a structured way of assessing how students engage with GAI tools in academic settings and rethink ways to support students’ learning through the responsible use of AI tools.
Volume: 14
Issue: 5
Page: 3612-3621
Publish at: 2025-10-01

Teachers’ perceptions towards principals’ instructional supervisory role in selected secondary schools

10.11591/ijere.v14i5.34063
Bessy Kageni Kinyua , Elizabeth Atieno Obura , Johnson Mulongo Masinde
Effective instructional supervision plays a crucial role in enhancing teaching quality and student learning. However, teachers’ perceptions towards supervision vary, some view it as supportive while others see it as fault-finding. This study examines teachers’ perceptions towards principals’ instructional supervisory practices to identify areas of improvement. The Administrative theory of supervision and a concurrent triangulation mixed approach guided the study. Purposive and simple random sampling were utilized to sample 127 teachers and 10 principals. A survey and an interview guide were employed to gather data which was analyzed using descriptive and inferential statistics. An independent sample t-test and one-way analysis of variance (ANOVA) were utilized to test the mean differences in teachers’ perceptions. Findings indicate that while most teachers recognize supervision as beneficial for professional development, a significant number perceive supervision as authoritarian. The results unveiled that teachers’ gender, age and education qualification did not significantly influence their perceptions [t(98)=1.468, p>0.05, F(4, 95)=0.556, and F(4, 95)=0.174, p>0.05]. The study concludes that fostering a positive supervisory environment can enhance teachers’ confidence, improve instructional strategies, and ultimately lead to better student outcomes.
Volume: 14
Issue: 5
Page: 3891-3903
Publish at: 2025-10-01

Identification of factors that influence student satisfaction from the analysis of voice messaging from WhatsApp: a case study

10.11591/ijere.v14i5.27328
Omar Chamorro-Atalaya , Giorgio Aquije-Cardenas , Raymundo Carranza-Noriega , Lilly Moreno-Chinchay , Yurfa Medina-Bedón , Rufino Alejos-Ipanaque , Abel Tasayco-Jala , Susan Gonzales-Saldaña
In these times when there is talk of a return to a new normality in education after what happened due to the pandemic, it is necessary to permanently evaluate the perception of student satisfaction, contributing to the results obtained through traditional methods such as the survey, with methods in which open opinions can be analyzed as in the case of voice analysis. In this sense, this article describes a case study, which aims to identify the factors that influence student satisfaction with respect to teaching performance, based on the analysis of WhatsApp voice messaging. The study has a qualitative approach, exploratory level and non-experimental design. It was possible to identify various factors grouped into five categories: i) planning; ii) didactic strategies; iii) communication; iv) administration of the class session; and v) professional and personal characteristics of the teacher. Therefore, it is concluded that it is possible to close the gaps between the factors that are sensitive and relevant for the university, when a questionnaire with delimited questions is applied to observe only some factors of student satisfaction, with respect to those sensitive factors and relevant to students, by analyzing their comments from the use of voice messaging from mobile applications.
Volume: 14
Issue: 5
Page: 3744-3755
Publish at: 2025-10-01

Lecturer’ and students’ perspectives on digital technology use in organizing and writing projects

10.11591/ijere.v14i5.33898
Lyaila Iskakova , Sandugash Turikpenova , Tursynai Abdykadyrova , Yelena Agranovich , Raissa Karsybayeva , Dastan Kultanov
This research aims to determine the problems experienced by lecturers and students in writing projects in order to determine the importance of technology in the organization of project activities. In this context, 24 students and 24 lecturers were included in the study. Six main themes were determined using a semi-structured interview form (general information, project preparation, project writing, cooperation and support, evaluation and feedback, result and presentation). It was concluded that 60% of the students and 20% of the faculty members had no previous experience in project writing. Lecturers and students (30%) had difficulty in finding a project title during the project preparation phase. A total 30% of the students did not know project writing, 50% of the lecturers had lack of knowledge and had problems in accessing the literature. Lecturers (70%) and students (60%) had no problems in finding a project team. Lecturers and students had some problems in sharing the project results, each project increased the knowledge skills of lecturers and students and created new project ideas. It is thought that training activities should be organized for lecturers and students on project writing and what kind of digital technologies they can benefit from in order to create new project ideas.
Volume: 14
Issue: 5
Page: 3631-3641
Publish at: 2025-10-01

Life and career skills assessment for high school students

10.11591/ijere.v14i5.33010
Preeda Nittayaros , Jatuphum Ketchatturat , Pattrawadee Makmee
This study assessed life and career skills among high school students in Thailand using survey research. The sample consisted of 1,050 high school students from six regions of Thailand was selected through multi-stage random sampling. The research instrument was a life and career skills assessment test for high school students and satisfaction with the life and career skills assessment for high school students. Five experts validated the instrument, which yielded a content validity index (CVI) of 0.82 and a Cronbach’s alpha coefficient of 0.89. The research results indicated that overall high school students’ life and career skills were high (M=4.50, SD=0.62). Students had a very high level of satisfaction with the overall assessment of life and career skills (M=4.59, SD=0.81). In conclusion, this life and career skills assessment can solve the problem of measuring and evaluating life and career skills for high school students. The data obtained can help school directors plan for developing the quality of students. Most importantly, the life and career skills assessment allow high school students to know the results of their own skill assessments so that they can use them to improve and develop their own skills.
Volume: 14
Issue: 5
Page: 3428-3435
Publish at: 2025-10-01

Breaking barriers: the legacy and voices of women pioneers in accounting education in Peru

10.11591/ijere.v14i5.33792
Jorge M. Chávez-Díaz , Nilda Irma Monterroso-Unuysuncco , Jorge De Velazco-Borda , Laura Aquiño-Perales , Juan Alberto Villagómez-Chinchay , Mélida H. Pecho-Rafael
This study examines the contributions of pioneering women in Peruvian accounting, both in scientific research and university teaching, in a historically male-dominated field. The research aims to highlight their academic impact and professional legacy. A qualitative approach was employed, utilizing the collective biography method and a phenomenological perspective. The study analyzed historical undergraduate and graduate theses from the Universidad Nacional Mayor de San Marcos (UNMSM) and conducted interviews with five distinguished female accounting professors. The findings reveal that these women made significant contributions in key areas such as financial auditing, management accounting, and environmental auditing, demonstrating adaptability and ethical commitment. In the educational sphere, participants emphasized their transformative teaching experiences, dedication to students, and the challenges posed by technology and social changes. The study concludes that these pioneers not only shaped the evolution of accounting education but also left a lasting legacy of academic and social engagement. The research underscores the need for gender equity policies and continuous technological adaptation in accounting education. These findings have practical implications for promoting diversity in academia and ensuring inclusive participation in the professional development of future generations.
Volume: 14
Issue: 5
Page: 3587-3600
Publish at: 2025-10-01
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