Articles

Access the latest knowledge in applied science, electrical engineering, computer science and information technology, education, and health.

Advanced Search
Filter Icon

Filters article

Years

FAQ Arrow
Single Year
Range Year
0
0

Source Title

FAQ Arrow

Authors

FAQ Arrow

30,938 Article Results

Stable and accurate customer churn prediction: comparative analysis of eight classification algorithms

10.11591/ijeecs.v41.i2.pp655-665
Vincent Alexander Haris , Muhammad Ilyas Arsyad , Nathanael Septhian Adi Nugraha , Yasi Dani , Maria Artanta Ginting
Predicting customer churn is a challenging problem in many subscription-based industries, though it is considered more cost-effective than acquiring new customers. In this research, customer churn is predicted using a public dataset from an internet service provider, with 72,274 instances and 55% churn rate. The main contribution is to provide a comprehensive comparison of the stability and performance of eight classification algorithms in customer churn prediction using a large-scale public dataset. The research process includes data collection, data preprocessing, feature engineering, and model evaluation. The metrics evaluation presents test accuracy, accuracy gap, precision, recall, F1-Score, and ROC AUC, with stratified K-Fold cross-validation. Since the proportion of churn and non-churn in the dataset is relatively balanced, the F1-score is considered as the primary evaluation metric, as it provides a balanced assessment of precision and recall for both classes. The results show that CatBoost and XGBoost are the most effective models that achieve high F1-scores of 94.97% and 94.92%, respectively.
Volume: 41
Issue: 2
Page: 655-665
Publish at: 2026-02-01

Deep learning-based cervical cancer detection via colposcopy images integrated into an Android mobile application

10.11591/ijai.v15.i1.pp338-349
Retno Supriyanti , Arsil Kultura Anzil , Yogi Ramadhani , Suroso Suroso , Wahyu Widanarto , Muhammad Alqaaf , Kartika Dwi Hapsari , Futiat Diana Kartika
Cervical cancer is a form of cancer that develops in the cells of the cervix, the lower part of the uterus that connects the uterus to the vagina. Early detection is essential for improving the chances of recovery from cervical cancer. One method for early detection is colposcopy image analysis, a medical procedure that examines the cervix and captures images for evaluation. These images were analyzed to observe color changes after the visual inspection with acetic acid (VIA) process. However, this analysis requires experienced and specially trained medical personnel. To address this challenge, a system that can automatically classify cervical cancer images is needed. Therefore, researchers proposed designing and developing an Android mobile application to enable early detection of cervical cancer using the convolutional neural network (CNN) algorithm. The CNN model was tested using test data to evaluate its performance. The optimized CNN model utilizing the ResNet50 architecture achieved 86% test accuracy, 85% precision, and 87% recall. The test results indicate that the model's accuracy is consistent before and after its implementation on the mobile application, confirming the effectiveness of both the model and its implementation as diagnostic tools.
Volume: 15
Issue: 1
Page: 338-349
Publish at: 2026-02-01

Understanding student motivation towards achieving goals among college students: an exploratory research

10.11591/ijere.v15i1.33551
Nilda Wines Balsicas , Eddie Rima Cabrera , Elgien Candelaria Padohinog , Freddie Bulauan
Motivation could be the greatest currency to succeed in a student’s academic life. This study analyzed academic motivation after students were affected by the pandemic or after their two-year hiatus from active academic face-to-face activities. Moreover, this research examined whether students have influenced academic motivation in terms of gender and degree of program. Using a descriptive-sequential research design, 652 college students at St. Dominic College of Asia, Cavite, Philippines, took part in this study. A survey questionnaire adapted from the academic motivation scale (AMS-C 28) college version was used to determine the level of academic motivation of students. Open-ended questions were provided to the students relating to what motivates them to study and to which students are motivated through techniques during online learning. Findings revealed that the degree of program has a positive effect on student motivation, whereas gender does not significantly associate with motivation. Students showed appreciation for a greater convenience to study because of the technology; however, lack of interaction makes it more challenging for some. Helping students as teachers to keep track of their tasks can make them become great learners and succeed with confidence and determination through their personal and scholarly lives.
Volume: 15
Issue: 1
Page: 448-456
Publish at: 2026-02-01

The role of digital technologies in the transformation of ethical norms in the educational process

10.11591/ijere.v15i1.32497
ZuoYuan Liu , Alena Gura , Olga Pavlovskaya , Nataliya Antonova
In contemporary education, which increasingly incorporates digital technologies, the issue of adhering to ethical norms by both educators and students has gained particular relevance. This study aims to examine the impact of digital technologies on the transformation of ethical standards within the educational process. A survey was conducted among 45 educators and 345 students from three universities before and after the transition to remote learning, to assess changes in the adherence to ethical standards. The results revealed that after the implementation of remote learning, there was a significant increase in the level of adherence to ethical norms among educators (up to 98%) and students (up to 91%). Additionally, there was an improvement in academic performance, with 46% of students achieving a high level of success following the transition to remote learning. The evaluation of the impact of digital technologies on ethical transformation was found to be moderate but positive. Thus, digital technologies can serve as an effective tool for enhancing ethical standards and improving educational outcomes, particularly in the context of remote learning. These findings underscore the importance of integrating digital technologies into the educational process as a means of supporting ethical culture.
Volume: 15
Issue: 1
Page: 943-954
Publish at: 2026-02-01

Assessing the impact of a business-oriented educational course on the development of entrepreneurial thinking in pre-service primary school teacher

10.11591/ijere.v15i1.36257
Nurzhaugan Balginbayeva , Aktoty Akzholova , Zhuldyzai Baimaganbetova , Abay Duisenbayev , Saule Yerkebayeva , Alua Smanova , Elmira Aitenova
This study aimed to assess the impact of a business-oriented educational course on the development of key components of entrepreneurial thinking among pre-service primary school teachers. The research involved 220 students from M. Dulati Taraz University. A pre-test/post-test design was used with an author-developed questionnaire. Entrepreneurial thinking was assessed both before and immediately after the course. Statistical analysis revealed a significant increase in the overall level of entrepreneurial thinking and its key components, including initiative, creativity, risk-taking, result orientation, and persistence. The course featured innovative teaching methods such as project-based learning, case studies, and business games, and was offered as an elective module on an experimental educational platform. The findings are consistent with international research, highlighting the importance of integrating entrepreneurial thinking into teacher training to enhance professional preparedness. These findings can help shape modern educational programs in Kazakhstan and the countries of the Commonwealth of Independent States, in line with global trends and the challenges of the 21st century.
Volume: 15
Issue: 1
Page: 511-523
Publish at: 2026-02-01

Determinants of AI adoption for authentic assessment in open university systems

10.11591/ijere.v15i1.36368
Kemmanat Mingsiritham , Gan Chanyawudhiwan
Artificial intelligence (AI) is transforming higher education through personalized learning and innovative assessment methods. This study explores the factors influencing AI adoption for authentic assessment in open and distance learning environments. Using a survey of 185 instructors, an integrated framework based on the theory of planned behavior (TPB) and the technology acceptance model (TAM) was tested via structural equation modeling (SEM). Key constructs included attitude toward the behavior (ATT), subjective norm (SN), perceived behavioral control (PBC), self-efficacy (SE), and barriers to AI adoption (BAA), with intention to use AI (INT) and actual adoption behavior (AAB) as outcomes. Results showed that SE, ATT, PBC, and SN positively influenced INT, which in turn strongly predicted AAB. In addition, BAA had no significant effect on INT but showed a negative impact on AAB. The model demonstrated good fit and explained substantial variance (R²=0.746 for INT; R²=0.649 for AAB). These findings highlight the importance of enhancing instructors’ confidence, control, and institutional support while reducing perceived barriers. Strategic investments in training, infrastructure, and leadership support are crucial to advancing AI-enabled authentic assessment in higher education.
Volume: 15
Issue: 1
Page: 479-488
Publish at: 2026-02-01

Organizing students’ research activities based on STEM elements in the study process

10.11591/ijere.v15i1.35075
Shakhislam Laiskhanov , Seminar Yerkegul
Although science, technology, engineering, and mathematics (STEM) integration in higher education is advancing globally, its adoption in geography programs in Kazakhstan remains limited. This study examines the effectiveness of embedding selected STEM elements into the course “Geography of Aktobe Oblаst” as а means of strengthening students’ research competencies. A mixed-method design was employed, combining analysis of satellite-derived indicаtоrs, wоrk with geоspаtiаl plаtfоrms (аrcGIS Prо, EоSDа Crоp Mоnitоring, and Eо Brоwser), prаcticаl climаte-bаsed cаlculаtiоns, clаssrооm оbservаtiоns аnd cоmpаrаtive аssessment аnаlysis. The 24 students pаrticipаted in the interventiоn, cоmpleting а series оf inquiry-driven tаsks invоlving the Normalized Difference Vegetation Index (NDVI) interpretаtiоn, spectrаl reflectаnce аnаlysis аnd climаtоlоgicаl cоrrelаtiоns. Survey dаtа indicаted thаt mоre thаn 90% оf pаrticipаnts repоrted imprоved understаnding оf envirоnmentаl prоcesses, while mаny nоted gаins in аnаlyticаl reаsоning аnd dаtа-driven interpretаtiоn. Midterm perfоrmаnce results shоwed а mоdest but cоnsistent imprоvement fоllоwing the implementаtiоn оf STEM-оriented аssignments. The findings suggest thаt structured integrаtiоn оf geоspаtiаl аnd аnаlyticаl STEM tооls cаn meаningfully suppоrt the develоpment оf reseаrch skills in university geоgrаphy cоurses. By enаbling students tо wоrk with аuthentic envirоnmentаl dаtаsets, the аpprоаch cultivаtes higher-оrder reаsоning, interdisciplinаry thinking аnd sustained learner engаgement. The results highlight the pоtentiаl fоr brоаder аpplicаtiоn оf STEM-bаsed instructiоnаl mоdels in Kаzаkhstаni higher educаtiоn аnd underscоre the need fоr further lоngitudinаl аnd cоmpаrаtive studies tо evаluаte lоng-term impаcts.
Volume: 15
Issue: 1
Page: 705-713
Publish at: 2026-02-01

Examining financial management in Thai public schools: sources of funding, allocation practices, and strategies for improvement

10.11591/ijere.v15i1.34418
Jakkrit Marnnoi , Tanate Panrat , Hambalee Jehma
This study was conducted to address the critical gaps in financial management practices within Thai public schools, where inefficiencies and mismanagement persist despite available guidelines and funding. The relevance of this research lies in its potential to enhance financial governance, ensuring optimal resource allocation and accountability, which are vital for improving educational outcomes. Employing a mixed-methods approach, the study combined descriptive questionnaires administered to 396 school administrators with structured interviews involving 36 participants to evaluate funding sources, allocation processes, and adherence to financial guidelines. The findings revealed that while schools received funding from diverse sources, namely government, parents, and donors, 85% of administrators reported insufficient budgets. Notably, 82% acknowledged non-compliance with financial guidelines despite submitting utilization reports, highlighting systemic inefficiencies. The study concluded that inadequate financial management skills and inconsistent policy implementation hinder effective resource use. To address these challenges, the study proposes targeted interventions, including specialized training programs, the establishment of dedicated financial departments, and updated management guidelines. These measures aim to strengthen financial accountability and operational efficiency in public schools, offering actionable insights for policymakers and administrators. Future research should compare public and private sector practices to refine standardized financial management frameworks.
Volume: 15
Issue: 1
Page: 535-543
Publish at: 2026-02-01

Enhancing academic resilience through motivation and strategy: evidence from Malaysian boarding schools using SDT

10.11591/ijere.v15i1.35494
Mohd Sofian Omar Fauzee , Shaohua Zhang , Marni Ishak , Li Ma , Mo Hou , Wenjie Zhang , Muhammad Nazrul Hakim Abdullah , Akhmad Habibi , Daljit Singh Gurbaksh Singh , Mohd Hanafi Mohd Yasin , Wan Suraya Wan Nik
This study investigates the relationship between student motivation and self-regulated learning strategies among Malaysian boarding school students, using self-determination theory (SDT) as its theoretical foundation. A total of 328 form four students from four northern Malaysian boarding schools participated. Using a validated version of the motivated strategies for learning questionnaire (MSLQ) and analyzed through second-order partial least squares structural equation modeling (PLS-SEM), results revealed a significant positive relationship between motivational beliefs, especially self-efficacy and intrinsic value, and self-regulated learning strategies. The study’s novelty lies in validating a culturally adapted, second-order motivation model tailored to Malaysian boarding schools. Notably, the research isolates the mediating effect of intrinsic motivation on self-regulation within a high-pressure, collectivist setting, extending SDT’s applicability. However, limitations lie in the use of a cross-sectional design and dependence on self-reported data, and regional focus. Future studies should adopt longitudinal designs, consider diverse school types, and integrate perspectives from teachers or parents to strengthen validity. Including objective academic performance metrics may offer deeper insight. This research affirms the relevance of SDT in Malaysia’s education system and provides a validated framework linking motivation to strategic learning. The findings support evidence-based pedagogical strategies and align with sustainable development goal (SDG) 4 on quality education and goal 10 on reduced inequalities, promoting for fair and motivation-enhancing environments of learning.
Volume: 15
Issue: 1
Page: 238-257
Publish at: 2026-02-01

Integration in reading literacy: a systematic review of pedagogical, professional, and engagement approaches

10.11591/ijere.v15i1.34044
Md Zahril Nizam Md Yusoff , Wan Nur Aida Sakinah Wan Jusoh , Norfaizah Abdul Jobar , Noor Zuhidayah Muhd Zulkipli , Muhamad Fadzllah Zaini , Tajul Shuhaizam Said
This systematic literature review (SLR) following preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 who explores integrated approaches to reading literacy across pedagogical integration, teacher development, and student engagement. From 1,108 retrieved articles, 59 article high-quality studies were selected for in-depth synthesis. Based on all studies published between 2020 and 2024, the findings reveal that multimodal instruction, inclusive pedagogy, and proposes a cohesive framework linking instructional innovation, teacher agency, and learner experience, offering actionable insights for educators and policymakers. The analysis identified three key thematic drivers of literacy improvement. First, integrated pedagogical practices such as multimodal, bilingual, and play-based instruction enhance literacy by making learning more inclusive, interactive, and context-responsive. Second, teacher professional development through targeted training in visual literacy, inclusive pedagogy, and digital tools strengthens instructional quality and prepares educators for evolving literacy demands. These approaches reflect current trends in instructional innovation and professional capacity building. Third, student engagement is significantly elevated through identity-driven learning, project-based tasks, and emotionally supportive environments that foster confidence, motivation, and deeper literacy outcomes. Together, these themes forms a new integration model that links teaching practices, teacher agency, and student experience into a cohesive literacy framework. The findings offer practical, evidence-based insights for policymakers, curriculum designers, and practitioners aiming to improve reading literacy across diverse settings.
Volume: 15
Issue: 1
Page: 771-783
Publish at: 2026-02-01

Neuroeducation and teaching perception: a systematic review from the qualitative approach

10.11591/ijere.v15i1.29451
Belén Valdés-Villalobos , Mariana Lazzaro-Salazar
Neuroeducation is a discipline that considers aspects contributed by the natural sciences, including cognitive abilities, brain functioning, and the emotional system, among others, as topics derived from knowledge in fields such as neuroscience, cognitive science and psychology, and which are articulated in the social domain. The aim of the present review was to learn about teachers’ perceptions of neuroeducation and to determine which qualitative methods are most commonly used in this field of research. The review followed the guidelines of the preferred reporting items for systematic reviews and meta-analyses (PRISMA) method, searching the databases with the highest impact between 2015-2023. The selection process yielded nine eligible studies and they were analyzed in terms of the type of knowledge studied and the methods used in neuroeducational research. The results discuss the most frequently developed qualitative methodologies in the neuroeducational discipline, offering recommendations from the methodological cluster to strengthen future research in the discipline. Therefore, this study promotes neuroeducational research from a qualitative approach will improve the resonance between neuroeducation experts and teachers. Furthermore, it highlights the importance of proposing situated research, using descriptive methodologies in the field, which communicate in a language appropriate to educators and their context.
Volume: 15
Issue: 1
Page: 28-39
Publish at: 2026-02-01

School stress among Malaysian secondary school students: prevalence and demographic correlates

10.11591/ijere.v15i1.35568
Tie-Seng Te , Hutkemri Zulnaidi , Norfaezah Md Khalid
Understanding school stress is essential, given the significant time students spend in school and its impact on well-being. Acknowledging its importance, this study aimed to assess the level of school stress among Malaysian secondary school students. The respondents in this study consisted of 485 Malaysian secondary school students, selected through multistage sampling techniques to ensure national representativeness. Data were collected using a school-related stress questionnaire adapted from the shortened version of the adolescent stress questionnaire (ASQ-S). Data were analyzed using descriptive statistics, Rasch Wright mapping, independent samples t-tests for gender differences, and one-way ANOVA for grade and regional comparisons. The results indicated that, overall, Malaysian secondary school students experience low levels of school stress. Descriptively, female students reported higher levels of school stress than their male counterparts. Among different forms, Form 4 students reported the highest level of school stress, followed by Form 1 students. Regionally, students from the central and southern zones exhibited the highest levels of school stress. This study contributes to a better understanding of school stress among Malaysian secondary school students, providing insights for developing strategies to reduce stress in schools.
Volume: 15
Issue: 1
Page: 102-111
Publish at: 2026-02-01

Empowering educators and students through contextualized global citizenship for sustainable development

10.11591/ijere.v15i1.35810
Erwin B. Berry , El Dixon G. Plazo , Ofelia L. Correos
This study explores how educators and students in Philippine secondary schools conceptualize global citizenship education (GCE) and understand their roles in advancing the sustainable development goals (SDGs). Despite its prominence in global education agendas, GCE remains inconsistently understood across local contexts. Using a qualitative research design, in-depth interviews were conducted with 21 teachers and students in Surigao del Sur. Thematic analysis revealed seven interconnected themes: i) holistic education: framing global citizenship beyond academics; ii) cultural sensitivity and respect for diversity; iii) active engagement and global awareness; iv) education as a channel for sustainable development; v) becoming a global citizen as a personal journey; vi) technology and global connectivity; and vii) teaching values for global responsibility. Findings indicate that while both groups support GCE, their interpretations are shaped by lived experiences, institutional conditions, and cultural environments. Teachers highlighted intentional instruction and moral formation, whereas students emphasized identity development, participation, and global awareness. However, gaps remain in critical reflection and structural understanding. In response, this study introduces the contextualized empowerment framework, a strategic model that integrates civic action, values, identity, and digital literacy to guide localized and ethical implementation of GCE. The framework offers actionable insights for curriculum development, teacher training, and educational policy reforms.
Volume: 15
Issue: 1
Page: 16-27
Publish at: 2026-02-01

Understanding student errors in hydronym perception: a cognitive–pedagogical perspective

10.11591/ijere.v15i1.36570
Akmaral Dautkulova , Mereke Atabayeva , Madiyeva Gulmira , Maxot Rakhmetov
Despite the cultural and linguistic significance of hydronyms, little empirical research has examined how university students cognitively conceptualize them and why systematic misinterpretations arise. This study aims to identify and classify the dominant cognitive mechanisms underlying student errors in hydronym perception. A descriptive quantitative design was employed, analyzing written responses from 120 university students using a seven-category error typology grounded in frame semantics, prototype theory, and psycholinguistic models of proper-name processing, with high inter-rater reliability (κ=0.87). The results show that cognitive errors occur significantly more frequently than inattentive or interpretative errors, indicating that students’ difficulties stem primarily from incomplete activation of geographical, cultural, and historical conceptual frames rather than from surface-level inattention. Frequent reliance on phonological similarity further suggests that when conceptual knowledge is weakly integrated, learners’ default to form-based processing strategies instead of semantic interpretation. These findings indicate the need for pedagogical approaches that explicitly connect hydronyms to broader cultural and conceptual frameworks, supporting more cognitively grounded instruction in linguistics and onomastics.
Volume: 15
Issue: 1
Page: 696-704
Publish at: 2026-02-01

Teacher preparedness for competency-based curriculum in Kenyan schools: training and perceptions prior to implementation

10.11591/ijere.v15i1.35742
Nathan Maina Mwangi , Simon Karuku , Elizabeth Obura
Pre-implementation training and teachers’ perceptions are critical factors influencing successful implementation of a new curriculum. This paper reports on some of the findings from a study that assessed the preparedness of primary school educators to implement the newly introduced competency-based curriculum (CBC) in Kenya. The study participants were primary school teachers and school heads drawn from 37 public elementary schools in Embu, Kenya. Using a mixed-methods approach, both qualitative and quantitative data were gathered through surveys, interviews, and observations. Qualitative data were analyzed using thematic analysis, whereas quantitative data were examined using descriptive and inferential statistics. The study revealed that 95% of teachers had been trained to implement CBC, and 65% of the teachers held negative perceptions toward the new curriculum. The study also established a weak but significant correlation (Spearman’s rho=0.268, p<0.05) between pre-implementation training and teachers’ perceptions on the CBC implementation. The findings suggest that continuous, structured in-service training is critical for CBC success, particularly in building competencies and improving teachers’ perceptions.
Volume: 15
Issue: 1
Page: 714-724
Publish at: 2026-02-01
1 2 3
...
2062 2063
Show 116 of 2063

Discover Our Library

Embark on a journey through our expansive collection of articles and let curiosity lead your path to innovation.

Explore Now
Library 3D Ilustration