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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

Fraud detection using TabNet* classifier: a machine learning approach

10.11591/ijeecs.v41.i2.pp601-613
G. Anish Mary , S. Sudha
Detecting fraudulent transactions is a big challenge in the digital financial world. Transaction volumes are growing quickly, and new attack methods often outstrip traditional detection systems. Current fraud-detection models usually lack clarity and do not perform reliably on unbalanced real-world datasets. This highlights the urgent need for clear and explainable deep-learning methods for tabular financial data. This paper presents an interpretable deep learning framework built on the TabNet classifier. It uses attention-driven feature selection, sparse representation learning, and sequential decision reasoning to model complex interactions among transactional, demographic, and geographical factors. The model was tested on a real-world credit card transaction dataset with 23 features. It achieved 99.69% accuracy, a 0.975 F1-score, and a 0.956 ROC-AUC. This performance outperforms benchmark models such as random forest, XGBoost, LightGBM, and logistic regression. In addition to outstanding predictive results. Furthermore, interpretability is enhanced by TabNet's attention-based feature attribution. This facilitates the clear understanding of model decisions, supporting its use in regulated financial environments where precision and responsibility are crucial.
Volume: 41
Issue: 2
Page: 601-613
Publish at: 2026-02-01

Quantitative evaluation of a virtual tour navigation system using satisfaction modeling: a case study in Thai cultural tourism

10.11591/ijeecs.v41.i2.pp690-699
Ekapong Nopawong , Rawinan Praditsangthong
This research aims to develop and evaluate the Lak Hok virtual tour navigation system to promote sustainable cultural tourism by showcasing Thai wisdom through immersive digital experiences. The system utilized 360-degree panoramic images hosted on a web server and supported accessibility via laptops, smartphones, and virtual reality (VR) headsets. Both subjective evaluations and objective performance metrics were employed to assess the system’s usability, aesthetic appeal, and content quality (CQ). User satisfaction, measured through a survey of 87 participants, demonstrated consistently high ratings (mean scores: 3.59-3.77 for ease of use (EU), 3.32-3.95 for design aesthetics, and 3.62-3.70 for content knowledge). Objective tests revealed an average system response time of 1.45 seconds, a false interaction rate of 4.2%, and a navigation accuracy of 98.5%. Statistical analysis showed no significant differences in user satisfaction across gender, age, or region, highlighting the system’s broad accessibility and usability. Unlike prior systems, this study formalizes satisfaction modeling via equation-based analysis. This virtual tour system provides a scalable and engaging platform for preserving and promoting cultural heritage, offering a sustainable solution for modern tourism development.
Volume: 41
Issue: 2
Page: 690-699
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

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

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

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

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

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

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

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

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

Validating a critical thinking scale: an essential skill for vocational education students in the era of artificial intelligence

10.11591/ijere.v15i1.33693
Eva María Olmedo-Moreno , José Javier Romero-Díaz de la Guardia , Jorge Expósito-López , Ramón Chacón-Cuberos , Noelia Parejo-Jiménez
Critical thinking is a fundamental competence in education and professional training, particularly in a technology-driven era increasingly shaped by generative artificial intelligence (GenAI). To address the need for contextually relevant assessment tools, this study aimed to evaluate the reliability and validity of the critical thinking disposition scale (CTDS) among vocational training (VT) students. A descriptive, exploratory, and cross-sectional design was applied using quantitative methods. Data was collected from 879 students enrolled in VT programs. Exploratory and confirmatory factor analyses were conducted to examine the scale’s factorial structure, reliability, and construct validity. Results supported an 11-item structure comprising two dimensions—executive function and reflective thinking—with satisfactory psychometric properties (KMO=0.817; CFI=0.883; TLI=0.851; RMSEA=0.0672; SRMR=0.0428). The findings confirm that the CTDS is a reliable and valid instrument for assessing critical thinking dispositions in vocational education. This tool provides educators and researchers with a robust means to evaluate critical thinking, a key competence for learning, personal development, and professional preparedness in the age of GenAI. This is the first validation of the CTDS with VT students in Spain.
Volume: 15
Issue: 1
Page: 303-314
Publish at: 2026-02-01

Stress, self-care, and wellbeing: a study on the experiences of educational leaders in NEMSU

10.11591/ijere.v15i1.36269
Nemesio G. Loayon , Erwin B. Berry , El Dixon G. Plazo
The wellbeing of educational leaders is a critical concern, particularly in resource-constrained higher education institutions. This study aimed to explore the experiences of educational leaders at North Eastern Mindanao State University (NEMSU) by identifying their primary sources of stress, examining the perceived impacts on wellbeing and job performance, and assessing their self-care practices, as well as determining the relationships among these variables. Using a descriptive correlational design, data were collected from 117 educational leaders through a validated survey instrument with a reliability coefficient of 0.828. Descriptive statistics and Spearman rank-order correlation were used to analyze relationships among stress sources, impacts, and self-care. Results showed that administrative tasks, role overload, and limited institutional resources are the main stressors, significantly affecting health, cognitive functioning, job performance, and family life. Self-care practices such as social support, spiritual routines, and work boundaries were moderately practiced but showed no significant relationship with stress reduction or its impacts. These findings emphasize the limits of individual coping strategies and the need for institutional support. The study suggests refining the job demands-resources (JD-R) model and conservation of resources (COR) theory to account for organizational and cultural factors in developing country contexts, with implications for leadership development, stress management, and institutional policy reforms.
Volume: 15
Issue: 1
Page: 408-423
Publish at: 2026-02-01
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