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30,938 Article Results

The integration of scaffolding and augmented reality in physics learning

10.11591/ijere.v14i6.30575
Siti Nurqualbiah Mat Karim , Aidah Abdul Karim , Fariza Khalid
Physics learning often involves problem-solving in mathematical calculation that has become one of the many challenges among high school students. The integration of scaffolding and augmented reality (AR) has the potential to improve students’ understanding in problem-solving involving mathematical calculation in physics learning. Therefore, this study aims to increase gravitational knowledge among high school students using AR learning kit with the integration of scaffolding. This study employed mixed method case study research design and involved 15 high school students in urban areas. Data was collected using semi structured interview and pre and post gravitation test then analyzed using qualitative thematic analytic and descriptive statistics. The findings showed that an AR learning kit integrating scaffolding named FizaAR has increased gravitational knowledge among high school students in physics learning. The findings further indicated that scaffolding element employed in FizaAR have the feature of simplified small subtopics help to increase confidence among students in physics learning. Consequently, the AR learning kit might enhance high school students’ understanding of physics. This study found that integrating scaffolding and AR would help physics education.
Volume: 14
Issue: 6
Page: 5105-5116
Publish at: 2025-12-01

Development and evaluation of a re-sequenced intervention module in learning chemical bonding

10.11591/ijere.v14i6.31851
Baby Eve N. Asequia , Leemarc C. Alia , Kevin Client B. Matutes
In the typical high school chemistry curriculum, chemical bonding precedes the chemical reactions. In this study, the re-sequenced effect of learning chemical bonding when chemical reactions are introduced first among grade 9 learners was investigated. A learning module with re-sequenced intervention in chemical bonding was developed using analysis, design, development, implementation, evaluation (ADDIE) model and validated by eight science education professionals rated as very satisfactory. A quasi-experimental research design was utilized in the implementation phase with 129 respondents selected through cluster random sampling. Pre- and post-tests, formative and summative assessments, and evaluation surveys were administered. Evaluation results revealed that the scores from the re-sequenced intervention group displayed a slightly higher overall satisfaction percentage (99.06%) compared to the control group (94.74%). In addition, the experimental group achieved significantly higher competency levels (M=49.3, SD=19.4) compared to the control group (M=41.4, SD=15.3), with p=0.016 and d=0.37. Furthermore, students reported positive perceptions despite initial misconceptions. These findings highlight that re-sequencing topic order enhances chemistry learning outcomes and student engagement. Hence, the re-sequenced learning module became a valuable tool for enhancing understanding of chemical bonding, independent of baseline competency or attitudes toward the material.
Volume: 14
Issue: 6
Page: 4864-4873
Publish at: 2025-12-01

Real-time posture monitoring prediction for mitigating sedentary health risks using deep learning techniques

10.11591/ijict.v14i3.pp1126-1135
D. B. Shanmugam , J. Dhilipan
Sedentary behavior has become a pressing global public health issue. This study introduces an innovative method for monitoring and addressing posture changes during inactivity, offering real-time feedback to individuals. Unlike our prior research, which focused on post-analysis, this approach emphasizes real-time monitoring of upper body posture, including hands, shoulders, and head positioning. Image capture techniques document sedentary postures, followed by preprocessing with bandpass filters and morphological operations such as dilation, erosion, and opening to enhance image quality. Texture feature extraction is employed for comprehensive analysis, and deep neural networks (DNN) are used for precise predictions. A key innovation is a feedback system that alerts individuals through an alarm, enabling immediate posture adjustments. Implemented in MATLAB, the method achieved accuracy, sensitivity, and specificity rates of 98.2%, 90.7%, and 99.2%, respectively. Comparative analysis with established methods, including support vector machine (SVM), random forest, and K-nearest neighbors (KNN), demonstrate the superiority of our approach in accuracy and performance metrics. This real-time intervention strategy has the potential to mitigate the adverse effects of sedentary behavior, reducing risks associated with cardiovascular and musculoskeletal diseases. By providing immediate corrective feedback, the proposed system addresses a critical gap in sedentary behavior research and offers a practical solution for improving public health outcomes.
Volume: 14
Issue: 3
Page: 1126-1135
Publish at: 2025-12-01

The role of social support and academic self-efficacy in enhancing academic engagement among undergraduates

10.11591/ijere.v14i6.33999
Elizabeth Ifeoma Anierobi , Amjad Islam Amjad , Favour Amarachi Ubani , Sarfraz Aslam , Mohamad Ahmad Saleem Khasawneh , Huda Alshamsi
Academic engagement is vital to students’ academic success, especially in higher education settings where motivation and support systems vary widely. This study investigated the influence of social support and academic self-efficacy on academic engagement among undergraduates of Nnamdi Azikiwe University. The main objectives were to determine the extent to which parental and peer support and students’ belief in their academic abilities correlate with their level of academic engagement. A correlational research design was used to guide the study. From a total population of about 20,000 undergraduate students enrolled in the 2023/2024 academic session, a sample of 403 students was randomly selected using a simple random sampling technique to ensure equal representation. Data were collected using three standardized instruments: the social support questionnaire (SSQ), the academic self-efficacy questionnaire (ASEQ), and the academic engagement questionnaire (AEQ). The data were analyzed using SPSS software. Pearson’s product-moment correlation and multiple regression analysis were used to test the research questions and hypotheses. Findings showed significant positive relationships between social support (both parental and peer), academic self-efficacy, and students’ academic engagement. These results highlight the importance of fostering supportive learning environments and building students’ confidence in their academic abilities. Practical implications suggest that universities should implement structured peer mentoring, parental involvement strategies, and workshops that enhance academic self-efficacy to improve student engagement and academic outcomes.
Volume: 14
Issue: 6
Page: 4689-4699
Publish at: 2025-12-01

Prospective teachers’ views on faculty members as content creators

10.11591/ijere.v14i6.33250
Seyithan Demirdağ , Anang Widhi Nirwansyah , Aji Heru Muslim , Bimo Bramantio
This study examines prospective teachers’ perceptions of faculty members as content creators in higher education, with a focus on how content development impacts effective teaching and learning. Using a qualitative descriptive phenomenological approach, the research explores the experiences of 26 senior students from diverse academic backgrounds at a university in Northwestern Turkey. The participants were selected through maximum variation sampling, representing fields such as special education, elementary education, science, social studies, preschool, and mathematics teaching. The findings reveal that prospective teachers value faculty members’ use of technology to create engaging, personalized learning experiences. Faculty expertise in digital content creation and contemporary teaching tools plays a key role in shaping students’ pedagogical development and boosting their confidence. However, challenges such as varying technological proficiency levels hinder some prospective teachers from fully integrating content creation into their future teaching practices. The study underscores the importance of faculty expertise and technological competence in teacher preparation. It advocates for comprehensive professional development programs to enhance educators’ content creation skills and encourages collaborations between faculty and technology experts to develop effective educational content. The study calls for addressing technological adoption barriers and equipping prospective teachers with necessary skills for effective 21st-century teaching. Future research should build on these findings with quantitative methods to further explore students’ perspectives on content creation.
Volume: 14
Issue: 6
Page: 4796-4811
Publish at: 2025-12-01

Parental awareness in early education fostering child development

10.11591/ijere.v14i6.33294
Kanak Shrma Joy , Tamanna Ferdous , Fatema Begum Popy , Md. Shahriar Shafiq
This study analyzes early childhood education (ECE) parental knowledge and active participation across Bangladesh particularly looking at their effects on child intellectual and social and emotional progress. It conducted detailed interviews using a qualitative methodology to understand the opinions of 30 parents who had children between 4 and 6 years old within various socio-economic environments and geographic locations. The analysis showed that higher ECE awareness among parents led to better childhood development support but parent choices were mainly determined by their social background and educational level as well as their evaluation of institutional quality. Education awareness levels among urban families surpass rural families and most disadvantaged parents show little knowledge about pre-primary education. Parents chose ECE institutions based on child-focused settings and qualified educators as well as play-based learning methods. Research evidence shows the critical role which parents play in children’s early education success which requires specific interventions for broadening knowledge and accessibility. The recommendations endorse community-based pre-primary programs while improving educational training for teachers and expanding quality pre-primary education services for families without sufficient resources. The findings serve as a basis to create inclusive policies that will strengthen parental involvement in ECE so Bangladesh can achieve development equality for children.
Volume: 14
Issue: 6
Page: 4832-4843
Publish at: 2025-12-01

Team up for better learning: evaluating team-based learning in anatomy education

10.11591/ijere.v14i6.35431
Asty Amalia Nurhadi , Linda Jones , Budu Budu
This study evaluated the effectiveness of team-based learning (TBL) in teaching musculoskeletal anatomy compared to traditional lectures. A total of 267 second-year medical students participated. Student performance was assessed using pre- and post-tests, and results were analyzed with a paired t-test (p<.05), revealing significantly higher anatomy scores following TBL. Student perceptions were explored through a Likert-scale questionnaire analyzed descriptively, and focus group discussions (FGDs), which were transcribed and analyzed using thematic analysis. Students reported that TBL enhanced their understanding of musculoskeletal anatomy and added value by illustrating clinical relevance, encouraging active learning, promoting discussion and communication skills, improving motivation, and reinforcing class preparedness. TBL also fostered knowledge integration, critical thinking, and peer teaching. Despite its benefits, students noted challenges such as limited in-depth discourse, varying group dynamics, subjective peer evaluations, and logistical constraints like unsuitable room setups. Overall, the findings suggest that TBL is an effective alternative to traditional lectures in anatomy education, supporting both academic performance and the development of key competencies essential for future medical professionals.
Volume: 14
Issue: 6
Page: 4948-4956
Publish at: 2025-12-01

Curriculum educators' perceived challenges in applying quality assessment criteria

10.11591/ijere.v14i6.35927
Thi-Thuy-Dung Ngo , Ngoc Tran Bao , Anh Hua Thi Tu , Nhu Huynh Yen , Tuong Thi Khanh Tran , Ha Nguyen Nam
This cross-sectional quantitative study investigates the implementation challenges of national quality assurance (QA) in Vietnam’s higher medical education system, with a focus on faculty engagement and educator perception during medical curriculum redesign. Conducted at Pham Ngoc Thach University of Medicine, a public institution dedicated to professional healthcare qualifications, the study applies the Ministry of Education and Training (MOET) quality assessment framework, which defines 11 standards central to quality assessment implementation in various domains. Results reveal that standard 4 (teaching and learning approach) received the lowest average score, highlighting significant barriers to implementation. Standards 1, 3, and 5 also emerged as areas of concern. Difficulty in applying quality assessment criteria varied by educator characteristics: younger, less experienced faculty with limited academic credentials, and no prior quality assessment training reported greater difficulty, while senior educators with quality assessment training demonstrated higher compliance and ease in application. To strengthen educator compliance and enable effective QA implementation, the study recommends targeted training programs and support resources for faculty, particularly for early-career educators. These findings offer practical guidance for policymakers, administrators, and academic leaders involved in medical curriculum redesign and QA reforms within Vietnam’s higher education landscape.
Volume: 14
Issue: 6
Page: 4580-4591
Publish at: 2025-12-01

Mapping research trends in innovative pedagogies: a bibliometric analysis

10.11591/ijere.v14i6.34519
Nurul Eeffah Awang , Hafizhah Zulkifli , Mohd Isa Hamzah
This study examines global research trends in innovative pedagogy through a bibliometric analysis of 901 Scopus-indexed publications from 2022 to 2024. Despite the growing importance of innovative pedagogy in modern education, a systematic evaluation of its research landscape is still limited. This study bridges this gap by analyzing key trends, including influential works, authors, citation networks, and emerging themes. Using VOSviewer for data visualization, the findings reveal a growing research focus on AI-driven learning, immersive technologies, and problem-based methodologies. The analysis highlights the social sciences as the dominant field (45.3%), with increasing contributions from computer science and engineering. The United States, Australia, China, and India emerge as leading contributors, while developing regions show an increasing presence in pedagogical innovation. Research indicates a shift towards digital and experiential learning environments, yet challenges such as digital accessibility, equity, and ethical concerns persist. The study underscores the importance of interdisciplinary collaboration and policy interventions to tackle these challenges. By providing a comprehensive overview of the research landscape, this study serves as a roadmap for educators, policymakers, and researchers to promote sustainable and inclusive advancements in innovative pedagogy.
Volume: 14
Issue: 6
Page: 4567-4579
Publish at: 2025-12-01

STEM teaching competency framework for pre-service teacher: a study in Vietnam

10.11591/ijere.v14i6.35387
Phan Nguyen Truc Phuong , Bui Van Hong , Dinh Van De
Science, technology, engineering, and mathematics (STEM) education has been emphasized in Vietnam’s new general education curriculum; however, the teaching competencies of pre-service teachers in this area remain underexplored. This study addresses that gap by proposing and validating a STEM teaching competency framework tailored for pre-service teachers. A mixed-methods approach was employed, including literature review, expert interviews, and surveys. The sample consisted of 400 participants— pre-service teachers, in-service teachers, and lecturers—selected through stratified random sampling. Data were collected using questionnaires and analyzed with SPSS 24. Reliability was confirmed using Cronbach’s alpha (0.724) and construct validity was assessed through exploratory factor analysis (EFA). Results indicate that pre-service teachers face challenges in interdisciplinary integration, classroom organization, and technology application. The proposed framework includes five key domains: understanding STEM education, designing integrated lessons, organizing learning environments, implementing instruction, and evaluating and improving teaching practices. This study offers a reliable and practical tool to assess and enhance STEM teaching competencies. Its novelty lies in contextualizing competencies for pre-service teachers in Vietnam. The framework has practical implications for teacher training programs and policy development, and further application across teacher education institutions is recommended.
Volume: 14
Issue: 6
Page: 4734-4743
Publish at: 2025-12-01

The relationship between physical activity engagement and internet addiction among students in rural academia

10.11591/ijere.v14i6.34969
Jomar Esto , Lara Ivanah C. Nadela , Marichu Calixtro , Cheeze R. Janito , Evangeline Gaspar , Jr., Ruben L. Tagare , Argin A. Gulanes , Michelle R. Dee , Japy O. Sumambot , Pink Floyd M. Boyles , Erika Acera , William R. Pregunta , Jan Lincon Rivas
This study explores the relationship between physical activity engagement and internet addiction among university students in a rural Philippine academic setting—an understudied context where digital reliance and limited physical access converge. Employing a rigorous quantitative approach through a descriptive-correlational design, the study involved 892 respondents selected via simple random sampling from a premier state university. Data were gathered using the culturally adaptable international physical activity questionnaire (IPAQ) and the internet addiction test (InAT), both established and reliable tools for assessing physical activity levels and problematic internet use. Descriptive and inferential statistics, including Pearson correlation coefficient, were utilized to analyze patterns and relationships within the data. The results indicate a significant negative correlation between physical activity engagement and internet addiction, suggesting that higher physical activity is associated with lower levels of problematic internet use. This finding underscores the protective role of physical activity against digital overdependence and highlights the need to contextualize behavioral health strategies within rural academic environments. The study offers valuable insights for policymakers, educators, and researchers aiming to support student well-being through integrative health and technology-use frameworks.
Volume: 14
Issue: 6
Page: 4937-4947
Publish at: 2025-12-01

A systematic review of gamified learning motivation for English language among undergraduates

10.11591/ijere.v14i6.34101
Minjuan Chen , Wee Hoe Tan , Sze Seau Lee , Jiaming Sun
Undergraduate students’ motivation for learning English as a foreign language (EFL) is influenced by multiple factors, yet traditional teaching methods often fail to sustain engagement, leading to learning disengagement and sub-optional outcomes. The increasing integration of gamified learning has shown potential in addressing this challenge, but its effectiveness remains unclear, necessitating a systematic synthetic of existing research. This systematic review employs the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework to examine 313 studies retrieved from Education Resources Information Center (ERIC),Web of Science (WoS), and Scopus, narrowing them down to 36 relevant articles. The review categorizes findings into five key themes: i) teaching techniques and strategies; ii) learning environments and styles; iii) psychological and cultural factors; iv) technological support; and v) individual learner variables. The results highlight the positive impact of game-based learning, personalized instruction, and technology-enhanced approaches to motivation. However, psychological challenges, such as burnout and anxiety, remain significant barriers. The studyreveals research gaps, particularly regarding the long-term impact of gamified learning on EFL motivation, underscoring the need for further empirical investigation to optimize gamification strategies in EFL education.
Volume: 14
Issue: 6
Page: 5187-5196
Publish at: 2025-12-01

Predictive insights into student online learning adaptability: elevating e-learning landscape

10.11591/ijict.v14i3.pp892-902
Mohamed El Ghali , Issam Atouf , Kamal El Guemmat , Mohamed Talea
In Morocco’s rapidly transforming educational landscape, this study delves into students’ adaptability to online learning environments by integrating sophisticated artificial intelligence (AI) algorithms and hyperparameter optimization techniques. This research uses the comprehensive “online learning adaptivity” dataset to identify pivotal factors influencing student flexibility and effectiveness in e-learning platforms. We applied various AI models, with a particular emphasis on the CatBoost classifier, which exhibited exceptional predictive performance, achieving an accuracy rate near 98%. This high precision in predicting student adaptiveness offers essential insights into tailoring digital education systems. The results underscore the significant potential of machine learning technologies to enhance educational methodologies by catering to the diverse needs of students. Such capabilities are instrumental for educators and policymakers dedicated to refining e-learning strategies that effectively accommodate individual learning styles, ultimately improving the broader educational outcomes in Moroccan tertiary education. These findings advocate for a more nuanced understanding of the interplay between student behavior and technological solutions, providing a roadmap for developing more responsive and effective educational platforms.
Volume: 14
Issue: 3
Page: 892-902
Publish at: 2025-12-01

Cross-cultural exploration of stylized performance: traditional Chinese training methods in drama education

10.11591/ijere.v14i6.34292
Jingying ZHANG , Syahrul Fithri Musa
This study explores the effectiveness of stylized performance training in cross-cultural drama education, focusing on how symbolic body language conveys emotions and character intent. Originating from traditional Chinese theatre, stylized training was adapted to help students from diverse cultural backgrounds achieve emotional resonance and cohesive character portrayal. Employing a participatory action research (PAR) design, the 16-week experiment involved performing arts students from six cultures, using iterative feedback and reflective practices to track changes in emotional expression and adaptation to symbolic movements. The training included three phases: basic training, emotional integration, and applied practice. Data was collected through classroom observations, interviews, feedback forms, and peer evaluations. Findings show that participants improved in non-verbal emotional expression, effectively conveying emotions across cultural barriers. Supported by Pavis’s “intercultural theatre” theory and Mead’s symbolic interactionism, the study highlights stylized performance’s potential to enhance cross-cultural emotional resonance in drama education.
Volume: 14
Issue: 6
Page: 4978-4991
Publish at: 2025-12-01

Enhancing quality education with 5Ds design thinking-innovative pedagogy for creative planning in cultural projects

10.11591/ijere.v14i6.33858
Shiyong Zhang , Poonsri Vate-U-Lan , Panneepa Sivapirunthep
This quantitative study addressed the declining interest of young people in traditional culture and the lack of empirical evidence on innovative pedagogies to enhance student engagement and academic achievement. The research examined the efficacy of a novel 5Ds design thinking-based pedagogy—discover, define, design, develop, and deploy—in enhancing students’ design thinking mindsets and academic performance in cultural project planning. The study was conducted at Shanxi University of Finance and Economics and compared the average scores of an experimental group with 42 students (EG, n=42) and a control group (CG, n=37) from five classrooms with 194 students. The EG actively engaged with the 5Ds pedagogy, progressing through each stage to collaboratively develop cultural projects, while the CG received traditional instruction. Utilizing a 30-item design thinking mindset measurement (DTMM) scale and an 88-question achievement test, the study revealed significant improvements in the EG’s human-centeredness and mindfulness. Post-intervention academic achievement scores were substantially higher in the EG (M=60.09) compared to the CG (M=47.54), with a significant difference (t=-12.114, p<0.001). These findings demonstrated the effectiveness of the 5Ds pedagogy in enhancing critical thinking, adaptability, and creativity, providing compelling evidence for integrating design thinking methodologies into higher education curricula to reinvigorate cultural education and improve student engagement.
Volume: 14
Issue: 6
Page: 4663-4676
Publish at: 2025-12-01
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