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Requirements for managing differentiated classrooms among Jordanian science teachers

10.11591/ijere.v14i5.30268
Mohammed S. Al-Rsa’i , Zobaida Abushwemeh , Eman Krieshan
Differentiated instruction (DI) is characterized by the fact that it achieves most educational goals and it is role in deepening the values of justice, equity, and a democratic climate in the learning environment. However, this approach requires highly skilled and qualified teachers, especially science teachers, due to the complexity of science learning tasks and environments. The current study aimed to examine the degree to which science teachers in Jordan possess the requirements of differentiated classroom management, and the extent to which they are affected by variables (gender and professional experience). The study sample consisted of 379 science teachers. A differentiated classroom management scale (DCMS) was prepared to achieve the study’s objective, consisting of 38 items with three domains: instruction management, classroom environment management, and managing feelings and emotions in the differentiated classroom. The results of the study showed that the degree to which science teachers in Jordan possess the requirements for differentiated classroom management is moderate. At the same time, there are differences in this degree in favor of the female parameters. However, professional experience did not affect this degree of tenure. The study recommended holding training programs for science teachers in differentiated classroom management and reviewing teacher training programs in Jordan.
Volume: 14
Issue: 5
Page: 4164-4172
Publish at: 2025-10-01

Pilot study on the use of art therapy techniques to improve the psycho-emotional state of educational psychologists

10.11591/ijere.v14i5.30603
Tatigul Samuratova , Gulnar Khazhgaliyeva , Oksana Makarova , Nikolay Pronkin
The aim of this study is to investigate the impact of art therapy on the psycho-emotional state of educational psychologists. The issue at hand is the prevalence of depression, anxiety, and emotional burnout among future educational psychologists, which can negatively affect their professional performance. To address this problem, the application of art therapy was proposed as a tool to improve the emotional health of students. The experiment involved 107 students aged 20-22 from the Yelabuga Institute of Kazan Federal University. The assessment of emotional state was conducted using the Beck Depression Inventory, the Spielberger-Hanin Anxiety Scale, and the Schreiner, Rosenberg, and Boyko tests. The results indicated that after three months of art therapy, the average level of depression decreased by 15%, anxiety levels decreased by 20%, and emotional burnout was reduced by 15%. Additionally, students’ stress resistance increased by 20%. Thus, art therapy is an effective means for reducing the emotional burden on students. It is recommended to incorporate art therapy techniques into the curricula of universities, colleges, and secondary schools. Further research is necessary to confirm the effectiveness of art therapy among students of various specializations.
Volume: 14
Issue: 5
Page: 4129-4139
Publish at: 2025-10-01

Research skills and digital competence in Huancavelica students during COVID-19

10.11591/ijere.v14i5.32702
Daker Riveros-Anccasi , Lizeth Karina Riveros-Terrazo , Ubaldo Cayllahua-Yarasca , Charapaqui Anccasi-Juan , Angel Epifanio Rojas-Quispe , Christian Luis Torres-Acevedo , Carlos Laurente-Chahuayo
This study addresses the challenge of developing research skills among teacher training students at the National University of Huancavelica during the COVID-19 pandemic, focusing on the role of digital competencies. Using a quantitative, descriptive correlational design, data were collected from 180 students across four professional education programs in the VII and IX cycles. Two questionnaires, comprising 40 and 45 questions respectively, assessed digital competencies and research skills. The data, analyzed using SPSS (version 25) with a 5% margin of error, revealed a strong positive correlation (Rho=0.808) between digital competencies and research skills. Students with higher digital literacy, particularly in information and data literacy and communication and collaboration, demonstrated better proficiency in research tasks such as designing methodologies, data analysis, and presenting findings. The study emphasizes the importance of integrating digital skills into teacher education to enhance research capabilities, especially in post-pandemic educational contexts. Notably, 60% of students with “excellent” digital competency levels achieved “excellent” research skills, compared to only 10% with “good” competencies. These findings underscore the need to prioritize digital literacy in teacher education programs to support the development of essential research skills.
Volume: 14
Issue: 5
Page: 4019-4028
Publish at: 2025-10-01

Acceptance of mobile English learning among college students in Henan

10.11591/ijere.v14i5.32876
Qiong Xiao , Soo Ruey Shing , Yu Lv
The portability of smartphones offers tremendous potential for language learning. However, the willingness to accept and the practical adoption of mobile learning in English study among college students from Henan, China requires deeper exploration, due to the lower digital competency and limited usage of digital tools of English teachers in Henan, China. Targeted at the college students from Henan, this research intends to investigate factors influencing their intention to adopt mobile apps in learning English by conducting a quantitative study within the framework of modified technology acceptance model (TAM) model. Purposive sampling method was used and online questionnaire was administered among 511 college students with mobile English learning experiences from one comprehensive university in Henan and data were analyzed via SPSS and structural equation modelling (SEM). The key findings include: i) social influences (SI), perceived usefulness (UF), and perceived enjoyment (PEEN) significantly impact students’ intention to adopt mobile English learning; ii) SI affect students’ intention via the mediator of UF; and iii) perceived ease of use (EOU) does not significantly impact students’ intention. This research highlights the role of teachers’ influences in students’ adoption of mobile English learning and emphasizes the need for further improvement in mobile apps design to facilitate the learning experiences.
Volume: 14
Issue: 5
Page: 3546-3556
Publish at: 2025-10-01

Determinants of undergraduate recycling behavior: an extended model of the theory of planned behavior

10.11591/ijere.v14i5.32391
Tan Owee Kowang , Lim Kim Yew , Ong Choon Hee , Goh Chin Fei
Promoting positive recycling behavior should be part of the higher educational objectives. The main purpose of this research is to identify the determinants of recycling behavior among undergraduates, to assess the differences in undergraduates’ recycling behavior based on their demographic, and to explore the relationship between the determinants and behavior of recycling. The research extended the theory of planned behaviors (TPB) by adding environmental awareness as a determinant of recycling behavior in addition to attitude toward recycling, subjective norm of recycling, and perceived behavioral control over recycling. The research population comprises management programs undergraduates from a public university in Malaysia. A total of 259 responses were collected via structured questionnaire. Descriptive and Pearson correlation analysis results suggested that respondents strongly agreed that undergraduates’ attitudes and environmental awareness are the most important determinants of recycling behavior, and both determinants are strongly correlated with recycle behavior. The analysis of variance (ANOVA) analysis result also reveals that there is significant difference on recycle behaviors among undergraduates based on year of study, with year 4 undergraduates exhibiting the highest recycling behavior. This finding suggests that the green campus initiatives taken by the university are effective. Additionally, extending the TPB model by adding awareness implies a theoretical contribution of this research.
Volume: 14
Issue: 5
Page: 3727-3734
Publish at: 2025-10-01

A systematic review of metacognitive dynamics in secondary physics education

10.11591/ijere.v14i5.32722
Norhidayah Osman , Siti Nur Diyana Mahmud , Nurazidawati Mohamad Arsad
Metacognitive strategies are effective in enhancing secondary school students’ performance in physics, a key science, technology, engineering, and mathematics (STEM) subject that poses challenges due to its conceptual complexity and the need for higher-order thinking skills. This study systematically reviews the impact of metacognitive strategies on student performance in physics from 2014 to 2024. The research objectives include identifying trends, advantages, and challenges of these strategies. Using preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, 25 studies were selected from databases like Web of Science (WoS) and Scopus, involving diverse respondents. Research instruments included surveys, interviews, and standardized tests to assess metacognitive awareness and academic performance. Analysis revealed a preference for quantitative methods (88%), with qualitative (8%) and mixed methods (4%) also contributing insights. Results indicate that metacognitive strategies enhance conceptual understanding, problem-solving skills, motivation, engagement, and academic performance while reducing gender gaps. However, challenges include implementation complexity, time constraints, student resistance, assessment difficulties, and variability in effectiveness. The findings underscore the need for comprehensive teacher training and innovative instructional designs to integrate metacognitive strategies effectively. These strategies hold promise for transforming physics education and promoting equitable student outcomes. Future research should focus on developing tailored approaches and innovative assessment methods to optimize the implementation of metacognitive strategies across diverse educational contexts.
Volume: 14
Issue: 5
Page: 3859-3871
Publish at: 2025-10-01

School innovation climate as a driver of teachers’ innovative work behavior: the mediating role of self-efficacy

10.11591/ijere.v14i5.32757
Safiek Mokhlis , Abdul Hakim Abdullah
Teachers’ innovative work behavior (IWB) is widely recognized as a driving force behind educational improvement in the complex and demanding conditions of the 21st century. Among a wide range of factors that could affect IWB, innovation climate (IC) has emerged as a crucial determinant. However, research exploring the mechanism that mediate the link between IC and IWB is still limited. Drawing upon social cognitive theory (SCT), the present study proposes that teachers’ self-efficacy (SE) acts as a mediator in the relationship between IC and IWB. The study involved 376 teachers at 12 public schools in Kuala Terengganu, Malaysia, who were determined based on a stratified random sampling technique. Analysis of data was implemented through the use of structural equation modeling (SEM) with AMOS software to test causal relationships. Results confirmed that schools’ IC was positively correlated with IWB and that this relationship was partially mediated by teachers’ SE. These results align with SCT, which emphasizes the interaction between individual behavior, environment (IC), and personal factors (SE). To cultivate a culture of innovation and improve educational outcomes, school leaders should actively foster an IC that enhances teachers’ SE, thereby promoting their IWB.
Volume: 14
Issue: 5
Page: 3735-3743
Publish at: 2025-10-01

Substrate thickness variation on the frequency response of microstrip antenna for mm-wave application

10.12928/telkomnika.v23i5.26731
Bello Abdullahi; Universiti Sains Malaysia Muhammad , Mohd Fadzil; Universiti Sains Malaysia Ain , Mohd Nazri; Universiti Sains Malaysia Mahmud , Mohd Zamir; Universiti Sains Malaysia Pakhuruddin , Ahmadu; Universiti Sains Malaysia Girgiri , Mohamad Faiz Mohamed; Collaborative Microelectronic Design Excellence Center (CEDEC) Omar
Substrate height (Hs) is an important parameter that influences antenna propagation. This research designed a low-profile 28 GHz microstrip antenna on a polyimide substrate with varying Hs using CST Studio software. The simulated results and MINITAB software were used to develop regression model equations, which analyzed the impact of Hs variation on the antenna performance. The proposed models’ equations have indicated an increase in average responses of resonant frequency (Fr), percentage bandwidth (% BW), gain (G), return loss (RL), and efficiency (ƞ) as the Hs decreased. The antenna achieved a BW of 3.87 GHz at Hs 0.525 mm and 5.54 GHz at 0.025 mm, a G of 3.89 dBi at Hs 0.525 mm and 3.91 dBi at Hs 0.025 mm, and an ƞ of 94.19% at Hs 0.525 mm and 98.24% at Hs 0.025 mm. The antenna was fabricated and tested, and the experimental results were validated with the models’ equations. The thinner substrate resulted in an improvement in the antenna performance.
Volume: 23
Issue: 5
Page: 1188-1200
Publish at: 2025-10-01

Students’ attitude towards assessment, its relation with their academic achievement, and factors that shape their attitude

10.11591/ijere.v14i5.30154
Ahmad Ullah Al Azad , Sumera Ahsan , Shafi Md. Mahdi
Student assessment is a crucial part of the teaching-learning process that shapes students’ learning. Students’ attitudes towards assessment play an important role in determining how actively they will participate in assessment activities. It also involves exploring the complex interplay between students’ expectations and experiences regarding assessment. Therefore, this study aims to explore Bangladeshi tertiary level students’ attitude towards assessment, its relation with their academic achievement, and factors shaping their attitude. A sequential mixed-method design was employed. A total of 162 graduate and undergraduate students were surveyed with a scale to measure their attitude. Based on the attitude score, six students were interviewed for deeper insights. The findings show that students generally have a neutral attitude toward their institution’s assessment system. Among different types of assessments, students showed the most positive attitude towards classroom assessment. There is a positive but weak relationship between attitude towards assessment and students’ academic achievement. The interviews revealed that because of the subjective experience of assessment, the same assessment activities could yield different attitudes towards assessment among students. The study will provide insights into how students’ experiences with assessment contribute to developing their attitude towards assessment in an educational setting. This study may also help policy makers and educators to develop a student friendly assessment system in higher education.
Volume: 14
Issue: 5
Page: 4076-4087
Publish at: 2025-10-01

Empowering professional learning communities: the role of middle leadership and teacher participation in decision-making

10.11591/ijere.v14i5.34392
Sock Beei Yeap , Nurul Jawahir Md Ali
Professional learning communities (PLCs) are essential for fostering collaboration and continuous school improvement. However, their implementation faces significant challenges, including passive teacher attitudes, limited understanding of PLCs, increased workloads, and ineffective execution by school communities. Addressing these challenges requires a supportive organizational structure that enhances PLCs effectiveness. This study aims to examine the effect of middle leadership (MLT) on PLCs. Specifically, this study also examines the mediating effect of teacher participation in decision-making (TM) on the relationship between MLT and PLCs. Data were collected from 284 secondary school teachers in Penang and analyzed using partial least squares structural equation modeling (PLS-SEM). The findings revealed that MLT had a significant effect on PLCs, and TM mediates the relationship between MLT and PLCs. This study provides valuable insights for policymakers and school leaders on fostering a collaborative school culture through effective MLT practices, ultimately strengthening PLCs implementation in Malaysian secondary schools. Furthermore, these findings underscore the significance of empowering teachers participation in decision-making to enhance PLCs effectiveness.
Volume: 14
Issue: 5
Page: 3461-3468
Publish at: 2025-10-01

Designing cyber safety and security literacy programs to enhance cyber security competency of prospective teachers

10.11591/ijere.v14i5.32359
Santhosh Thangan , Thiyagu Kaliappan , Vrinda Vijayan , Venukanti Sai Abhinav , Ashalatha Shanthipalla
This study examines the design, development, and evaluation of a cyber safety and security literacy program (CSLP) aimed at enhancing cyber security competency (CSC) among prospective teachers. Utilizing a research and development (R&D) method, the program was structured using the analysis, design, development, implementation, evaluation (ADDIE) model to create instructional modules covering key cyber safety topics. The validity of the program was ensured through expert evaluations, and its effectiveness was tested via a pre-experimental research design with a single group of 50 prospective teachers from training colleges in Kerala, India. Pre- and post-test assessments were conducted using a standardized CSC scale. Statistical analysis, including t-tests and Cohen’s d, revealed a significant improvement in participants’ CSC, with a large effect size (Cohen’s d=4.32), indicating the program’s substantial impact. This study emphasizes the importance of incorporating structured cyber safety education into teacher training programs to bridge the gap between digital engagement and online safety. The findings also highlight the broader need for integrating cyber security literacy in professional contexts to foster responsible digital behavior.
Volume: 14
Issue: 5
Page: 4088-4098
Publish at: 2025-10-01

Integrating project-based learning for enhancing higher education within an outcome-based education framework

10.11591/ijere.v14i5.31957
Radhika Bhagwat , Anagha Kulkarni
Project-based learning (PBL) has emerged as a powerful pedagogical approach within the outcome-based education (OBE) framework that is designed to align educational outcomes with the evolving demands of the 21st century. This research investigates the integration of PBL into an engineering course and focuses on its impact on the overall development of the students. Project-based approach was adapted in the artificial intelligence (AI) course, where 56 and 58 students applied AI concepts to real-world challenges in academic year 21-22 and 22-23, respectively. A structured PBL framework was implemented, systematically dividing the project into stages ensuring progressive learning. Feedback and statistical analysis, including a paired t-test, were conducted to evaluate students’ academic and interpersonal skill improvements. The statistical analysis proved a remarkable improvement in the course assessment marks. Students demonstrated improved problem-solving ability, algorithmic thinking and expertise in AI techniques. The findings exhibited enhanced communication skills, effective presentations, articulation of ideas and peer collaboration. These outcomes indicate the significance of PBL on the holistic development of higher education students, within technical disciplines by equipping students with the necessary skills, mindset, and experience to excel in their professional practice. PBL provides a comprehensive assessment of student’s abilities and fosters collaboration with industry partners thus strengthening ties between academia and industry.
Volume: 14
Issue: 5
Page: 4099-4108
Publish at: 2025-10-01

Plagiarism knowledge, practice, reasons, and consequences: a cross-sectional study among Filipino nursing students

10.11591/ijere.v14i5.31435
Trixie Camille R. Ferrariz , Francis John P. Gargarita , Mary Bless G. Debuque , John Bernard A. Dofitas , Dorothy Arlene Paz P. Espia , Ryan Michael F. Oducado
Plagiarism is pervasive in academic environments and undermines nursing education’s integrity. Despite efforts to combat plagiarism, the problem persists, highlighting the need for a deeper investigation. This study determined the knowledge, practice, reasons, and perceived consequences of plagiarism among nursing students. A descriptive-correlational design was employed in a public nursing school in Iloilo, Philippines. An online survey using valid and reliable research instruments was administered among nursing students. Results revealed that while nursing students generally had high knowledge and low practice of plagiarism, one-fourth of students sometimes used tables, graphs, or pictures and copied information directly or in a slightly modified form without citing the sources. There was no significant relationship between the knowledge and practice variables. Common reasons cited by students for committing plagiarism were that many assignments had to be submitted quickly, the assignment to be done was very complicated, and there was a lack of time. Facing severe setbacks, serious consequences, and the risk of getting caught were viewed as potential consequences of plagiarism. This study underscores a possible gap between understanding the concept of plagiarism and implementing ethical academic practices, emphasizing the importance of institutions not just teaching about plagiarism but also revisiting some academic practices to identify the root causes of unethical behavior.
Volume: 14
Issue: 5
Page: 3622-3630
Publish at: 2025-10-01

Let’s be a chef! The antecedents of chef’s key competencies for vocational school students

10.11591/ijere.v14i5.26708
Badraningsih Lastariwati , Tuatul Mahfud
Chefs are considered a factor in the success of a culinary tourism business. Therefore, mastering the chef’s key competencies (CKC) through vocational high schools is very important. Many studies have examined the competence of chefs. Still, the mechanism for getting key competency chefs involving industry commitment (IC), social support (SS), vocational teaching quality (TQ), and occupational self-efficacy (OSE) of culinary student chefs has not been discussed clearly. This study investigates the antecedents of the mastery of key chef competencies for vocational school students. This study involved 392 culinary students at seven vocational schools in Yogyakarta, Indonesia. Data was collected by proportional random sampling through a questionnaire. Amos 18 software is used for structural equation modeling (SEM) analysis. The study’s results revealed that the mastery of the chef’s critical competencies for students was directly and significantly influenced by IC, quality of vocational teaching, and OSE of chefs. In addition, chef OSE is a mediator on the influence of IC, SS, and quality of vocational teaching on mastering the chef’s critical competencies for culinary students. This study’s findings discuss in depth some of the implications for vocational education practitioners that are proposed for further improvement.
Volume: 14
Issue: 5
Page: 4006-4018
Publish at: 2025-10-01

An innovative design and development of multilevel inverter for a wind energy conversion system

10.11591/ijaas.v14.i3.pp751-760
Rosaiah Mudigondla , Thiruveedula Madhu Babu , Supriya Dachepalli , Anudeep Panjula , Md Yousuf Ali , Bakam Anirudh
The drawbacks of fossil fuel-based energy sources, including high costs, pollution, scarcity, and environmental damage, highlight how urgent it is to switch to renewable energy sources. Multilevel inverters (MLIs) are currently required for the production of wind electricity. In this research, to get a reduced harmonic distortion, use 31-level inverter based on shifted carrier-pulse width modulation (SC-PWM) is developed for wind power generation using MATLAB/Simulink. It aids in minimizing the total harmonic distortion (THD) to 3.20, and the output voltage is enhanced by the suggested MLI. Wind energy extraction is optimized by combining with a proportional integral derivative (PID) control system. MATLAB/Simulink has been used to make sure the MLI structure and look into the implementation of wind energy conversion systems using a permanent magnet synchronous generator (PMSG). In order to show that the suggested inverter architecture improves power conversion efficiency and stability in renewable energy systems, the study also examines power efficiency, system dependability, and the viability of large-scale applications. Additionally, the study investigates grid integration, modulation strategies, and switching losses to guarantee increased sustainability, dependability, and efficiency in wind energy applications while lowering operating costs.
Volume: 14
Issue: 3
Page: 751-760
Publish at: 2025-09-01
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