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Development and validation of the principals’ digital leadership instrument using Rasch measurement model

10.11591/ijere.v14i3.32214
Peng Yuanyuan , Bity Salwana Alias , Azlin Norhaini Mansor , Mohd Rashid Ab Hamid
This study addresses the critical need for robust measurement tools in digital leadership (DL) within educational settings—a topic of increasing relevance but limited research. Using the Rasch model measurement analysis, the study aims to develop and validate an instrument tailored to assess principals’ digital leadership (PDL) in China. The questionnaire, based on the five dimensions of the International Society for Technology in Education (ISTE) for education leaders—equity and citizenship advocate (ECA), visionary planner (VP), empowering leader (EL), systems designer (SD), and connected learner (CL)—was adapted to reflect Chinese cultural contexts. Following expert validation, the 33-item instrument was piloted with 188 teachers from higher vocational and technical colleges in Sichuan Province. The Rasch analysis, performed using Winsteps 3.72.3, assessed item fit, unidimensionality, local independence, reliability, separation index, and item-person mapping. The findings revealed that 26 items met all assumptions, demonstrating the strong reliability, validity, and psychometric robustness of the instrument. In conclusion, the validated PDL instrument is a reliable tool for assessing the DL of principals within the Chinese educational context, offering insights into professional development, and sets the stage for future research and policy development in the field of educational leadership.
Volume: 14
Issue: 3
Page: 1577-1589
Publish at: 2025-06-01

Optimization of sales by applying e-commerce and digital marketing through social networks

10.11591/ijeecs.v38.i3.pp2079-2089
Misael Lazo-Amado , Paico-Campos Meyluz
Companies must have a strategy plan to satisfy their users and implement new methods to work with technology since people nowadays are more related to technology avoiding traditional sales and having virtual sales is why it has the objective of optimizing sales in companies by applying e-commerce and digital marketing through social networks. The methodology was carried out with Scrum, which has five stages (planning meeting, sprint backlog, daily meetings, sprint review, and retrospective review) that allows to comply with each established sprint showing as a result a functional project. As a result indicates the solution of each phase of the methodology getting the ecommerce system, with a validation by 7 experts specialized in (realism, integration, adaptability, technology, innovation, functionality, and usability) indicating a total of 93% showing a perfect state of the system and meets the satisfaction for the user and finally indicates the development of digital marketing by the social network Facebook showing a great improvement in their sales reaching up to triple their sales.
Volume: 38
Issue: 3
Page: 2079-2089
Publish at: 2025-06-01

General trends on the impacts of evidence-based university accreditation on quality assurance enhancement

10.11591/ijere.v14i3.31271
Nurali Kairanbayev , David Arulraj David
Traditional accreditation process although has relevant impacts on quality assurance in higher education. Research and practices have shown the value of emerging evidence-based university accreditation. The study therefore aims to understand the impacts of evidence-based university accreditation on quality assurance enhancement. The research relied on literature review and document analysis as suitable methods. The study’s results demonstrated that the final decision for academic accreditation should be based on evidence that all stakeholders took part in quality assurance, namely staff and students. This study also explores the university accreditation practices in the United Kingdom (UK), United Arab Emirates (UAE), and Kazakhstan. The analysis presented here allows us to compare and discuss the practices of three different quality assurance practices. The three cases Quality Assurance Agency for higher education (QAA), Commission for Academic Accreditation (CAA), and Independent Kazakh Agency for Quality Assurance in Education (IQAA) indicate relevant use of evidence-based approaches to university accreditations that support quality assurance enhancement, given the explicit approaches grounded in data and evidence. The future of evidence-based approach will be furthered with the support of technology and sophisticated tools that will support explicit policies and practices. This research is expected to benefit researchers, policy makers and practitioners in quality assurance.
Volume: 14
Issue: 3
Page: 1939-1948
Publish at: 2025-06-01

Comparison of MPP methods for photovoltaic system

10.11591/ijape.v14.i2.pp338-346
Debani Prasad Mishra , Rudranarayan Senapati , Prabin Biswal , Swayamjyoti Satapathy , Smruti Susmita Sahu , Surender Reddy Salkuti
Solar electricity is usually a ubiquitous photovoltaic (PV) power source that converts sunlight into electricity. This makes solar energy a key factor in meeting the growing global demand. However, solar energy production from photovoltaic cells can be limited by many factors, so the power source needs to be optimized to reach the maximum level. One of the crucial technologies to enhance the power production of photovoltaic structures is maximum power point tracking (MPPT) measurement. This technology increases energy production by providing many advantages such as security, freedom, maximum energy efficiency, and environmental protection. MPPT continuously monitors the maximum power point of the photovoltaic structure to ensure the system operates at peak efficiency. This technology is indispensable in today’s solar systems, enabling the use of solar energy and reducing dependence on fossil fuels. By optimizing solar energy production, MPPT technology plays a crucial role in supporting the future of energy. It helps reduce climate change and promotes environmentally friendly practices through the use of renewable energy. MPPT technology also increases solar reliability, reduces maintenance costs, and improves overall performance. This makes MPPT an essential part of the modern solar system, ensuring they are efficient and effective.
Volume: 14
Issue: 2
Page: 338-346
Publish at: 2025-06-01

Need analysis: development of a teaching module for enhancing higher-order thinking skills of primary school students

10.11591/ijere.v14i3.30335
Hamidah Mat , Toto Nusantara , Adi Atmoko , Yusuf Hanafi , Siti Salina Mustakim
This research identified a pressing need to create specialized teaching modules for electrical topics within the science curriculum that target students’ higher-order thinking skills (HOTS). Despite the recognized significance of HOTS in improving students’ educational achievements, science educators encounter obstacles when attempting to effectively teach these skills. To tackle this challenge, the study utilized a qualitative research methodology, conducting semi-structured interviews with six science teachers from diverse Malaysian schools. The primary objective was to pinpoint the necessity for developing instructional modules that enhance students’ HOTS in primary school science subjects. This study revealed four key themes arising from the needs assessment: the importance of HOTS knowledge, obstacles in teaching HOTS, effective teaching strategies, and the actual teaching of HOTS. This study underscores the critical need for enhanced professional development opportunities for teachers to effectively impart HOTS and stresses the importance of providing suitable teaching resources. By developing these tailored modules, students’ critical thinking and problem-solving skills can be nurtured, paving the way for their academic and professional success. Consequently, the study’s recommendations offer valuable insights for policymakers, educators, and researchers seeking to create impactful teaching modules that cater to students’ HOTS in primary school science subjects.
Volume: 14
Issue: 3
Page: 1643-1650
Publish at: 2025-06-01

A Delphi study on factors influencing school students’ adoption of social media as a learning platform in Malaysia

10.11591/ijere.v14i3.32939
Imelda Hermilinda Abas , Nawanantiny Krishnamurthi , Amran Rasli , Meria Ultra Gusteti
The increasing use of social media platforms among students offers potential for both academic and personal information exchange. However, the factors influencing its adoption for learning by school students remain underexplored. This study aims to identify and rank the key factors that affect the use of social media for learning among primary school students. Utilizing the Delphi method, data were collected in two rounds from 30 expert participants, who were primary school teachers, using purposive sampling. In the first round, thematic analysis identified six key factors influencing social media adoption. In the second round, these factors were ranked in order of importance, with Kendall’s W of 0.364 and a p-value of 0.000 confirming consensus. In addition, an intraclass correlation coefficient (ICC) value of 0.923 indicated reliability. The top three factors identified were learning transformation, technology reform, and long-term prospects for students. The findings suggest that schools should prioritize these factors in strategic planning. Future research could expand this study to include private and international educators, and qualitative studies like tracer research could further enrich the understanding of social media’s role in learning.
Volume: 14
Issue: 3
Page: 1743-1751
Publish at: 2025-06-01

Gamification with self-determination theory to foster intercultural communicative competence and intrinsic motivation

10.11591/ijere.v14i3.29858
Su Min , Noor Azean Atan , Akhmad Habibi
In globalization, possessing intercultural communicative competence (ICC) is essential for individuals’ success. However, students face motivational barriers in online intercultural learning. Thus, this study aims to explore the effectiveness of integrating gamification with self-determination theory (SDT) to enhance the intrinsic motivation, ultimately aiding in the development of intercultural communication competence among Chinese vocational college students enrolled in online English intercultural learning. Employing a mixed-methods approach involving pre-post questionnaires and interviews, the study engaged 38 vocational college students from the automobile and rail transit faculty in a four-week online English intercultural learning module enriched with gamified elements such as points, badges, leaderboards, levels, and quests. The findings indicate that gamified learning effectively fulfills students’ needs for competence and autonomy, partially addressing their needs for relatedness and consequently fostering an upsurge in intrinsic motivation. Additionally, improvements were observed in knowledge, attitude, and skill, with marginal changes noted in awareness. It is concluded that gamified learning approaches based on SDT can positively contribute to the development of intrinsic motivation and intercultural communication competence. These findings hold practical implications for educational institutions and researchers to cultivate intrinsic motivation and ICC through online gamified learning.
Volume: 14
Issue: 3
Page: 1985-1994
Publish at: 2025-06-01

In the zone or out of bounds? How sports and physical activity anxiety affects life satisfaction among students

10.11591/ijere.v14i3.33530
Marlon A. Mancera , Eduard S. Sumera , Jr., Ruben L. Tagare , Gilbert E. Lopez , Irish M. Orgeta , Yashier T. Haji Kasan , Harold Deo Cristobal , Armand G. Aton , Gauvin Adlaon
This study aims to explore the relationship between sports and physical anxiety and life satisfaction among college students in a leading Philippine state university. Employing a quantitative research design, specifically descriptive correlation, data were collected from 2,043 respondents using simple random sampling. The research utilized the physical activity and sport anxiety scale and the life satisfaction index to measure the respective constructs, with analyses conducted using Spearman’s rho correlation coefficient to assess relationships between variables. Results indicated a significant relationship between sports and physical anxiety and life satisfaction, revealing that higher levels of anxiety corresponded to lower life satisfaction. These findings highlight the importance of addressing sports and physical anxiety to improve overall well-being. Implications suggest that institutions should implement mental health and wellness initiatives aimed at reducing anxiety and promoting supportive environments in physical education settings. By fostering a culture that prioritizes psychological well-being alongside physical engagement, institutions can enhance students’ life satisfaction and overall quality of life.
Volume: 14
Issue: 3
Page: 1844-1855
Publish at: 2025-06-01

Higher education instructors’ and students’ attitudes toward distance learning

10.11591/ijere.v14i3.29383
Yousef M. Arouri , Yousef M. Alshaboul , Diala A. Hamaidi , Asia Y. Alshaboul
This study aimed at exploring the attitudes of higher education instructors and university students regarding distant learning during the COVID-19 epidemic. It took place at a higher education institution of Jordan. Using a mixed method approach, the researchers developed a two-part questionnaire and a semi-structured interview. The questionnaire was distributed questionnaire to 167 instructors and 349 students from the University of Jordan (UJ). The findings showed that the participants have a moderately favorable attitude toward distant learning. Additionally, the findings revealed no statistically significant differences (α=.05) in the attitudes of UJ instructors and students toward distance learning during the COVID-19 pandemic attributedto the study variables. Furthermore, the interviews revealed several themes that the university instructors and students identified as influencing the general effectiveness of their distance learning experience, including access to online platforms and professional training, offering electronic equipment, and protecting the integrity of exams. The study recommends that higher education institutions reconsider the concept of distance learning, considering lessons acquired from the era of compulsory distance learning.
Volume: 14
Issue: 3
Page: 1949-1960
Publish at: 2025-06-01

The potential impact of generative AI on the future of higher education: a game-changer or a danger to academic integrity

10.11591/ijere.v14i3.32148
Pritam Kumar , Amarjeet Singh Mastana , Chainarong Rungruengarporn , Donyawan Chantokul
Artificial intelligence (AI) has the potential to improve education by substantially modifying knowledge acquisition. While the research on AI’s incorporation into higher education is growing, significant gaps exist in understanding its responsibilities, potential, implications for ethics, and privacy problems in educational settings. This study investigates AI’s transformative impact on higher education using a total of four essential objectives: the ever-growing capabilities of AI within customized instruction, the prospective use of smart tutoring platforms, AI-driven review and input procedures in learning evaluation, and the ethical and privacy issues inherent in these technologies. A systematic review of the literature (SLR) was carried out to answer research questions established utilizing population, intervention, comparison, outcome, and context (PICOC) criteria, resulting in a structured analysis of pertinent articles. To conduct a thorough literature search, the Publish or Perish (version 8) application and an API key were used to systematically access the Scopus database. Initial keyword searches yielded 567 articles, which were reduced to 29 following predetermined relevant screening, restricted access sorting, repetition removal, and content validation. The findings show that AI technologies are increasing personalized education by adapting instructional content to individual needs while also improving decision-making, resources deployment, and administrative duties. However, the integration of AI raises issues such as data privacy, potential redundancies of human educators, and ethical obstacles. These findings highlight AI’s immense potential for higher education, underlining the importance of tackling these problems regarding responsible and inclusive integration, furthering future research, and developing processes for responsible AI use in educational environment.
Volume: 14
Issue: 3
Page: 1731-1742
Publish at: 2025-06-01

Modeling English teachers’ intention to use ICT: technology acceptance and TPACK

10.11591/ijere.v14i3.30444
Li Cao , Mohamad Sattar Rasul , Marlissa Omar , Hutkemri Zulnaidi
Teachers’ acceptance of technology in the teaching setting is significantly influenced by their behavioral intention to utilize information and communication technology (ICT). A considerable amount of study has been done on the use of ICT in teaching English as a foreign language (EFL). Nevertheless, there exists a significant lack of deep studies among EFL teachers in Chinese vocational colleges. Drawing on the technology acceptance model (TAM) and technological pedagogical content knowledge (TPACK) theoretical frameworks, this current study aimed to ascertain whether EFL teachers’ TPACK levels could predict their intention to adopt ICT. A quantitative study was conducted with the participation of 440 EFL instructors from vocational schools in Shandong Province. The seven components met the scale’s validity and reliability requirements and the partial least squares (PLS) approach was utilized to describe the structural model and examine the relationships among significant components. The findings revealed that EFL teachers’ perceived usefulness (PU), perceived ease of use (PEU), and attitudes towards use (ATCU) significantly impacted their behavioral intention to use (BIU) ICT. Moreover, the TPACK framework exerted a substantial influence on their acceptance of ICT. The study’s findings may provide insights and resources for subsequent theoretical research and teaching approaches centered on enhancing the integration of technology in EFL education.
Volume: 14
Issue: 3
Page: 2314-2326
Publish at: 2025-06-01

Managing cooperative learning and digital competences in secondary education: a systematic review

10.11591/ijere.v14i3.30449
Virginia A. Samane-Cutipa , Juan Carlos Callacondo Velarde , Fabian Hugo Rucano Paucar , Fabiola Talavera-Mendoza
The COVID-19 pandemic led most schools to opt for distance education, resulting in challenges in the educational field. However, the increased use of digital technology prompted studies on strategies to help reduce the digital divide concerning two key 21st-century skills: cooperation and digital competencies. This article aims to analyze the study of cooperative learning in relation to the achievement of digital competencies in secondary education. It was developed through a systematic literature review (SLR) using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, retrieving scientific information from the Web of Science (WoS) and ERIC databases, published from 2018 to 2024. The results and findings emphasize the existence of strategies aimed at improving teaching and learning, academic performance, and students’ communication and social skills through task management, the formation of cooperative teams, and conflict resolution with shared leadership. Additionally, it highlights the development of digital competencies such as information retrieval, digital interaction, virtual object creation, digital security, and responsible citizenship. The conclusions focus on using cooperative learning strategies to make the teacher’s role more efficient in interactive spaces.
Volume: 14
Issue: 3
Page: 2088-2098
Publish at: 2025-06-01

Developing local content-based teaching materials for improving students’ holistic reading

10.11591/ijere.v14i3.32665
Husni Mubarok , Sofyan Anif , Harun Joko Prayitno
Integrating local content into teaching materials greatly aids students in their English learning, but the lack of such materials remains an issue. This study aims to develop teaching materials based on local content. It focuses on four key areas: needs analysis, development, practicality, and effectiveness. Utilizing the ADDIE or analysis, design, development, implementation and evaluation research design, data collection was conducted with seventh-grade students in the Jepara through observation, interview, questionnaire, and test, which were then analyzed using both qualitative and quantitative method. The analysis revealed that both students and teachers required teaching materials that incorporated local content. The validation of teaching materials indicated a score of 3.56 for lecturers and 3.74 for practitioners, categorizing it as very feasible. The practicality of the teaching materials is indicated by an observation score of 3.4 and a questionnaire score of 3.21. Students’ holistic reading skills improved after utilizing teaching materials centered on local content, particularly in relation to their learning experiences, discourses, and reading comprehension. The findings suggest that the government should develop policies focused on utilizing local content in teaching materials.
Volume: 14
Issue: 3
Page: 1995-2006
Publish at: 2025-06-01

The importance of international mindedness in promoting intercultural communication within international schools

10.11591/ijere.v14i3.32135
Diana Trisnawati , Abd Razak Zakaria , Azni Yati Kamaruddin
The globalization has led to an increasing number of international schools worldwide, comprising individuals from diverse cultures. This trend presented numerous multicultural challenges, particularly for those who experience difficulties adapting to multicultural environments. International mindedness (IM) is a crucial aspect of the international baccalaureate (IB) curriculum, playing a significant role in promoting intercultural communication at international schools. This study aimed to explore the significance of IM in fostering intercultural communication, with a specific focus on five teachers in the middle year program (MYP) of two IB schools using a phenomenological approach. Data collection was conducted through semi-structured interviews, and the study employed thematic analysis to address research questions systematically. The findings revealed that participants recognize several elements of IM, including open-mindedness, acceptance of different cultures, empathy, and tolerance. Teachers were identified as vital in developing IM, necessitating them to be respected figures accepted by students and to provide effective teaching strategies. The study highlighted the importance of self-awareness and adaptability skills for teachers in fostering intercultural interactions. A cultural training program can be recommended for developing teachers’ IM, particularly to enhance teachers’ knowledge and perspectives in promoting intercultural communications.
Volume: 14
Issue: 3
Page: 2183-2196
Publish at: 2025-06-01

Primary school teachers’ competences in constructing quality multiple-choice questions in Tanzania

10.11591/ijere.v14i3.30825
Florence Kyaruzi , Kingtin Kisamo
Multiple-choice questions (MCQs) are highly used in assessing students’ learning outcomes due to their versatility in promoting test content validity. Nevertheless, teachers experience psychometric challenges in constructing quality MCQs. This study investigated primary school teachers’ competence in constructing quality MCQs in Dar es Salaam Region, Tanzania. Specifically, we examined teachers’ competence in constructing quality MCQs, analyzed the types of item-writing flaws (IWFs) found in teacher-made MCQs, and examined the challenges that teachers encounter in constructing quality MCQs. The study was guided the by classical test theory (CTT) and it employed a mixed-method research approach. In particular, data collection and analysis were conducted using a concurrent triangulation design. A total of 213 MCQs constructed by 20 teachers from ten primary schools were collected and analyzed. The results indicated that primary school teachers were less competent in constructing quality MCQs as 156 (73.2%) of the teacher-made MCQs assessed lower levels of Bloom’s cognitive domain. Similarly, most of the MCQs had IWFs, with 274 (69.2%) having test wiseness flaws and 122 (30.8%) having irrelevant difficulty flaws. The findings call for capacity building to promote teachers’ competence in constructing quality test items.
Volume: 14
Issue: 3
Page: 2051-2060
Publish at: 2025-06-01
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