Articles

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

Advanced Search
Filter Icon

Filters article

Years

FAQ Arrow
Single Year
Range Year
0
0

Source Title

FAQ Arrow

Authors

FAQ Arrow

30,938 Article Results

Vietnamese secondary school EFL students’ motivation and attitudes toward using ChatGPT for vocabulary learning

10.11591/ijere.v15i3.38603
Thuan Anh Pham , Cuong Huy Pham
The escalating adoption of artificial intelligence (AI) in language education, particularly ChatGPT, has drastically altered vocabulary teaching and learning practices in secondary schools in Vietnam, where rote learning and teacher-centered approaches are common norms. This study examines secondary school students’ motivation and attitudes toward using ChatGPT for vocabulary development. A mixed-methods design was employed, drawing on a survey with 208 ninth-grade students and semi-structured interviews with eight of the respondents. The survey data revealed the students’ moderate degrees of motivation to use ChatGPT, with extrinsic motivation surpassing intrinsic motivation. Their attitudes were generally positive, showing relatively high enjoyment and low anxiety in utilizing ChatGPT for vocabulary learning. The students considered ChatGPT a useful and convenient resource and expressed willingness to continue using it despite their concerns over its reliability and the risk of over-reliance. The interview data augmented these patterns, highlighting ChatGPT’s interactivity and flexibility while emphasizing the continued importance of teachers’ classroom support. This study provides corroborating evidence for ChatGPT as a versatile complementary tool for vocabulary learning that fosters learners’ motivation and positive attitudes. However, its adoption requires careful integration with teacher guidance and AI literacy training.
Volume: 15
Issue: 3
Page: 2708-2715
Publish at: 2026-06-01

Measurement of the ethical organizational climate in higher education institutions

10.11591/ijere.v15i3.34851
Maria Camila Bermeo-Giraldo , Alejandro Valencia-Arias , Iván Alonso Montoya Restrepo , Luz Alexandra Montoya Restrepo , Jackeline Valencia Arias
Assessing the ethical climate in higher education institutions (HEIs) is essential, given their role in training future professionals and promoting social responsibility, academic integrity, and transparency. This study used a quantitative, cross-sectional approach to assess the ethical climate perceived by 150 students at a private university in Medellín, Colombia. Based on Victor and Cullen’s six-dimensional model, and using exploratory factor analysis and Cramer’s V statistic, significant associations were identified. In particular, positive relationships were found between rule-based and law/code-based ethical climates and perceptions of institutional efficiency. Likewise, a relationship was found between the dimensions of independence and care, such that students who act based on their own moral judgment appreciate supportive institutional environments. In addition, 65% of students value autonomy (independence), 43.2% prioritize compliance with legal norms (laws and codes), and 33.33% emphasize following strict rules (rules). These findings highlight the importance of both personal ethical values and external regulatory frameworks in the formation of ethical perceptions. Similarly, the results contribute practical guidance for HEIs managers to strengthen ethical leadership and institutional policies, promoting a more transparent and efficient academic environment. It is recommended that HEIs implement policies that strengthen ethical leadership and promote an organizational climate that favors ethical decisions and compliance with standards.
Volume: 15
Issue: 3
Page: 1876-1893
Publish at: 2026-06-01

Pre-driving fatigue screening from short-term heart rate variability with subject-independent validation

10.11591/ijai.v15.i3.pp2885-2895
Tia Haryanti , Eri Prasetyo Wibowo , Wahyu Kusuma Raharja , Rossi Septy Wahyuni , Imliyati Sari
This study evaluates fatigue screening from 30-second electrocardiogram (ECG) recordings using short-term heart rate variability (HRV) features in a pre-driving context. The dataset comprises 99 participants (one session each) with fatigue labels derived from the Karolinska sleepiness scale (KSS), where the primary label (K1) defines non-fit as KSS ≥ 7. A subject-independent logistic-regression model was trained under a leave-one-subject-out (LOSO) scheme. Probabilities were calibrated using Platt scaling and evaluated through threshold-free metrics (receiver operating characteristic (ROC)-area under the curve (AUC), precision-recall (PR)-AUC) as well as calibration performance using the Brier score. The model achieved ROC-AUC =0.687 (95% confidence interval: 0.591–0.776), PR-AUC =0.621, and a Brier score of 0.200. At the operating threshold t = 0.255, the model achieved sensitivity of 1.000 with no false negatives, while specificity remained 0.091 (95% confidence interval: 0.030–0.140). Reliability analysis indicated reasonable calibration in the operational probability range. These findings support short-term HRV derived from ECG as a screening tool that prioritizes avoiding missed non-fit cases, paired with a triage scheme (fit/review/non-fit) to manage uncertainty near the decision threshold. Future work should incorporate ECG morphology and signal quality cues and aim to improve specificity without sacrificing sensitivity.
Volume: 15
Issue: 3
Page: 2885-2895
Publish at: 2026-06-01

Influence of digital educational platforms on cognitive development and emotional well-being

10.11591/ijere.v15i3.38309
Vladimir Beketov , Marina Taranova , Marina Lebedeva
This study aimed to identify psychophysiological markers that shape students’ cognitive–emotional trajectories during learning with Moodle 3.9, supplemented by Canvas learning management system (LMS) for video delivery and Kahoot for game-based assessments. The experiment involved 124 undergraduate students and spanned 16 weeks with five measurement points: the experimental group studied using digital platforms, while the control group followed a traditional format. The methodology incorporated Raven’s, Stroop, and N-back cognitive tests; measurements of heart rate, skin conductance, and cortisol levels; facial expression analysis; and learning-platform data. Working memory improved by 2.2 points with an effect size of d=2.14, and Stroop interference decreased by 36 milliseconds. The physiological cost included a reduction in heart-rate variability (root mean square of successive differences or RMSSD) from 42±12 to 28±8 ms and a two-hour shift in daily cortisol rhythms. Cluster analysis revealed three behavioral profiles. The strategic group scored 8.7 out of 10 while completing 40% of the material. Predictive models identified academic failure with 82.3% accuracy 21 days in advance, showing 76% sensitivity and 81% specificity. Individualized interventions triggered by physiological indicators increased academic performance by 24% and reduced stress by 38%. The return on investment was 4.2 to 1. The findings support the integration of early-warning algorithms into educational systems.
Volume: 15
Issue: 3
Page: 2348-2365
Publish at: 2026-06-01

Prevalence and socio-demographic correlates of attention-deficit/hyperactivity disorder among Albanian students

10.11591/ijere.v15i3.37525
Flora Zeqaj Lamçja , Eliona Sula , Elona Prifti , Paola Pina , Kaçe Baushi , Sabina Tosuni
Attention-deficit/hyperactivity disorder (ADHD) may significantly interfere with daily functioning, particularly among nursing students who face high academic stress and demanding clinical schedules. This study aimed to assess prevalence of screening-positive ADHD symptoms and associated factors among 370 Albanian nursing students. A descriptive cross-sectional study was conducted using the adult ADHD self-report scale (ASRS) v1.1. Data analysis included descriptive statistics and inferential tests (such as χ² and analysis of variance (ANOVA)), with significance set at p<0.05. Results indicated that 11.7% of students without a prior ADHD diagnosis screened positive for high ADHD symptom levels. Low to moderate symptoms were recorded by approximately 59% of participants in both ASRS part A and part B, and by 65% based on the total score. No significant associations were found between ADHD symptom severity and gender, living situation, residence, or peer integration (p>0.05). However, symptom severity was significantly associated with help-seeking behavior (p=0.009) and daily life difficulties, particularly economic challenges (p=0.02), with higher symptoms more common among students relying on themselves-coping strategies. Based on these results, targeted interventions such as cognitive-behavioral workshops, academic coaching, and psychoeducational programs could help Albanian nursing students develop organizational and time-management skills, improve emotional regulation, and enhance academic performance.
Volume: 15
Issue: 3
Page: 2228-2238
Publish at: 2026-06-01

Constrained contexts, resilient teachers: instructional adaptation, student engagement, and professional well-being

10.11591/ijere.v15i3.39008
Donnie M. Tulud , Mirasol O. Verona , Elangbai B. Dimasingkil , Estella B. Barbosa , Lloyd Anton Von M. Colita , Marlon T. Salvador , Ronel A. Naringahon , Nora B. Bolences , Edna Luz T. De Guzman , Orfelina M. Ajero , Ruben L. Tagare, Jr.
Filipino secondary teachers face significant challenges in constrained educational contexts, including limited resources, rigid curricula, and systemic pressures that affect instructional quality and student engagement. This study explored how teachers navigate these constraints, adapt instruction, and maintain professional well-being. A qualitative descriptive design was employed, involving fifteen purposively selected teachers who met criteria of active teaching and willingness to participate. Data were collected using validated open-ended guide questions and analyzed through Colaizzi’s framework to identify recurring patterns and themes. Findings revealed five interconnected themes: normalization of instructional compromise, limited opportunities for pedagogical innovation, teacher morale vulnerability, student compliance over genuine engagement, and resilience-driven teaching culture. These results indicate that systemic constraints shape instructional practices, often prioritizing syllabus completion over mastery, and influence student engagement through extrinsic motivation. Despite these challenges, teachers exhibited resilience through adaptability, improvisation, and commitment, sustaining both instructional continuity and personal well-being. The study underscores the critical role of teacher agency, morale, and resilience in navigating structural limitations, offering insights into professional adaptation and the complex dynamics of teaching in constrained educational environments.
Volume: 15
Issue: 3
Page: 2469-2477
Publish at: 2026-06-01

Cognitive and metacognitive learning strategies as correlates of university students’ mathematics proficiency

10.11591/ijere.v15i3.36934
Polemer M. Cuarto , Enya Marie D. Apostol
Mathematics remains one of the most difficult disciplines in the school curriculum. As such, strategies to address these difficulties are being implemented by educators over the years. This study aimed to determine the influence of the cognitive and metacognitive learning strategies on the mathematics proficiency of university freshmen. Specifically, it sought to assess how students’ use of various cognitive and metacognitive strategies relates to their performance in mathematics. A descriptive-correlational research design was employed to describe the prevailing levels of these learning strategies and examine their association with mathematics proficiency. Data were gathered from 80 randomly selected freshmen students through a validated researcher-made questionnaire and record analysis of their mathematics grades. Results revealed significant positive correlations between control, elaboration, rehearsal, planning, monitoring, and evaluation strategies with mathematics proficiency. The study recommends providing additional mathematics support to struggling students such as remedial and tutorial classes and integrating cognitive and metacognitive learning strategies into the mathematics syllabi. These findings imply that strengthening students’ cognitive and metacognitive awareness can significantly improve their ability to learn and perform in mathematics. Furthermore, integrating these strategies into instructional design may help develop more independent, reflective, and effective learners, leading to higher mathematics achievement.
Volume: 15
Issue: 3
Page: 2338-2347
Publish at: 2026-06-01

Evaluating socioemotional skill interventions for preschool children with autism spectrum disorder: a systematic review

10.11591/ijere.v15i3.38875
Richard Rickie Akat , Suziyani Mohamed , Nurul Khairani Ismail
This study aims to systematically review and synthesize recent empirical evidence on socioemotional skill interventions for preschool children with autism spectrum disorder (ASD) from an educational evaluation perspective. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, a systematic search of Scopus and Web of Science (WoS) identified 15 peer-reviewed studies published between 2019 and 2025. The included studies were thematically analyzed and appraised using the mixed methods appraisal tool (MMAT). The findings revealed three dominant intervention themes: i) relationship-based and developmental interventions; ii) structured and skill-focused interventions; and iii) creative, expressive, and technology-supported approaches, demonstrating overall positive effects on socioemotional outcomes. However, the strength of evidence remains moderate due to methodological heterogeneity, small sample sizes, and limited longitudinal designs. These findings highlight the importance of developmentally appropriate and flexible intervention designs in inclusive early childhood education. The review offers practical implications for educators, curriculum developers, and policymakers. Specifically, it emphasizes the need for evidence-based socioemotional programs to strengthen inclusive preschool practices for children with ASD.
Volume: 15
Issue: 3
Page: 2021-2032
Publish at: 2026-06-01

Illuminative evaluation of mathematics curriculum implementation in improving students’ numeracy achievement

10.11591/ijere.v15i3.39078
Jose Bonatua Hasibuan , Deni Darmawan , Suhendra Suhendra , Deni Kurniawan
Persistent evidence from national and international assessments indicates that students’ numeracy achievement remains low, suggesting a gap between intended curriculum goals and classroom implementation. This study conducts an illuminative evaluation of secondary mathematics curriculum implementation as an instructional system, examining how curriculum enactment relates to students’ numeracy achievement in the Indonesian secondary context. Employing a sequential explanatory mixed-methods design, the quantitative phase assessed the numeracy performance of 288 secondary students across content domains, cognitive levels, and item formats, while the qualitative phase investigated instructional practices, assessment culture, and the school learning milieu to explain the observed achievement patterns. The findings indicate uneven numeracy achievement, with performance concentrated at procedural levels and declining from knowing to applying and reasoning. Students perform relatively better on objective formats but demonstrate a limited ability to justify solutions in open-ended tasks. Qualitative evidence further indicates a misalignment between reasoning-oriented curriculum intentions and efficiency-driven classroom practices that emphasize procedural accuracy. These findings provide evidence-based insights into aligning curriculum design, classroom instruction, and assessment practices to strengthen reasoning-oriented numeracy learning.
Volume: 15
Issue: 3
Page: 2608-2617
Publish at: 2026-06-01

Educational support for disadvantaged students in Vietnamese higher education

10.11591/ijere.v15i3.38585
Quoc Cuong Nguyen Dinh , Van Vu Hong
This study aims to examine how social inequality is shaped; to determine the scope and evaluate the effectiveness of educational support programs for disadvantaged students in Vietnamese higher education. The study employs a mixed-methods design, combining document analysis, a questionnaire survey with 227 participants from 10 universities, and semi-structured interviews with 16 administrators, faculty members, and students. Quantitative data were processed using descriptive statistics, while qualitative data were analyzed thematically to clarify educational institutions’ practices and implementation gaps. The results show that support activities remain primarily focused on scholarships and financial aid, while academic support, psychological counseling, and capacity-building services are fragmented and not fully integrated into the management systems of higher education institutions. The study also indicates that inequality exists not only through economic disadvantage but also through deficiencies in cultural capital, learning skills, social support, and access to educational resources. From a theoretical perspective, the findings further clarify the theory of social reproduction and equity-oriented educational governance by showing that inequality is also reproduced through fragmented support governance. The conclusion is that support for disadvantaged students needs to be managed as an integrated, multidimensional, and systemic equity mechanism, rather than as isolated welfare interventions.
Volume: 15
Issue: 3
Page: 2082-2095
Publish at: 2026-06-01

Pakistan English language policy alignment with IDLE-informed policy model

10.11591/ijere.v15i3.38739
Waqas Ahmad , Muhammad Taufiq Al Makmun
English controls academic and professional access in Pakistan, yet the National Education Policy Development Framework (NEPDF) 2024 completely ignores informal digital learning of English (IDLE), which refers to self-directed learning through digital tools: WhatsApp, YouTube, and chatbots. No prior study has examined this policy-practice gap within Pakistan’s post-2024 framework, particularly across urban and rural communities in Khyber Pakhtunkhwa, Punjab, and Sindh. This qualitative case study gathered perspectives from 20 undergraduate students, 10 teachers, and 5 policymakers through semi-structured interviews, focus groups, and content analysis of NEPDF 2024 and provincial policy texts, analyzed using NVivo-facilitated STAP thematic analysis. Findings show that students and teachers actively use IDLE tools while policymakers remain largely unaware. The IDLE-informed policy model (IIPM), grounded in connectivism, sociocultural theory (SCT), and learner autonomy, is proposed as a practical policy framework that incorporates low-bandwidth tools like WhatsApp to expand access for under-resourced learners. This study contributes to educational evaluation by assessing the alignment between Pakistan’s national language policy and grassroots IDLE practices, producing a transferable policy evaluation model for global south English as a foreign language (EFL) context.
Volume: 15
Issue: 3
Page: 2194-2204
Publish at: 2026-06-01

Assessing integrated social-emotional and cognitive competencies in pre-service teachers: scale development

10.11591/ijere.v15i3.38305
Joy D. Talens
Developing integrated social-emotional and cognitive (ISEC) competencies is essential for pre-service teachers (PST), yet these competencies are often underemphasized in teacher education programs. This study aimed to develop and provide preliminary evidence for a reliable, structurally sound instrument to measure ISEC competencies among PST. Using a design and development research approach, PST-ISEC learning competency scale was developed and examined for internal structure and reliability. An initial pool of 74 items, refined through literature review, and expert validation, was administered to purposively selected PST from higher education institutions in one Philippine region (n=370 for exploratory factor analysis (EFA); n=405 for confirmatory factor analysis (CFA)). EFA with Varimax rotation reduced the scale to 22 items across five dimensions: collaborative spirit (CS), hopeful mindset (HM), mindful confidence (MC), emotional resilience (ER), and responsible decision-making and accountability (RD). CFA confirmed five-factor structure with acceptable fit, and internal consistency indices indicated adequate reliability. Convergent and discriminant validity analyses supported construct distinctiveness. The PST-ISEC scale provides a theoretically grounded tool for formative assessment, program evaluation, and targeted interventions. Future studies should examine criterion-related and predictive validity, measurement invariance, and cross-context applicability to strengthen its utility.
Volume: 15
Issue: 3
Page: 2588-2596
Publish at: 2026-06-01

Validating the factor structure of primary school teaching quality using the PDCA cycle

10.11591/ijere.v15i3.37326
Nhat Thong Du , Van Dat Tran
Improving teaching quality is a critical goal of educational reform, particularly in the context of Vietnam’s 2018 General Education Program (GEP). However, there is still a lack of valid instruments for assessing instructional practices based on continuous improvement models. This research fills this void by creating and validating the primary school teaching quality scale (PSTQS), based on the Plan-Do-Check-Act (PDCA) cycle, a well-known quality management framework. A cross-sectional survey design was used to collect data from 528 primary school teachers in Ho Chi Minh City. The 20-item PSTQS was constructed to align with the PDCA model and the competencies outlined in the 2018 GEP. The sample was randomly split into two groups for a two-phase validation: exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA found a four-factor structure that matched the PDCA cycle and accounted for 45.3% of the variance. CFA confirmed the model’s fit (comparative fit index (CFI)=0.95, Tucker-Lewis index (TLI)=0.94, root mean square error of approximation (RMSEA)=0.04, standardized root mean square residual (SRMR)=0.05). The scale demonstrated strong internal consistency (composite reliability (CR)>0.79), with robust convergent and discriminant validity. The PSTQS is a reliable, valid tool for evaluating teaching practices through a quality improvement lens. While results are specific to Ho Chi Minh City, the scale offers a foundation for broader application and supports continuous professional development and policy implementation.
Volume: 15
Issue: 3
Page: 1971-1985
Publish at: 2026-06-01

Evaluation of oral tradition-based reading instruction on secondary students reading competence

10.11591/ijere.v15i3.38722
Teófilo Félix Valentín Melgarejo , Clodoaldo Ramos Pando , Pablo Lolo Valentín Melgarejo , Fidel Alberto García Yale , William Cesar Santos Hinostroza , Rober Wesmel Sánchez Trinidad , Ulises Espinoza Apolinario , Rosa Luz Gómez Segura , Tito Armando Rivera Espinoza , José Rovino Alvarez López , Julio César Carhuaricra Meza , Flaviano Armando Zenteno Ruiz
Reading competence is a developmental and multidimensional construct that is often evaluated through mean score comparisons that may obscure structural learning changes. This study examined the effectiveness of a culturally grounded oral tradition–based intervention on primary students’ reading competence in Pasco, Peru. A quantitative quasi-experimental pretest–posttest design with a control group was implemented using intact classrooms (experimental n=19; control n=14; N=33). The eight-week intervention integrated local myths, legends, and folktales into guided reading, inferential questioning, and evaluative discussion activities. Reading competence was assessed using narrative texts scored with an analytic rubric classifying students into four ordered achievement levels (initial, in process, expected, and outstanding). Data were analyzed using ordinal mobility analysis, distributional dominance testing, and dynamic-systems indicators. Results showed complete structural stability in the control group, whereas 89.5% of students in the experimental group demonstrated upward mobility and all reached expected or outstanding levels at posttest. These findings indicate that culturally responsive oral-tradition instruction can produce substantial structural improvements in reading competence. This study contributes to educational evaluation by demonstrating how ordinal mobility and dynamic-systems indicators reveal instructional effects that may remain hidden in traditional mean-based analyses.
Volume: 15
Issue: 3
Page: 2632-2647
Publish at: 2026-06-01

Hybrid GA–SA optimization for eMBB-oriented spectrum allocation in 5G device-to-device communication

10.12928/telkomnika.v24i3.27394
Mohd Azrulazwan; Universiti Kebangsaan Malaysia Jusoh @ Mohd Yusoff , Nor; Universiti Kebangsaan Malaysia Fadzilah Abdullah , Asma’ Abu; Universiti Kebangsaan Malaysia Samah
The explosive growth of enhanced mobile broadband (eMBB) services in fifth generation (5G) networks presents new challenges in maintaining quality of service (QoS), particularly under dense deployments with device-to-device (D2D) communication. Interference caused by spectrum reuse among D2D pairs and cellular users can significantly degrade signal-to-interference-plus-noise ratio or signal-to-interference-plus-noise ratio (SINR), throughput, and fairness. This paper addresses the underexplored problem of optimizing spectrum allocation in eMBB-specific D2D scenarios by proposing a hybrid metaheuristic framework combining genetic algorithm (GA) and simulated annealing (SA). The proposed hybrid GA–SA algorithm leverages GA’s global exploration and SA’s local exploitation to improve allocation quality while ensuring robustness. Simulation results reveal that the hybrid approach achieves up to 25% improvement in SINR, an 18% increase in aggregate throughput, and a 22% reduction in interference compared to standalone GA and SA algorithms. Furthermore, the framework achieves improved fairness performance while maintaining competitive SINR and throughput under dense eMBB-oriented deployment scenarios. The algorithm demonstrates efficient convergence behavior and scalability to larger user populations, making it suitable for real-time or large-scale deployments. These results affirm the significance of tailored hybrid optimization in interference-aware spectrum management for future 5G networks.
Volume: 24
Issue: 3
Page: 765-778
Publish at: 2026-06-01
1 2 3
...
2062 2063
Show 52 of 2063

Discover Our Library

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

Explore Now
Library 3D Ilustration