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

Exploring the mediating role of mathematics self-efficacy in students’ perceptions and achievement in mathematics

10.11591/ijere.v15i2.36015
John V. de Vera , Jehan Marie T. Aytona , Beverly U. Mamogay , Rogard A. Bardinas , Shella Mary N. Canaricio , Emerson D. Peteros
This study examined the mediating effect of mathematics self-efficacy (MSE) on the relationship between students’ perception of mathematics (SPM) and mathematics achievement (MA) among 544 Grade 9 students from selected public high schools in Mandaue City, Philippines, using a descriptive correlational research design. Participants were selected through simple random sampling. Data were collected using adopted survey questionnaires to measure SPM and MSE, while MA was obtained from first-quarter grades. The data collected were treated using frequency count, percentage, weighted mean (WM), standard deviation (SD), Pearson’s r, and multiple regression. Results indicated that students demonstrated neutral SPM, moderate MSE, and satisfactory MA. Moreover, there was a significant moderate positive relationship between SPM and MSE (r=0.627, p<0.001), while negligible positive correlations were observed between SPM and MA (r=0.216, p<0.001) and between MSE and MA (r=0.205, p<0.001). Furthermore, results also revealed that MSE partially mediated the relationship between SPM and MA, accounting for 33.4% of the total effect (indirect effect β=0.597, p=0.037). These findings suggest that teachers and school administrators should integrate self-efficacy building strategies including supportive feedback, engaging, and inclusive learning environments that enhance students’ perception and achievement in mathematics.
Volume: 15
Issue: 2
Page: 976-988
Publish at: 2026-04-01

Academic self-regulation as a bridge between mindfulness and emotional self-efficacy among undergraduate students

10.11591/ijere.v15i2.38258
Samer Adnan Abdel Hadi , Mahmoud Alquraan
The research investigated the function of academic self-regulation as a mediator in the correlation between mindful attention awareness and emotional self-efficacy. A quantitative questionnaire-based study approach was used. A total 647 undergraduate participants (77.1% female), aged 18–24 (74.5%), completed self-report questionnaires, including the mindful attention awareness scale (MAAS), the academic self-regulation scale (ASRS), and the emotional self-efficacy scale (ESES). The proposed model demonstrated acceptable global fit based on the two-index criteria applied in this study, with RMSEA meeting the ≤0.06 threshold and SRMR meeting the ≤0.09 threshold; based on the data, the model appears to be suitable. The findings indicated statistically significant relationships between mindfulness and the subscales of academic self-regulation: self-instruction and self-evaluation. Academic self-regulation showed significant path coefficients with emotional self-efficacy: self-planning, self-monitoring, and self-reaction were statistically significantly associated with using and managing one’s own emotions and perceiving emotions through facial expressions. Self-planning and self-monitoring were statistically significantly associated with dealing with emotions in others. Self-planning, self-monitoring, self-instruction, and self-reaction were statistically significant in their association with identifying and understanding one’s own emotions. Academic self-regulation elucidates the correlation between mindfulness and emotional self-efficacy. Emotional self-efficacy and well-being can be bolstered by improving mindfulness and self-regulation.
Volume: 15
Issue: 2
Page: 1212-1226
Publish at: 2026-04-01

Enhancing creative thinking skills through project-based learning and SCAMPER: a study in Vietnam

10.11591/ijere.v15i2.38148
Nguyen Thi Phuong Thanh , Le Huong Hoa
Creative thinking skills (CTS) are essential 21st-century skills for adapting to the rapidly changing world. This study aims to investigate the effectiveness of project-based learning (PBL) and substitute, combine, adapt, modify, put to another use, eliminate, reverse (SCAMPER) in enhancing high school students’ CTS, including fluency, flexibility, originality, and usefulness. This quasi-experimental study involved 120 high school students from three classes at a public high school in Vietnam. The study employed a pretest-posttest control group design with one experimental group (n=40) and all two control groups (n=80). The creative engineering design assessment (CEDA) was used. The 15-week intervention involved students in PBL-SCAMPER, while two control groups (n=40 each) followed traditional instruction. One-way analysis of variance (ANOVA) revealed significant improvements in all CTS indicators for the experimental group (p<0.05), with the largest effect on usefulness (η²=0.27). These findings suggest that the PBL-SCAMPER provides a practical pedagogical framework for developing CTS, warranting broader implementation in high school education.
Volume: 15
Issue: 2
Page: 1407-1414
Publish at: 2026-04-01

Modular learning for preparing preschool teachers to develop algorithmic skills in early childhood

10.11591/ijere.v15i2.37826
Dariga Azimbayeva , Ulbossyn Kyyakbayeva , Gulbakhira Shirinbayeva , Saule Yerkebayeva , Aliya Kosshygulova , Galiya Abilbakieva , Nazira Atemkulova
Modular learning (ML) provides flexibility in the educational process, supports individualized learning, and emphasizes the practical competencies of future educators. This study assessed the impact of ML on the effectiveness of training future educators to develop algorithmic skills (AS) in preschool children. The study employed a quantitative approach using an experimental design. A total of 320 students were selected from Abai Kazakh National Pedagogical University. The assignment procedure was randomized within each program to ensure a balanced distribution of participants across groups. Results indicated that the experimental group (EG) demonstrated significant improvements in professional competencies, confidence in applying AS, and practical skills. Differences between the experimental and control groups (CG) were statistically significant across all measures (p<0.001). The findings confirm that a ML approach, combining theory, practice, and reflection, effectively enhances the readiness of future preschool teachers to foster algorithmic thinking in children. These results highlight the efficacy of ML for improving teacher training programs and suggest its applicability in diverse educational contexts.
Volume: 15
Issue: 2
Page: 1539-1550
Publish at: 2026-04-01

Apply the blended learning model in national defense and security education for university students in Viet Nam

10.11591/ijere.v15i2.37236
Nguyen Linh Phong , Tran Tuan Canh , Ngo Gia Bao
Despite the growing global consensus supporting the efficacy of blended learning, research remains scarce regarding its optimal application within specialized, practical disciplines like national defense and security education (NDSE) in Viet Nam higher education. This study addresses this empirical gap by analyzing the implementation, challenges, and impact of the blended learning model in NDSE for university students in Viet Nam. The study employed a mixed-methods design, encompassing a comprehensive literature review, the development of a theoretical model, and a quantitative survey of 312 students from several universities. Data were rigorously analyzed using structural equation modeling (SEM) to test the relationships among implementation factors, engagement, and learning outcomes. The findings indicate that technological infrastructure and digital competence are crucial preconditions for blended learning application, which enhances students’ interaction, learning interest, and ultimately, positive learning outcomes. However, limitations were identified, including insufficiently uniform technological infrastructure and the need to mitigate the increased workload for lecturers. These results provide broader policy implications for curriculum design, requiring targeted investment in IT infrastructure and systematic development of faculty digital literacy to effectively support the digital transformation of specialized military and security education in Viet Nam.
Volume: 15
Issue: 2
Page: 1446-1453
Publish at: 2026-04-01

The complexity of school leadership in Spain: between leadership and educational management

10.11591/ijere.v15i2.37279
Sergio Cored-Bandrés , María Mairal-Llebot , Sandra Vazquez-Toledo , Cecilia Latorre-Cosculluela
School leadership in Spain faces notable complexity arising from bureaucratization, limited autonomy, and the insufficient professionalization of the role. This study, grounded in perspectives from distributed, transformational and instructional leadership, analyses leadership teams’ perceptions regarding access to the position, training, the competencies required, and the satisfaction associated with these functions. To this end, a qualitative design was employed, based on semi-structured interviews conducted with 24 teachers holding leadership positions. The data were examined through categorical content analysis with the support of NVivo, ensuring both inter- and intra-rater reliability. The study offers an original contribution by providing updated empirical evidence on how structural and organizational conditions shape motivations, training relevance, and the relational competencies that underpin participatory leadership models. The thematic analysis identified several recurring themes: positive evaluations of initial training, diverse motivations for assuming the role (from vocation to compulsory appointment), the emphasis on communicative, collaborative and organizational competencies, and ambivalent professional satisfaction, combining fulfilment with administrative overload. In conclusion, the study underscores the need for more contextualized, practical, and sustainable policies and training programs that strengthen effective and humane pedagogical leadership, addressing the persistent gap between current training and real school demands.
Volume: 15
Issue: 2
Page: 1129-1141
Publish at: 2026-04-01

Physical fitness interventions for primary school students with special educational needs: a bibliometric analysis of global trends in inclusive education (1964–2025)

10.11591/ijere.v15i2.37726
Ranjanie Karunamoorthy , Khairul Farhah Khairuddin , Nur Shakila Mazalan
Physical fitness is a critical determinant of health, development, and well-being for children with special educational needs (SEN), yet their participation in physical activity remains limited due to physical, social, and institutional barriers. Although adapted physical activity (APA) interventions have been widely investigated, the global evolution of research on physical fitness among children with disabilities has not been systematically mapped. This study conducts a bibliometric analysis of Scopus-indexed publications from 1964 to 2025 focusing on school-aged children (approximately 5-12 years) with physical, intellectual, sensory, and developmental disabilities. Studies unrelated to physical fitness or exercise outcomes were excluded. A total of 536 documents were analyzed using Scopus Analyzer, Microsoft Excel, and VOSviewer to examine publication trends, document types, country productivity, authorship patterns, collaboration networks, keyword co-occurrence, and bibliographic coupling. The inclusion of 2025 records reflect early-access indexing at the time of retrieval. Results indicate substantial growth in research output, particularly after 2016. Research is predominantly concentrated in high-income Western countries. Established themes center on rehabilitation and motor performance, while emerging topics include inclusion, adaptive sports, and psychosocial outcomes. Findings should be interpreted cautiously due to reliance on a single database and English-language dominance.
Volume: 15
Issue: 2
Page: 1290-1302
Publish at: 2026-04-01

Beliefs of secondary school teachers towards education for sustainable development: a statistical research

10.11591/ijere.v15i2.35765
Sijo Varghese , P. M. Mathew
Educators are the architects of sustainable development (SD), transforming society and balancing development and sustainability. They enhance education for sustainable development (ESD) and societal transformation, driving innovative evolution and future-oriented development within the community. ESD, a millennium, and sustainable development goal (SDG), need to be implemented globally. Teachers are vital in transmitting knowledge, beliefs, and skills required for sustainability in the changing environment. This study examined secondary school teachers’ beliefs about ESD based on their professional qualifications, teaching experience, and position. The authors used a survey approach and collected the data using a belief assessment tool, i.e., the ESD beliefs scale. The respondents were 400 secondary school teachers in Kerala, India. The study used an item-based evaluation to achieve these objectives and calculated t-values, F-values, and percentages. The research findings indicated that teachers hold constructive opinions towards ESD. The positional status of teachers did not alter beliefs regarding ESD among secondary school teachers. In contrast, professional qualifications and years of teaching experience significantly influenced these ESD beliefs. The findings from this study enable education stakeholders to amend the current secondary education system for SD.
Volume: 15
Issue: 2
Page: 1332-1342
Publish at: 2026-04-01

Optimization of SAMR model scaffolding for the development of descriptive writing skills

10.11591/ijere.v15i2.38142
La Ode Nggawu , Nurindah Nurindah , Anugrah Puspita Ayu Muhammad , Waode Ade Sarasmita Uke , Nurul Atma , Wahyudin Madil , Nguyen Thi Phuong Thao , Minerva Apita-Chavez
This research presents an investigation of how the application of the digital substitution, augmentation, modification, redefinition (SAMR)-based scaffolding might be used to support first-semester basic writing students in overcoming challenges related to grammar proficiency and descriptive writing. A mixed-methods sequential explanatory design was used with 40 students enrolled in English language courses. Quantitative data were obtained through a 14-item Likert-type questionnaire measuring SAMR integration and challenges faced, while qualitative analysis was conducted on semi-structured interview data using NVivo to code thematically. The scores for all implementation indicators indicate that high average values were obtained (global M=3.37), indicating that SAMR-based activities and scaffolding were viewed as useful and engaging for supporting descriptive writing. The level of challenges was perceived as low to moderate (mean=2.59 overall). The key issues were that lecturers needed to offer more consistent support, access to devices was restricted, and students had uneven digital skills. Thematic results identified growth in grammatical consciousness, development of short texts, and creativity as projects that resulted in multimodal outcomes and student involvement. The research also underscores the importance of strong institutional structures and continued support for teaching. It concludes that employing SAMR-informed digital scaffolding is a strategy with the potential to support writing instruction through technology.
Volume: 15
Issue: 2
Page: 1749-1760
Publish at: 2026-04-01

Scaler enhanced deformable attention with graph neural network for video compression

10.11591/ijai.v15.i2.pp1473-1485
Revathi Kasinathaperumal , Hosanna Princye Periapandi
Video compression is widely used to reduce bandwidth and storage requirements when storing and transmitting videos, most existing neural video compression approaches adopt the predictive residue-coding framework, which is suboptimal for removing redundancy across frames. Additionally, minimizing only the pixel-wise differences between the raw and decompressed frames is ineffective in improving the perceptual quality of the videos, blocking artifacts degrade the visual quality, especially near edges and texture areas. Hence, to solve these problems, this research proposes a scaler enhanced deformable attention graph neural network (SEDA-GNN) to utilized for reduce inter-frame redundancy by employing a deformable attention mechanism that efficiently captures motion and structural changes, thereby minimizing redundancy. Modelling complex temporal dynamics with graph neural networks (GNNs) captures dependencies between frames, thereby facilitating highly efficient video encoding, then constrained directional enhancement filter (CDEF) effectively reduces blocking artifacts while preserving sharp edges through directional and constrained filtering, thereby improving visual quality in compressed video. The SEDA-GNN approach achieved a bjontegaard delta bit rate (BD-BR) reduction of 2.372% on the joint collaborative team on video coding (JCT-VC) database and 3.230% of BD-BR on the ultra video group (UVG) dataset, demonstrating significant performance when compared to invertible neural networks (INNs).
Volume: 15
Issue: 2
Page: 1473-1485
Publish at: 2026-04-01

Knowledge graph-based enhanced virtual network embedding for 6G cloud datacenter deployment

10.11591/ijai.v15.i2.pp1181-1193
Shourok Abdelrahim , Samy Ghoniemy , Mohamed Aborizka
Virtual network embedding (VNE) is the effective mapping of virtual networks onto shared physical substrate networks while boosting resource utilization and ensuring quality of service (QoS). VNE is a real challenge in network virtualization, especially in the perspective of 6G-enabled datacenters, where the demand for ultra-low latency, heavy connectivity, and dynamic resource allocation is vital. The proposed solution enables the ability to infer indirect paths for the resources prediction task on the knowledge graph (KG) by making implicit meaningful relations among the entities that compose the resource network. The simulation results indicated the inference mechanism significantly improves efficiency and adaptability. This leads to overall performance gains in terms of runtime stability, resource utilization, and energy savings in dynamic 6G scenarios. The experimental results showed that the proposed solution provided a 24.9% reduction in energy consumption for small-sized virtual network requests (VNRs), while maintaining 24.8% and 23.9% for medium and large VNRs, respectively, while it significantly decreased the delay time compared to the resulted delay using the baseline models such as asynchronous advantage actor-critic (A3C) + graph convolutional network (GCN). The results also confirmed that the integration of the inference engine algorithm with the embedding process results in remarkable reduction in the execution time while preserving embedding accuracy.
Volume: 15
Issue: 2
Page: 1181-1193
Publish at: 2026-04-01

AI-based scaffolding and conceptual understanding: evidence from Indonesian students using PLS-SEM

10.11591/ijere.v15i2.38450
Nuryanis Nuryanis , Toto Nusantara , Nurul Murtadho , Siti Faizah
The rapid integration of artificial intelligence (AI) in higher education has increased interest in AI-based scaffolding (AIS) to support conceptual learning, particularly in teacher education. However, empirical evidence explaining how learners’ cognitive, self-regulatory, and technological characteristics jointly shape perceptions of AIS remains limited, especially in developing country contexts. This study examines the predictive relationships among conceptual understanding (CU), cognitive engagement (CE), self-regulated learning (SRL), perceived ease of use (PEOU), AI self-efficacy (AISE), and perceived scaffolding quality in explaining Indonesian undergraduate teacher education students’ perceptions of AIS. Using a quantitative explanatory–predictive design, data were collected from 157 students and analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that SRL, PEOU, and AISE are the strongest predictors of perceived AIS, while CU, CE, and scaffolding quality also show significant positive associations. These findings highlight the importance of learner readiness and instructional design in AI-enhanced learning environments. Practically, teacher education programs should integrate AI scaffolding that explicitly supports self-regulation, builds students’ confidence in using AI tools, and promotes sustained CE in complex learning tasks.
Volume: 15
Issue: 2
Page: 1060-1078
Publish at: 2026-04-01

From stories to numbers: development of folktale-based instructional materials in mathematics

10.11591/ijere.v15i2.37629
Cherry Joy B. Demingoy , Roberto G. Sagge Jr. , Tedric Dave E. Senosa , Renato V. Herrera Jr. , Jr., Salvador P. Bacio , Julynn J. Rico , Julie Gay B. Quidato , Rosemarie G. Felimon , Franz Ian D. Solomon
Persistent learning gaps and the scarcity of culturally anchored resources continue to challenge Grade 7 mathematics instruction in rural public schools in the Philippines, particularly under the MATATAG curriculum. This study developed and evaluated a folktale-based instructional material that integrates local Panay folktales with target Grade 7 competencies in measurement and geometry and number and algebra to support meaningful, context-rich learning. Using a Type I developmental research design guided by analysis, design, development, implementation, and evaluation (ADDIE) model and anchored on social constructivism and attention, relevance, confidence, and satisfaction (ARCS) motivational framework, the material was produced through competency mapping, story-task scripting, iterative expert review, and pilot implementation. Participants included 25 Grade 7 mathematics teachers who identified suitable competencies, 10 content and pedagogy experts who validated the material, and 66 Grade 7 learners from four public secondary schools who evaluated usability and learning support. Acceptability was measured using adapted expert and learner evaluation forms with a 5-point scale and summarized using descriptive statistics. Results indicated an overall rating of highly acceptable. Format and design received the highest evaluation, followed by organization and presentation and learning objectives; content and assessment were rated acceptable, highlighting specific areas for refinement. These findings suggest that embedding mathematical concepts in culturally familiar narratives can improve perceived clarity, engagement, and task coherence while maintaining alignment with curriculum standards. The study contributes a replicable, culturally responsive development process and a ready-to-adapt set of story-based math tasks for teachers in similar contexts. Future work may examine learning gains through quasi-experimental implementation and explore digital adaptations to broaden access and interactivity.
Volume: 15
Issue: 2
Page: 1196-1211
Publish at: 2026-04-01

Improvised mask faster recurrent convolutional neural network for breast cancer classification using histopathology images

10.11591/ijai.v15.i2.pp1999-2008
Pattan M. D. Ali Khan , Xavier Arputha Rathina
Despite the prevalence of this disease, the existing method for obtaining an exact breast cancer diagnosis would need a lot of time and labor. It needs a qualified pathologist to manually process and review histopathological images to distinguish the characteristics that characterize different cancer severity levels. Building a model for automatically detecting, segmenting, and classifying breast lesions using histopathological images seems to be the goal of this work. Various deep learning methods have been used in computational pathology for the diagnosis of cancer. Improved faster recurrent convolutional neural network (IMFRCNN) is a supervised learning system with proposed for recognizing small items like mitotic and non mitotic nuclei. To protect small items from vanishing in the deep layers, this system uses expanded layers in the spine. To close image and the things gap size includes, this approach uses expanded layers. The region proposal network has been created for precise tiny object identification. Researchers examined time for training and testing time for various techniques for identifying objects. The total accuracy of benign/malignant categorization in proposed system reaches 96.5%. The proposed technique offers a thorough and non-invasive method for identifying and categorizes an area of abnormal breast tissue.
Volume: 15
Issue: 2
Page: 1999-2008
Publish at: 2026-04-01

Venture capital and risks in growth stages of artificial intelligence tech start-ups

10.11591/ijai.v15.i2.pp1036-1049
Sara Aziz , Noorlizawati Abd Rahim
Venture capital (VC) investment is important for the growth and innovation of artificial intelligence (AI)-driven tech start-ups, which are often characterized by high uncertainty and rapid technological change. While existing literature has explored general risk factors in AI start-ups, however, limited understanding of how these risks vary across different stages of start up development. This study addresses this gap through a systematic literature review (SLR) of 29 studies published between 2019-2024, sourced from IEEE Xplore, Web of Science (WoS), Scopus, and ProQuest databases. Guiding investment lifecycle, risks management and ISO 31000 principles, the study identified key risks variations including market, operational, financial, technological, performance, regulatory and exit risks faced by AI tech start-ups during the seed and early, growth and maturity stages. Findings indicate that early-stage start-ups are more affected by funding, market entry, and feasibility risks, while at growth stage face issues with scaling and resource management, maturity stage with regulatory and exit related risks become more significant. A taxonomy matrix is developed to categorize these risks in a stage-specific and AI-relevant context. The review contributes to the literature by offering a structured understanding of how VC related risks evolve across start-ups stages and highlights the need for further empirical research to validate these findings and guide better investment decisions.
Volume: 15
Issue: 2
Page: 1036-1049
Publish at: 2026-04-01
1 2 3
...
2062 2063
Show 69 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