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All Journal International Journal of Evaluation and Research in Education (IJERE)
Victor Goh Weng Yew
HELP University
Education

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Are lecturers responsible for students’ academic procrastination? Kususanto Ditto Prihadi; Victor Goh Weng Yew; Endah Kurniawati Purwaningtyas
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i1.23812

Abstract

Most studies tend to report that academic procrastination (AP) was caused by students’ internal factors, such as educational self-efficacy, perfectionism, fear of failure, expectancy value belief (perception of the task value), or classroom engagement. Nevertheless, some studies in the past have reported that students’ perception of their educators’ expectancy has significantly predicted their educational efficacy, fear of failure, and perception of the task value. Therefore, we hypothesized that students’ perception of educators’ expectancy predicted the students’ AP, fully mediated by educational self-efficacy, moderated by the expectancy value belief. The data was collected from 361 purposively recruited students from universities in Indonesia and Malaysia who completed the scales of perceived lecturers’ expectancy (PLE), educational self-efficacy (ESE), and expectancy value belief (EVB) and procrastination assessment scale-students (APSS). The data was analyzed by using AMOS-SEM and it was suggested that PLE significantly predicted ESE and APSS. Nevertheless, ESE was not a significant predictor of APSS; therefore, no mediation occurs. Furthermore, the link between PLE and APSS is significantly moderated by the EVB. In other words, lecturers might have played some active role, albeit indirect, in pushing students toward academic procrastination. Further implications, limitations, and suggestions are discussed.
When integration backfires: exploring collaborative gamification in mathematics classroom June Wei Yap; Victor Goh Weng Yew
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.37038

Abstract

As the importance of mathematics literacy increased sharply in the era of artificial intelligence (AI), the present study developed a new teaching modality—collaborative gamification—to reduce mathematics anxiety and increase mathematics intrinsic motivation. A quasi-experimental, between-subject design using pre-existing classroom groups was employed to explore the effects of different teaching modalities on mathematics anxiety, mathematics intrinsic motivation, and mathematics achievement, and to examine whether the achievement outcomes could be mediated by these psychological factors. A total of 175 Malaysia Form 1 students were separated and exposed to different mathematics teaching modalities for one week. Results supported the effects of collaborative learning and gamification on psychological factors, which contributed to higher mathematics achievement. However, collaborative gamification neither reduced mathematics anxiety nor increased mathematics intrinsic motivation and was instead associated with lower mathematics achievement. These counterintuitive findings may be explained by the increased instructional complexity that result in cognitive overload, limiting students’ capacity for conceptual processing. The counterbalancing effect of elements may explain the non-significant improvement in psychological factors. These findings highlight the importance of careful instructional design, emphasizing the need to limit extraneous elements, align pedagogical features with learning objectives, and preserve sufficient time for concept development when implementing student-centered teaching modalities.
Co-Authors Endah Kurniawati P June Wei Yap Kususanto Ditto Prihadi