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All Journal International Journal of Evaluation and Research in Education (IJERE)
Kamisah Osman
Universiti Kebangsaan Malaysia
Education

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Instructional design and pilot validation of an interdisciplinary cooperative problem-based learning module for STEM higher education Mengfan Zhang; Kamisah Osman; Siti Nur Diyana Mahmud
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.v15i3.38978

Abstract

Current instruction in Chinese higher science, technology, engineering, and mathematics (STEM) education often relies on traditional lecture formats, which can limit students’ development in collaborative problem-solving (CPS) and self-efficacy (SE). To address this gap, this study applied the Dick and Carey instructional design model to develop and validate a cooperative problem-based learning (CPBL) module. Structured around an engineering design task, the module integrates cooperative elements into problem-solving workflows and includes mechanisms to support equitable participation, such as mandatory role rotation. A multidisciplinary expert panel (N=6) assessed the module’s content validity, and a pilot study with undergraduate students (N=33) evaluated instructional feasibility and instrument reliability. Results showed high scale-level content validity index (S-CVI=.98) and strong internal consistency for the adapted CPS and SE scales (Cronbach’s α>.80). These findings confirm the module’s validity, feasibility, and reliability. Ultimately, this CPBL module offers a validated pedagogical framework for interdisciplinary STEM instruction to concurrently cultivate the technical and transversal skills required in higher education.
Development of the Arabic family relation test among school students Marwa Nasser Alrajhi; Kamisah Osman; Hussain Ali Alkharusi
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.33469

Abstract

Family relationships are highly valued; therefore, their assessment is essential. Documented literature has emphasized the significance of family relationships in students’ different outcomes. However, there is a lack of psychometrically robust measures of family relationships in Arabic-speaking environments. This study aimed to develop the Arabic family relation test (AFRT) and examine its psychometric properties. The test explores six main dimensions of parent-child relationships: restrictiveness, affection, vulnerability, justice, acknowledgment, and trust. The cross-sectional quantitative design was utilized. The study sample included 601 school students (47.6% males) from grades 5, 7, 9, and 11, selected through a cluster-random sampling approach. The findings revealed a valid 60-item AFRT with a two-second-order-factor, six-first-order-factor factorial structure. Measurement invariance of the AFRT was achieved in the father-child model across groups of age and gender. However, measurement invariance was only supported across age groups in the mother-child model. The AFRT demonstrated good reliability, as indicated by Cronbach’s alpha, test-retest, split-half, and composite reliability. The researchers concluded that the AFRT is an appropriate tool for family assessment; however, further psychometric investigation is recommended. In addition, recommendations for implications and suggestions for future research were provided.
Co-Authors Hussain Ali Alkharusi Marwa Nasser Alrajhi Mengfan Zhang Siti Nur Diyana Mahmud Titik Rahayu