Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
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All Journal International Journal of Evaluation and Research in Education (IJERE) International Research Based Education Journal Journal of Islamic Mubādalah
Hoque, Kazi Enamul
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Student engagement as a mediator between online classroom management and learning outcomes in Beijing universities Fei, Li Yi; Radzi, Norfariza Mohd; Hoque, Kazi Enamul
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.30503

Abstract

Online classroom management is considered essential for promoting student learning outcomes and engagement. This study examines the relationship between online classroom management and student learning outcomes, with student engagement as a mediator. A cross-sectional survey method was employed to collect data via questionnaires distributed through Google Forms. Respondents were selected using multi-stage cluster sampling from six universities in Beijing, China. A total of 400 valid questionnaires were analyzed quantitatively using SPSS to address the research questions. The findings indicate that online classroom management positively correlates with student engagement and learning outcomes. Moreover, student engagement significantly mediates the relationship between online classroom management and student learning outcomes. The study validates the model that online classroom management, mediated by student engagement, positively influences university students’ learning outcomes, thus supporting the research hypotheses based on the relationships among the variables. This study contributes to the integration of theory and enhances the understanding of the relationship between online classroom management and student learning outcomes. Additionally, it offers insights for policymakers and practitioners on how to support online classroom management and improve student learning outcomes.
Comparing Maternal and Paternal Parenting in Student Academic Performance: A Systematic Literature Review From 2013 To 2023 Zhao, Yang Yang; Ghani, Faizal Bin A; Hoque, Kazi Enamul
International Research-Based Education Journal Vol 7, No 1 (2025)
Publisher : Faculty of Education Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um043v7i1p%p

Abstract

Students’ academic success is significantly associated with parents. Given the varied effects of parenting on student academic performance, it is a strong need for independent research on the impact of maternal parenting and paternal parenting to learn more about the mechanisms of parenting influence. By systematically reviewing the literature from 2013 to 2023, this study aims to provide the landscape of maternal parenting and paternal parenting as well as to compare the effect of them on student academic performance. The results revealed insufficient published studies in the field and uneven research in terms of geographic distribution, the volume of studies, and the stage of student learning. The analysis found that the effects of maternal and paternal parenting were both controversial. Regarding the manners, involvement level, time spending, and the effect size, the influence of maternal parenting and paternal parenting on student academic performance were distinguished significantly. These findings are not only helpful to reveal the mechanism of maternal and paternal parenting differences on student academic performance, but also provide practical guidance for schools and parents
The Influence of Sex (Gender) Differences on the Student Engagement and Academic Achievement of Middle School Students in China Yangyang, Zhao; Bin A. Ghani, Muhammad Faizal; Hoque, Kazi Enamul
Journal of Islamic Mubadalah Vol. 1 No. 2 December (2024)
Publisher : Pondok Pesantren Darul Fata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70992/44nkmx76

Abstract

This article examines the influence of gender on student engagement and academic achievement of middle school students in China. School education plays a major role in reducing gender inequality and promoting equality. This study aims to analyze the influence of gender on student engagement and academic achievement in China. It is important to have a more comprehensive understanding of the influence of gender on student performance. A quantitative survey method was used to conduct a T-test to compare the means between boys and girls in their engagement and academic achievement. Simple random sampling was used to select participants from secondary schools in China (n = 341). The findings of the study indicate that student gender does not significantly affect student engagement or have a significant impact on academic achievement. This study analyzes the findings in terms of the changing role of women in China's rapid development and changes in Chinese culture and policies, which predict important implications for advocating for gender equality in education. The practical contributions of this study are for teachers, school managers, and parents to formulate strategies to eliminate gender inequality, especially in educational institutions.
Co-Authors Bin A. Ghani, Muhammad Faizal Fei, Li Yi Ghani, Faizal Bin A Norfariza Mohd Radzi Yangyang, Zhao Zhao, Yang Yang