International Journal of Evaluation and Research in Education (IJERE)
The International Journal of Evaluation and Research in Education (IJERE) is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. The IJERE aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc.
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<![CDATA[Families’ involvement at schools: the perspective of the psychosocial duos ]]>
<![CDATA[Gandarillas, Andrea Precht]]>;
<![CDATA[Anabalón, Yasna Anabalón]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.28290
<![CDATA[This article aims to investigate the perspective on family involvement of social workers and school psychologists. Based on a qualitative study, we analyzed a corpus of four interviews with psychosocial duos from state-subsidized public schools. We analyzed these interviews by conducting a thematic analysis. The results show that for these professionals, family involvement would ensure the educability of students in a framework of individual parental responsibility, understanding the efforts of schools as a support to the work of parents and guardians. The consequences and relationships of these perspectives for the work with school communities in the framework of public education are discussed.]]>
<![CDATA[Communication competence model: how to train ability to say what you really mean ]]>
<![CDATA[Glushanytsia, Nataliia]]>;
<![CDATA[Tarnavska, Tetyana]]>;
<![CDATA[Chernukha, Nadiia]]>;
<![CDATA[Krupnyk, Zoriana]]>;
<![CDATA[Kostenko, Dmytro]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.29806
<![CDATA[Business is becoming increasingly multinational. Non-native language communication is a background activity for many jobs and a challenge for those whose first language is not English. The problem is that a non-native language activity distracts attention, increases the risk of misunderstanding, and reduces the effectiveness of professional communication. The article aims to present a Foreign Language Communicative Competence model that is a way to solve the problem and enables fluent, errorless communication that supports professional activity. The main question of the research is what learning conditions, methods and strategies, approaches, and technologies provide the development of foreign language communication competence. We used questionnaires, interviews, psychological diagnostic techniques, observations, and a pedagogical experiment in the research. The pedagogical experiments occurred at the National Aviation University in the 2021 to 2022 academic year. Two groups of second-year students majoring in “Aviation Maintenance” were involved. The experiment outcomes show the enhanced level of students’ foreign language communication competence, motivation, and engagement in learning. The developed model contributes to the ability to concentrate on the job and make quick decisions under the influence of psychological factors like time pressure, stress, or noise while speaking a foreign language.]]>
<![CDATA[The effects of design-based art activities on students’ spatial thinking skills ]]>
<![CDATA[Dilmaç, Sehran]]>;
<![CDATA[Dilmaç, Oğuz]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.30911
<![CDATA[This study was conducted to determine the effects of design-based learning (DBL) on students’ spatial thinking skills in architectural design education. Spatial thinking skills are of great importance in the architectural design process for architecture students to perceive and comprehend both the surrounding architectural spaces and the architectural product they design from different dimensions and perspectives. In order to gain this skill, DBL approaches based on a cooperative learning approach, which allow students to actively participate in the learning process, were applied. It was tested whether the DBL approach would increase students’ spatial thinking skills and develop skills, such as visual structuring skills, creativity, multidimensional and abstract thinking skills, imagination, problem solving, and multi-function execution. The research model is a pre-test-post-test control group quasi-experimental design. Data were obtained using the spatial thinking skills test. Based on the findings obtained as a result of the research, it was determined that the DBL approach applied in the color and texture course was effective on the spatial thinking skills of 2nd-year architecture students.]]>
<![CDATA[Intellectual mapping of the sign language role in deaf education: forecasting future reforms ]]>
<![CDATA[Almos, Rona]]>;
<![CDATA[Lintangsari, Alies Poetri]]>;
<![CDATA[Hidayat, Herry Nur]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.28265
<![CDATA[Over the five decades, debatable approaches on deaf education are tangled in the issues of oralism and manualism. The later has valued sign language as the significant factor in the effort of providing quality deaf education. This research aims at mapping the intellectual reports on sign language position in deaf education from 1972 until 2023 including 1,000 documents from Web of Science database. This research use VOS Viewer by implementing co-citation analysis, bibliographic coupling and co-occurrence analysis to see the development of the research, the network and the emerging topical focus. The results suggest that sign language plays the pivotal role in deaf education that predict the future reforms of education for the deaf in form of bilingual education and technology integration. Other significances related to the top discussed themes, the leading authors, the influential publishers are also discussed to seek the interweaving connection among the subemergent research foci.]]>
<![CDATA[Evaluation of ChatGPT research in STEAM education ]]>
<![CDATA[Prahani, Binar Kurnia]]>;
<![CDATA[Nisa’, Khoirun]]>;
<![CDATA[Suliyanah, Suliyanah]]>;
<![CDATA[Deta, Utama Alan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.30423
<![CDATA[Research focus of reviews trends and research on implementing ChatGPT in science, technology, engineering, arts, and math (STEAM) learning. It emphasizes the importance of deep learning and 21st-century skills in education, highlighting the limitations of ChatGPT in accuracy and credibility. The authors analyzed 204 STEAM education documents, revealing that 65% focused on technology education and less than 3% on art and mathematics education. The articles written in technology scope are the most widely circulated. The most productive region is the United States, which has three productive authors. The most productive authors are Ray (India) and Wang (Macao), who have the highest h-index. The United States and United Kingdom are the most productive affiliations. Many types of research on ChatGPT in STEAM education include a survey with several participants of different education levels. Social science is the most popular subject area. The Journal Nature is the primary source for this research. Several research highlighted artificial intelligence, ChatGPT, and human keywords. This study highlights the potential of ChatGPT in STEAM, suggesting further research on student behavior, learning designs, and credibility concerns. It suggests collaboration with Google Scholar or Web of Science data for in-depth analysis.]]>
<![CDATA[Development of a teacher competency model in game-based learning: a need analysis ]]>
<![CDATA[Jiang, Jinchuan]]>;
<![CDATA[Abu Ziden, Azidah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.31831
<![CDATA[This paper conducts a need analysis study to identify the requirements for developing a competency model for teachers implementing game-based learning (GBL) in Chinese secondary schools. Additionally, it investigates the practices and challenges of teachers while implementing this pedagogical approach. Through a quantitative survey involving 384 teachers, key findings reveal significant challenges, such as technological issues, limited instructional time, a lack of high-quality games aligned with the curriculum, and inadequate teacher training. The majority of teachers expressed a positive attitude towards game-based learning but reported limited classroom usage due to these obstacles. The results highlight the need for the development of a competency model tailored to game-based learning teachers, emphasizing the importance of structured training opportunities. Such a model would provide essential guidance and support, enabling teachers to enhance their competencies and effectively integrate game-based learning into their teaching practices. Consequently, the next step of this research is to design and develop a comprehensive competency model that encompasses both technological and pedagogical skills, which will aim to enhance teacher preparedness and improve the integration of game-based learning in education, ultimately benefiting student engagement and learning outcomes.]]>
<![CDATA[Measuring Vietnamese-speaking English as a foreign language students’ socio-emotional skills ]]>
<![CDATA[Hung, Do Minh]]>;
<![CDATA[Anh, Le Thanh Nguyet]]>;
<![CDATA[Ngan, Vo Phan Thu]]>;
<![CDATA[Tac, Pham Van]]>;
<![CDATA[Tinh, Bui Thanh]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.30099
<![CDATA[Socio-emotional skills are crucial in learning processes and academic performances, but research in this field among college students, especially among Vietnamese-speaking students majoring in English as a foreign language (EFL) is still rare. Thus, the study attempts to fill this gap. As the first necessary part of a larger research project, the present study measured the target population’s socio-emotional skills via a 30-item questionnaire scale made up of two core components (the self and the others) embracing five subcomponents (self-awareness, self-regulation, self-utilization, empathy, and social skills). The sample group of 615 EFL majors from a university in Vietnam was surveyed. Statistic survey results show that the group appeared to reach a high level of socio-emotional skills in general. In addition, there was no significant gap between two core components, but five subcomponents stood out in a descending magnitude line of self-awareness>self-utilization, empathy>social skills>self-regulation. These significant findings provide constructive guidance needed for our research team to project instructional action plans in the subsequent phases. It also provokes further research on similar strands within Vietnam and beyond.]]>
<![CDATA[Personality types persistency, occupational consistency, and occupational satisfaction of graduates ]]>
<![CDATA[Waruita, Ann Gathigia]]>;
<![CDATA[Gitonga, Ciriaka Muriithi]]>;
<![CDATA[Atitwa, Edwin Benson]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.31471
<![CDATA[Personality type affects career path and can determine an individual’s job satisfaction or dissatisfaction after graduation. In Kenya, high graduate unemployment has forced many to seek jobs unrelated to their qualifications or personalities. The purpose of the current study was to examine persistency of Holland’s personality types, mediating effect of consistency of career choices, and the degree of occupational satisfaction, informed by Holland’s theory. Longitudinal cohort research design was adopted, to access participants involved in a study conducted in 2012, from which 76 participants were accessed and provided required data. Data was collected using Holland’s self-directed search 4th edition questionnaire and an interview schedule. Spearman’s rank correlation was used to determine correlation between persistency of personality types and occupational satisfaction. Logistic regression was used to check the mediating effects of consistency on the relationship between personality types and occupational satisfaction. Results of the study indicate that there was a positive significant relationship between persistency of personality types and occupational satisfaction at p<0.05; mediating effect of consistency on the relationship between personality types and occupational satisfaction was statistically significant at (β=0.254, p<0.05). This study highlights the importance of persistency of personality types and consistency of career choices in ensuring occupational satisfaction.]]>
<![CDATA[Exploring teacher perceptions, commitment, and beliefs in STEM education: a systematic literature review analysis ]]>
<![CDATA[Talib, Sariati]]>;
<![CDATA[Alias, Bity Salwana]]>;
<![CDATA[Matore, Mohd Effendi Ewan Mohd]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.30608
<![CDATA[In recent times, science, technology, engineering and mathematics (STEM) education has gained interest in preparing students to face the challenges of the modern world. STEM fields are important for nurturing and shaping a wide range of skills in society. Therefore, to ensure students acquire the necessary skills and knowledge, STEM education has become a priority in education systems around the world, with teachers playing an important role in ensuring the success of STEM education. Therefore, teachers’ perceptions, commitments and beliefs need to be explored to gain understanding, needs and challenges for teachers to implement STEM education. This study analyzed past research findings through the systematic literature review (SLR) method with the findings of 28 articles. The findings of this past study reveal the challenges, and opportunities faced by educators through their perceptions, commitments, and beliefs in STEM education for the actions of policymakers and school leaders.]]>
<![CDATA[Cognitive restructuring as a panacea for maladaptive behaviors among primary school children ]]>
<![CDATA[Bisong, Nonso Ngozika]]>;
<![CDATA[Ntamu, Blessing Agbo]]>;
<![CDATA[Undelikwo, Veronica Akwenabuaye]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i1.29393
<![CDATA[This study investigated the efficacy of cognitive restructuring as a panacea for maladaptive behaviors among primary school children in Calabar Municipal, Cross River State, Nigeria. The study was a quasi-experimental study using a pre-test-post-test experimental design. Data were collected from pupils in primary four. Data was collected over twelve weeks. The mean and standard deviation of the pre-and post-test scores were calculated and analysis of covariance (ANCOVA) was used to determine the differences in the two scores. There were 39 students recruited for the study. The study found that maladaptive behaviors such as aggression and disobedience were pervasive among primary school pupils in Calabar. Notably, the findings indicated that cognitive restructuring had a statistically significant impact on reducing aggressive behavior, though its influence on disobedient behavior was not as pronounced. The paper concluded that cognitive restructuring is an effective intervention strategy for addressing maladaptive behaviors among primary school pupils. The intervention achieved its intended goal of improving children’s behavior and provided a framework for more sustainable behavior management strategies.]]>
