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[Flipped classroom approach of language education: a systematic review ]]>
<![CDATA[Mazlan, Rohaida]]>;
<![CDATA[Mahamod, Zamri]]>;
<![CDATA[Jamaludin, Khairul Azhar]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.31718
<![CDATA[The flipped classroom approach has emerged as an innovative pedagogical model in language education, transforming traditional teaching methods by reversing the conventional sequence of instruction and homework. The objectives of this systematic literature review are to examine the impact of various technological enhancements on the effectiveness and student engagement in flipped classrooms. Secondly, to explore the perceptions and attitudes of students and teachers towards flipped classroom methodologies across different educational contexts. Thirdly, to assess the effects of flipped classroom approaches on students’ academic performance and critical thinking skills across various disciplines. This study conducted an extensive search of scholarly articles from reputable databases such as Scopus and Web of Science, focusing on studies published from 2021 until 2024. The flow of the study is based on the PRISMA framework. The database search identified 35 final primary studies that were analyzed. The findings were divided into three themes: i) technological enhancements in flipped classrooms, which were found to significantly improve student engagement and learning outcomes; ii) student and teacher perceptions of flipped classrooms, which were generally positive, with many highlighting increased interaction and autonomy in learning; and iii) outcomes and effectiveness of flipped classroom approaches, showing a positive impact on students’ academic performance and critical thinking skills. In conclusion, the flipped classroom approach holds considerable promise for language education, offering a more effective and engaging alternative to traditional instruction. This review provides valuable insights for educators and policymakers seeking to adopt innovative teaching strategies in language education.]]>
<![CDATA[Examining GenAI readiness and behavioral intention of adult learners: a PLS-SEM and IPMA approach ]]>
<![CDATA[Chan, Josephine Ie Lyn]]>;
<![CDATA[Tan, Saw Fen]]>;
<![CDATA[Chew, Meng Cheng]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.31839
<![CDATA[In the current rapidly changing technological landscape, emerging technologies such as generative artificial intelligence (GenAI) continue to disrupt adult learners’ preparedness for the AI-driven future in the workplace and in society. This study aimed to explore the factors of adult learners’ behavioral intention towards adopting GenAI. A quantitative approach was used where a self-administered online survey was randomly distributed to existing adult learners at an open and distance learning (ODL) institution in Malaysia. There were 484 responses, however, due to straightlining and outlier issues, only 460 were usable. Data analysis used SPSS version 28 for data cleaning and descriptive statistics, and SmartPLS 4 to perform partial least squares structural equation modelling (PLS-SEM) and the assessment of importance-performance matrix analysis (IPMA). The findings indicated that GenAI readiness constructs of ability and ethics positively predict adult learners’ intention to adopt GenAI. Management of the university should address the performance gap in ability, maintain ethical awareness, and improve the performance of vision and cognition.]]>
<![CDATA[Opportunities and challenges while conducting field trips to the museum: a narrative review ]]>
<![CDATA[Sahani, Chatterjee]]>;
<![CDATA[Prakasha, G. S.]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.29297
<![CDATA[The museum visit field trip engages and motivates the children in various activities. Field trips to the museum provide the students with a constructivist and experiential learning environment as they construct knowledge through observing the artifacts. The present study describes the possible opportunities and challenges for school children while conducting field trips to the museum. The study employed a narrative review technique to address the research question raised. The study selected the literature reviews from 2012-2023, including studies on field trips to the museum for the academic engagement of school children. The data includes 50 peer-reviewed journal articles categorized into five categories: students’ overall development, experiential learning opportunities, the museum as a resource, the role of teachers, the school, and museum authority. Results revealed that the museum is a resource for learning and is perfect for improving students’ cognitive and affective development towards the various school subjects and helping them enhance their participatory learning opportunities. However, teachers’ knowledge, infrastructure, parental consent, and legitimization with the school authority are some challenges in conducting museum visit field trips. Future research may focus on conducting empirical studies, which include school-museum collaboration, to enhance the horizon of school and community knowledge.]]>
<![CDATA[International atmosphere impact on faculty engagement in internationalization: international attitudes mediation ]]>
<![CDATA[Yan, Liu Hai]]>;
<![CDATA[Ping, Yang Su]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.30235
<![CDATA[Globalization continues to reshape higher education, driving increased international exchanges and collaboration. This study investigates the impact of the international atmosphere on faculty engagement in internationalization (FEI), with a focus on local applied universities in China. Despite the recognized importance of faculty in facilitating internationalization efforts, limited research exists on their involvement. Utilizing surveys and structural equation modeling, data was collected from faculty members in local applied universities in China. The survey instrument covered demographics, perceptions of the international environment, engagement in international activities, and attitudes towards internationalization results indicate significant positive correlations between the international atmosphere, faculty international attitudes (FIA), and engagement in international activities. Specifically, the international atmosphere positively influences FIA and subsequent engagement in internationalization. Furthermore, FIA were found to partially mediate the relationship between the international atmosphere and engagement. This study contributes to the understanding of faculty involvement in internationalization efforts, addressing a gap in the literature. By identifying the factors influencing faculty engagement, institutions can develop targeted strategies to promote global engagement in higher education, ultimately enhancing the internationalization process.]]>
<![CDATA[Digital learning and student outcomes: a mathematical synthesis from the last decade ]]>
<![CDATA[Koishybekova, Aizhan]]>;
<![CDATA[Zhanatbekova, Nazym]]>;
<![CDATA[Khaimuldanov, Yerlan]]>;
<![CDATA[Orazbayeva, Assel]]>;
<![CDATA[Abykenova, Dariya]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.30431
<![CDATA[Understanding the broad effects of e-learning on educational outcomes and the contributing factors is crucial, especially given the conflicting conclusions from past research. This is important to ensure that educators and policymakers do not waste resources and focus effectively when prioritizing digital investments. Hence, this study sought to provide a comprehensive quantitative review of the extant evidence on how digital learning initiatives affect student outcomes within the cognitive domain across different subjects and educational levels. To that end, a meta-analysis was performed encompassing 17 studies spanning from 2015 to 2023, involving 1,896 participants. The quantitative synthesis was completed using a random-effects model. The results indicate a positive small to medium overall effect size (Hedge’s g=.49, adjusted for publication bias) for technology-assisted interventions compared to traditional education. Subgroup analyses revealed nuances, such as higher academic gains associated with active cognitive engagement modes and potential disparities between school and higher education settings. However, no factors significantly affected the pooled effect sizes for cognitive outcomes. Nevertheless, considerable between-study heterogeneity could compromise the estimates. The meta-analysis underscores the scarcity of rigorous studies in the digital learning domain. Further research directions are outlined.]]>
<![CDATA[Adult education in Greek municipalities during COVID-19 pandemic ]]>
<![CDATA[Ntafou, Athanasia]]>;
<![CDATA[Jiménez-Fanjul, Noelia N.]]>;
<![CDATA[Gutiérrez-Rubio, David]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.29678
<![CDATA[State and local governments’ primary purpose is to provide services to their populations by shaping their social and economic life. Adult education is a good example of a public service that extends deeply into people’s everyday lives. It helps adults increase their social roles as employees, parents, and retiree, gain more fulfilment in their personal lives, and solve personal and community problems. The main research purpose of this paper is to investigate and describe adult education in Greek Municipalities during the COVID-19 pandemic, specifically in the Municipality of Piraeus. For this purpose, the research was conducted using the focus group research method. Two groups participated, the first consisting of four employees of the Center for Lifelong Learning of the Municipality of Piraeus and the second group of four adult learners representing the four courses held. The results of the survey show that the unprecedented situation of COVID-19, particularly affected adult education which had stopped for a while and then many courses were discontinued. The imperative to strengthen digital skills, the uncertainty of continuing education and the change of education as a result of the changing world were also identified.]]>
<![CDATA[Exploring new feedback practices paradigm in higher education: students’ perspectives ]]>
<![CDATA[Genisa, Marlina Ummas]]>;
<![CDATA[Rizal, Haryanti Putri]]>;
<![CDATA[Hasri, Hasri]]>;
<![CDATA[Agussalim, Andi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.29819
<![CDATA[Feedback has recently shifted from being received to being an interaction process, raising considerable interest among educators. This study aims to examine whether current feedback practices in higher education have led to active student interaction processes, and how individual and contextual factors are considered in practice based on gender and university perspectives. An online questionnaire was used to collect data from 418 students from three Indonesian universities, Universitas Negeri Makassar (UNM), Universitas Muhammadiyah Palembang (UMP), and Universitas Sulawesi Barat (USB). The data was analyzed descriptively-quantitatively. Results indicate that current feedback practices do not adequately direct students to actively participate in the processing feedback. The feedback received is dominated by general feedback (UNM and USB), while detailed and discussed feedback is generally received by UMP students. Additionally, the expected and effective feedback obtained the same pattern that individuals and groups must interact which is in line with the new paradigm. The results also showed the ideal time for providing feedback is 5-10 days for various types of assignments and 15-20 days for theses. These results provide educators with information on strategies and approaches in feedback practices that are relevant and effective in enhancing student learning based on the new paradigm.]]>
<![CDATA[Drama-based strategies for vocabulary development in young English learners in the western region of Saudi Arabia ]]>
<![CDATA[Alelyani, Abdulaziz Ali Fayz]]>;
<![CDATA[Alharbi, Mohammed Salim]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.31236
<![CDATA[This study investigates the efficacy of drama-based methodologies in English vocabulary acquisition among young learners in Saudi Arabia, addressing a significant gap in the Saudi English as a foreign language (EFL) context. Employing a descriptive, quantitative research design, the study surveyed 137 English language instructors from the Jeddah Educational Directorate. The findings reveal that diverse dramatic activities yield substantial benefits in English language learning, particularly in vocabulary acquisition. Key advantages include enhanced motivation for contextual vocabulary usage, improved learner engagement, increased self-confidence, and enhanced communication skills. The study highlights the superiority of varied and engaging drama-based techniques, such as role-playing, over traditional methods in fostering a dynamic and conducive learning atmosphere. While acknowledging challenges like increased teacher preparation time and students’ initial reluctance towards active participation, the research concludes that drama-based instruction represents an effective pedagogical approach for teaching English vocabulary to young learners. The study proposes significant implications for educational policy, recommending the integration of drama-based English textbooks into the curriculum and the incorporation of drama techniques in teacher training programs. This research contributes valuable insights to ongoing discourse on innovative EFL teaching methodologies in the Saudi Arabian context.]]>
<![CDATA[Understanding the challenges faced by Orang Asli students in solving mathematics problems ]]>
<![CDATA[Abd Jalil, Abdul Hakim]]>;
<![CDATA[Abdullah, Abdul Halim]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.29206
<![CDATA[The educational attainment of Orang Asli students, a minority group in Malaysia, particularly in mathematics, has been a persistent concern. Despite this, research on Orang Asli mathematics education, especially in the southern region of Peninsular Malaysia, remains scarce. This study scrutinized the academic performance of Orang Asli students in whole numbers and operations at level 2 of primary school, focusing on their challenges in solving word problems in mathematics. A total of 22 Orang Asli students from year 4 and 5 in two Orang Asli primary schools participated, undertaking a mathematics test comprising five-word problems. The study identified five prevalent errors among Orang Asli students: i) failure to comprehend the question; ii) misconceptions; iii) inability to grasp specific terms in the question; iv) carelessness; and v) poor reading skills. The findings are thoroughly discussed, and strategies to enhance Orang Asli students’ mathematical problem-solving abilities are proposed.]]>
<![CDATA[Strategies and techniques for creating educational programs for teachers of natural science subjects ]]>
<![CDATA[Nurmukhamedova, Zhanara]]>;
<![CDATA[Nurbayeva, Dilara]]>;
<![CDATA[Yerzhenbek, Bulbul]]>;
<![CDATA[Nassirova, Diana]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.28905
<![CDATA[The relevance of the study is based on the current educational reforms in the Republic of Kazakhstan, which is implemented under the conditions of humanization and integration at different levels. This is based on the development of the informatization and technologization of current science and practice, the trend towards the interpenetration of certain fields of knowledge into others, the exploration of interdisciplinary approaches in explaining the current world view, which is itself multidimensional, persistent, impartial and integrative. The purpose of this study is to provide a theoretical framework, developing a model for the training of modern natural science teachers and investigate the main stages of curriculum development for future teachers. The objectives of the study are aimed at disseminating knowledge about the development of effective educational programs. Objective methods included theoretical analysis, analysis of future teachers’ activities, synthesis of philosophical and educational psychology literature, modelling and observation. The study investigated and systematized approaches to the methodological design of educational programs and identified all types of professional competence using the method of analysis.]]>
