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[Factors influencing teacher performance in Shanghai high schools in COVID-19 pandemic ]]>
<![CDATA[Jiang, Yuan]]>;
<![CDATA[Yusof, Mat Rahimi]]>;
<![CDATA[Kasa, Muhamad Dzahir]]>
<![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.v14i2.31992
<![CDATA[The performance of teachers in schools has become a questionable phenomenon during COVID-19 due to changing landscape of teaching. Since the performance of teachers is linked to performance of students, it is imperative to investigate the influencing factors for teachers’ performance. This study is conducted to examine the relationships between instructional leadership (IL), teaching autonomy (TA), school resources (SR), teacher self-efficacy (TSE), teacher performance (TP) and teaching workload (TW). A sample of 321 responses was collected using a Likert scale questionnaire. Partial least square–structural equation modeling (PLS-SEM) was used to analyze the data using Smart PLS 3. The findings of the study confirmed that TA, IL, and SR are significant antecedents of TSE. The study reports that TSE is a significant predictor of TP. The study reports that TSE is a significant mediator and TW is a significant moderator. The study suggests that TP can be improved with TSE which is improved by IL, TA, and SR. The school education administration in China is required to develop policies in line with this research to contribute to knowledge. The study recommends that the policymakers and practitioners should focus on school’s resources, IL and TA which significantly will improve the performance of teachers in China.]]>
<![CDATA[Investigation of the factors affecting students’ self-directed learning readiness in the blended learning model ]]>
<![CDATA[Bich, Nguyen Thi]]>;
<![CDATA[Thuy, Kieu Phuong]]>;
<![CDATA[Mai Huong, Vu Thi]]>;
<![CDATA[Binh, Pham Thi]]>
<![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.v14i2.31398
<![CDATA[Many factors influence the level of readiness for self-directed learning. This study seeks to examine the relationship between learners’ personal characteristics (gender, major, academic year), external factors (facilities, self-study time, peer influence, teacher support), internal factors (cognitive skills, metacognitive skills, attitudes, motivation), and self-directed learning readiness in a blended learning model. The aim is to identify the decisive influencing factors to promote learners’ readiness for self-directed learning and improve blended teaching effectiveness. A survey was conducted with 1,276 students participating in the blended learning model at Hanoi National University of Education in Vietnam. The data were quantitatively analyzed using structural equation modeling with the partial least squares approach in SmartPLS 3, as well as regression analysis in SPSS 20. The findings showed that external factors accounted for 68.7% of the variation in internal factors and 41.6% of the variation in self-directed learning readiness. The study also found that factors such as major and academic year had significant impacts on self-directed learning readiness, as evidenced by statistically significant differences with p-values less than 0.05. These results suggest strategies for educators to effectively address these factors to enhance students’ self-directed learning readiness in blended learning environments.]]>
<![CDATA[Exploring AI-powered personalized learning in universities ]]>
<![CDATA[Agatova, Olga]]>;
<![CDATA[Latipova, Liliya]]>
<![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.v14i2.29899
<![CDATA[The study examines the problem of implementing and developing personalized learning with the help of artificial intelligence (AI) tools in universities. To solve this problem, the following goals were set: identifying the opportunities for personalized learning based on learning tools powered by AI according to university teachers; examining the current state of AI-powered learning technologies using the example of two developing countries; and clarifying the existing challenges and prospects. The study uses a survey and an interview. The results indicate that 82% of the respondents were generally aware of AI and personalized learning. The findings show that 89% of the teachers disagreed with the idea that AI and personalized learning have the potential to replace traditional educational strategies. The teachers identified several challenges, such as the lack of personal communication and difficulties with recognizing emotions, in the proposed strategies. Thus, 43% of the respondents suggested integrating AI into the educational process as a supplement to the traditional teaching methods. The analysis of interviews revealed that 85% of the teachers were positive about the implementation of AI and personalized learning in universities. Nevertheless, educators report that AI-generated tools are still underdeveloped and cannot replace all functions of teachers.]]>
<![CDATA[Impact of external demands problems on students’ psychological well-being: systematic literature review ]]>
<![CDATA[Setiawan, Muhammad Andi]]>;
<![CDATA[Estimurti, Endang Sri]]>;
<![CDATA[Pantiwati, Yuni]]>;
<![CDATA[Latipun, Latipun]]>;
<![CDATA[Bulkani, Bulkani]]>;
<![CDATA[In'am, Akhsanul]]>;
<![CDATA[Hudha, Atok Miftachul]]>
<![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.v14i2.30128
<![CDATA[Students’ well-being is often disturbed by external demands, such as academic pressure, family expectations, and social expectations. These demands can impact students’ mental and emotional well-being. This research aims to explore the problems of external demands for students’ psychological well-being. This research used the systematic literature review (SLR) method to investigate the impact of external demands on students’ psychological well-being. Data were collected from articles published between 2018 and 2023 from the Scopus database. Of the 93 articles, 26 articles were obtained after screening. Data mining and analysis were conducted with the help of Publish or Perish, Biblioshiny, and ATLAS.ti. The results show the complexity of external demands, with factors such as internal and external support, job control, social media use, and individual differences in emotion regulation playing essential roles. The long-term impacts of these demands can include increased levels of stress, anxiety, and depression in students. Therefore, it is essential to manage external demands strategically to create a learning environment that supports students’ psychological well-being. This research highlights the need for joint efforts between schools, families, and communities to address external demands on students. Effective interventions are needed to reduce the negative impact of external demands.]]>
<![CDATA[Predicting personalized mathematics learning among pre-university students in the Maldives ]]>
<![CDATA[Mohamed, Mausooma]]>;
<![CDATA[Ayub, Ahmad Fauzi Mohd]]>;
<![CDATA[Yasin, Maizura]]>;
<![CDATA[Nawi, Nur Raihan Che]]>
<![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.v14i2.31174
<![CDATA[The use of learning management systems (LMS), such as Moodle, for personalized mathematics learning (PML) is successful; nonetheless, its performance depends on several factors. This study investigates the factors influencing the utilization of LMS for PML at the Maldives National University (MNU). A correlational study was conducted involving 120 randomly selected pre-university students using an online questionnaire to measure performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), and student commitment (SC) toward LMS usage behavior (UB). Data analysis with IBM statistical package for the social sciences (SPSS) statistics version 25.0 revealed significant positive relationships between LMS UB and PE (r=0.624**), EE (r=0.644**), FC (r=0.533**), and SC (r=0.696**), with SC being the strongest predictor. SI showed a weaker positive relationship (r=0.204). The study also discovered a multiple correlation (R) value of 0.807 and an analysis of variance (ANOVA) (F (5, 114)=42.497, p=0.000). The study’s findings underscore the significance of these factors in promoting LMS adoption and effective use concluding that focusing on these key predictors can enhance PML and improve student engagement and performance.]]>
<![CDATA[Anxiety and self-belongingness of inclusive learners: the stance, facet overcoming ]]>
<![CDATA[G., Panneerselvam]]>;
<![CDATA[Wiselet S., Bella]]>
<![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.v14i2.29993
<![CDATA[It was inevitable that young learners at this time would have to pay special attention to both prosaic life and their schoolwork. It is also acknowledged that the majority of learners live in a multi varied situations. This study focuses on and analyses academic anxiety and self-belongingness in learners in an inclusive setup. Academic anxiety is related to distinct characteristic of learner, including gender, venue, instructional media, and family structure. The study focused on these four personal characteristics, and an experimental design technique was used to perform the analysis. This was accomplished using a convenience sampling procedure, which yielded 284 samples. The descriptive analysis is assisted to examine the collected data. However, there is a significant variance regarding their locality of residency. As a result, there is an essential geographical divide between them. The study outcomes also revealed a correlation between learners’ academic concerns and sense of belonging. Significant differences in personnel parameters, such as the residential location of learners, were observed.]]>
<![CDATA[The readiness of mathematics teachers as agents of change: a recent comprehensive review ]]>
<![CDATA[Abu Talib, Sharida]]>;
<![CDATA[Mohamad Nasri, Nurfaradilla]]>;
<![CDATA[Mahmud, Muhammad Sofwan]]>
<![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.v14i2.30291
<![CDATA[This study scrutinizes the role of mathematics teachers as pivotal agents of change in the evolving educational landscape, focusing on their readiness to embrace pedagogical reforms. The review aims to reveal the current patterns and trends in mathematics teachers’ readiness literature discussed in recent studies. Utilizing the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, this study analyzed 31 empirical articles from the Scopus and Web of Science databases in 2023. The review process for chosen articles is examined, encompassing aspects such as publication criteria, eligibility and exclusion standards, databases, and the progression of review stages. The most striking result from the analysis is that mathematics teachers’ readiness is closely related to teaching strategies and pedagogy. Moreover, inconsistencies in practice and constraints such as inadequate resources, insufficient institutional support, and teacher training program gaps hinder their ability to implement change effectively. The implications of this study extend to various stakeholders in the education ecosystem, including policymakers, educational institutions, teacher training programs, and practitioners. This review suggests strategies to enhance teachers’ professional development and serve as preliminary work toward developing a pedagogy model. In conclusion, this systematic review consolidates the existing knowledge on the readiness of mathematics teachers as agents of change.]]>
<![CDATA[Enhancing mathematics learning in phase E: assessing Wordwall effectiveness ]]>
<![CDATA[Rezeki, Sri]]>;
<![CDATA[Amelia, Sindi]]>
<![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.v14i2.30051
<![CDATA[The use of technology, classroom atmosphere, facilities, and learning resources can support quality learning outcomes in students. Wordwall, as a gamification tool, has been proven to be effective for elementary and junior high school students in mathematics. However, the effectiveness of Wordwall in enhancing senior high school students’ cognitive abilities in mathematics learning has not been investigated. Previous studies have only shown its effectiveness in improving affective abilities. Therefore, this study endeavors to evaluate the effects of using Wordwall on the mathematics learning outcomes of senior high school students in phase E. Through quasi-experimental research with pre- and post-test group design, 38 experimental class students and 37 control class students were selected as samples in this study. The study found a statistically significant difference (sig. 0.000<0.05) in the mean learning outcomes of students who used Wordwall compared to those who did not. Descriptively, the experimental group displayed superior average mathematics learning outcomes compared to the control group, demonstrating a moderate level of effectiveness (ES=0.57). The strong effect of Wordwall can be realized if it is used not only as an exercise tool within the classroom but also as an instrument for knowledge transformation, incorporating consideration of students’ learning styles.]]>
<![CDATA[Predicting students’ intentions for post-COVID-19 face-to-face classes ]]>
<![CDATA[Quah, Wei Boon]]>;
<![CDATA[Gopal, Krishnavehni]]>
<![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.v14i2.29737
<![CDATA[The COVID-19 pandemic led to community college closures, with reopening being considered as a potential strategy to enhance learning outcomes. However, existing literature lacks insights into the factors that determine students’ intention to attend limited face-to-face classes. To address this gap, a study was conducted to explore the intentions of 122 English students at a Malaysian community college regarding attendance in such classes post-reopening, using the theory of planned behavior as a framework. Results indicated a moderate level of intention to attend. Perceived behavioral control (PBC) and subjective norm positively predicted students’ intentions, while attitude did not significantly contribute. These findings highlight the critical role of PBC and subjective norms in shaping students’ intentions. As many community colleges prepare for phased reopening, understanding students’ diverse perspectives is crucial for informed decision-making regarding in-person instruction. Institutions must consider these factors to gain nuanced insights into students’ inclinations towards face-to-face classes, thereby facilitating effective planning amidst ongoing uncertainties.]]>
<![CDATA[Quizizz-online gamification on learning engagement and outcomes in English lecturing process ]]>
<![CDATA[Rokhaniyah, Hesti]]>;
<![CDATA[Ardiyanti, Dwi]]>;
<![CDATA[Hidayat, Nurul]]>
<![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.v14i2.29992
<![CDATA[Gamification entails incorporating elements of games into non-game settings with the goal of motivating learners to actively participate in learning. Much literature highlighted the potential of gamification in enhancing learning interest; however, very few researches delved gamification of Quizizz online for learning grammar. This research explored the effects of Quizizz on learning engagement and outcome while studying grammar. This study involved English lecturer and 68 learners in the second semester of a private university in Ponorogo, Indonesia. The data in this research was analyzed using a qualitative approach through classroom-based ethnography, including lecturer interviews, observations, and scrutiny of Quizizz test performances. The interpretation involved examining trends in learners' engagement and mean scores of Quizizz tests. The results of the research indicated that the competitive features in Quizizz such as rankings and limited time enhanced their engagement, marked by increased discipline and active involvement. Nevertheless, the fluctuation in learning outcomes was observed due to variations in topic difficulty, particularly evident with topic 1 (conjunction) being less challenging compared to the more difficult topics 2 (subject-verb agreement) and 3 (passive voice). Topic 2, characterized by its complexity, posed the greatest difficulty, emphasizing the importance of customizing quiz difficulty levels to optimize the effectiveness of Quizizz in the learning process.]]>
