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International Journal of Evaluation and Research in Education (IJERE)
Published by Institute of Advanced Engineering and Science
ISSN : 22528822     EISSN : 26205440     DOI : -
Core Subject : Education,
Education
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.
Arjuna Subject : -
Articles 78 Documents
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Search results for , issue "Vol 14, No 2: April 2025" : 78 Documents clear
Influence of social networks on the mental health of university students in Huancayo, Peru Galarza, Nilton David Vilchez; Espejo, Luis Angel Huaynate; Echevarría, Carmen Rocío Ricra
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31094

Abstract

Since the appearance of signed social networks (SSNs), their use has increased steadily among young people, not only in terms of the number of users but also in terms of the time they devote to managing the platforms, a situation that may be influencing their behavior. This study aimed to analyze the influence of the use of social networks (SNs) on the mental health of young university students. For this purpose, a quantitative, basic, and correlational study was carried out. We worked with a sample of 361 undergraduate students in health careers at a university in Huancayo. The PERMA-Profiler scale for mental health and the brief social network addiction questionnaire were used as data collection instruments to evaluate the use of SNs. The results indicate that there is a statistically significant influence of the use of SNs on the mental health of students, which explains a variability of 53.5% to 79.9%, according to the values of the Nagelkerke Pseudo X2 calculation for SNs. This suggests that the use of SNs hurts students’ mental health.
Validating the factor structure of school principals’ transformational leadership scale in Vietnam Tran, Van Dat; Trang Bui, Le Diem; Le, Minh Tuan Lam; Huynh, Thi Cam; Nguyen, Huynh Thuan
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30092

Abstract

Recently, there has been a growing emphasis on investigating the factor structure of the transformational leadership style due to its significant impact on teachers’ outcomes and school-related factors such as organizational citizenship behaviors, organizational commitment, work dedication, creativity, and school innovation. However, the existing literature reveals a lack of studies focusing on the dimensions of transformational leadership style in Vietnam. The present study, therefore, aims to validate the factor structure of the 20-item transformational leadership scale, derived from the 45-item multifactor leadership questionnaire (MLQ), which was translated into Vietnamese and administered to 375 high school teachers. The results of both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) confirmed the suitability of the original MLQ’s five-factor structure of transformational leadership, which includes idealized influence attributed (IIa), idealized influence behavioral (IIb), inspirational motivation (IM), intellectual stimulation (IS), and individualized consideration (IC). The fit indices of the model (χ2/df=1.57, p=0.000, TLI=0.91, CFI=0.90, and RMSEA=0.067), and Cronbach’s alpha values of all subfactors (α≥0.73) were satisfactory. The findings recommend that high schools might utilize the MLQ in evaluating teachers’ views of transformational leadership within the context of Vietnamese high school education to improve the leadership practices of principals.
Assessing self-regulated learning abilities of Indonesian students using cognitive diagnostic model Nusantara, Bayuk; Hadi, Samsul; Retnawati, Heri
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.29969

Abstract

This study has two objectives: to find out which cognitive diagnostic model (CDM) is suitable for extracting diagnostic information from non-diagnostic measurement data of Indonesian students’ self-regulated learning abilities; and to find out the attributes of self-regulated learning (SRL) abilities that have not been mastered by Indonesian students. This study used a quantitative research method with a retrofitting approach (post-hoc analysis). There were 3,874 respondents, besides there were 22 items of Q-matrix that measure four attributes of SRL ability. The data were analyzed and empirically validated using the R program with the generalized deterministic input and gate (GDINA) package. The results showed that the GDINA model is the most appropriate model for extracting diagnostic information regarding the SRL abilities of Indonesian students. In addition, most Indonesian students have not been able to master the four SRL ability attributes where the planning attribute (A1) is the most difficult attribute for Indonesian students to master.
Multiple intelligence based tasks for enhancing reading motivation of university students in Ethiopia Gebremeskel, Teshale Alemu; Bachore, Mebratu Mulatu; Bushisso, Elias Woemego
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30195

Abstract

The purpose of the study was to investigate the effectiveness of multiple intelligence-based tasks in enhancing students’ motivation towards reading. It employed a quasi-experimental design. A total of 60 communicative English class university students, who were selected purposefully participated as treatment and comparison groups. The research process was carried out with reading tasks that were designed based on a model for teaching using multiple intelligence-driven tasks for the treatment group while the comparison group followed the conventional approach for 12 weeks. English-reading motivation questionnaires and focused group discussions were used to gather data. Data normality check was carried out using Shapiro-Wilk tests, and a p value of 0.05 was used to determine the level of significance. T-tests were used to compare the scores between the two groups. It was found that multiple intelligence-based reading tasks (MIBRT) brought a significant difference in the students’ motivation, with the effect size value ranging from low (for importance), moderate (for efficacy and for extrinsic), and strong (for intrinsic). It was suggested that university teachers should use multiple intelligence-driven reading tasks as an alternative scaffolding tools to raise the motivational levels of struggling readers in the context of the study.
Emotional education in post-pandemic times: emerging needs and educational response González-Herrera, Ana Isabel; Yanes-Rodríguez, Laura; Reyes-González, Natalia; Alonso-Rodríguez, Isabel; Pérez-Jorge, David
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.28204

Abstract

COVID-19 has provoked a rapid adaptation in the post-pandemic period, posing a great challenge for all areas, particularly education. This paper presents an action-research study in a Spanish educational institution, aiming to determine the emotional impact that COVID-19 has left on primary school students, with special attention to students with specific educational needs (SEN). In addition, the aim was to articulate a proposal for improving emotional education addressed at school. As a result of this study, the socio-affective needs of the pupils and the benefits of psychomotricity and artistic education for strengthening emotional development have been discovered. As a result, an innovative project has also been proposed for educational guidance and tutoring at CPEIPS La Salle La Laguna, based on the programming of cross-cutting units in various subjects to optimize the socio-emotional and psychomotor development of the students.
Adaptation and validation of academic resilience scale in Bengali Ahmed, Riya; Panda, Bijoy Krishna; Sinha, Muktipada
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30113

Abstract

The purpose of the current study was to adapt and validate the Academic Resilience Scale (ARS-30) in the context of West Bengal and other Bengali-speaking regions. The research included a total of 628 participants. The data analysis occurred in three stages. Initially, confirmatory factor analysis was employed to assess the factorial validity of the Bengali version of ARS-30 scale, revealing a poor fit for the original three-factor model. Subsequently, further exploratory factor analysis (EFA) suggested a more suitable two-factor structure. In the third stage, this newly derived two-factor structure was validated through confirmatory factor analysis (CFA) with an independent sample. The adapted scale, renamed ARS-19, measures two factors related to academic resilience: negative affect and emotional response (6 items) and positive adaptation (13 items). Results from validity and reliability analyses indicated that the ARS-19 is a valid and reliable tool for assessing academic resilience in the aforementioned context. This study contributes to the literature by proposing a valid and reliable academic resilience measurement for West Bengal as well as other Bengali-speaking regions, facilitating practitioners in assessing academic resilience among higher education students.
Digital media’s role in overcoming anxiety, enhancing linguistic elements and fostering motivation for developing speaking skills Syamsudin, Syamsudin; Budianto, Langgeng; Prihadi, Kususanto Ditto; Susanto, Djoko; Rohman, Abdul; Kholil, Ahmad; Firdousi, Muhammad Anwar
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31931

Abstract

The qualitative study investigated the digital media impact on language learning, focusing on overcoming anxiety, enhancing linguistic elements, and fostering motivation for developing speaking skills among four English as foreign language (EFL) learners at an Islamic University in Malang, Indonesia. Through the use of observations and in-depth interviews, the study found that learners utilized various digital media such as storytelling, movies, variety shows, and song videos to aid their speaking learning process. The findings indicated that digital media played a significant role in helping learners overcome language anxiety by providing a platform for practice without direct peer interaction, thereby reducing feelings of fear and shyness. Additionally, digital media usage contributed to linguistic element enhancement, including vocabulary, pronunciation, grammar, and speaking fluency. Moreover, learners’ motivation for developing speaking skills was positively influenced by the enjoyment derived from using digital media which increased their willingness to practice speaking. The study underscores the importance of integrating digital media into EFL speaking instruction due to its potential to address language anxiety, improve linguistic elements, and foster motivation for speaking ability development. By leveraging digital media tools effectively, educators can create engaging and supportive learning milieus that provide to the diverse needs of language learners, eventually enhancing learners’ speaking skills.
The effect of convenience and self-efficacy on the satisfaction of learning management system usage Zulherman, Zulherman; Mansor, Abu Bakar Ahmad; Kulgemeyer, Christoph
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.32065

Abstract

Universities widely use the learning management system (LMS) technology due to its flexibility and ease of use for lecturers when managing online learning with the LMS. The primary determinant of success is the admittance of students utilizing this technology based on the LMS. However, institutions have challenges when utilizing LMS systems. The study aims to evaluate the factors that impact student satisfaction (SS) when using the LMS. The study methodology employs the Delone McLean model technique, incorporating the elements of convenience (Co) and self-efficacy (SE) into the survey. Data was gathered from a sample of 178 undergraduate students. The data analysis conducted using structural equation modeling (SEM) partial least squares (PLS) entailed the testing of six hypotheses. The results found that only three hypotheses were supported: information quality (IQ) and system quality (SQ) had a positive impact on SS. Student satisfaction also harmed the use of LMS (LU). This research contributes to the knowledge that internal and external factors of the LMS system also play an important role in the satisfaction of LMS usage.
Fostering integrity among school principals’ ethical leadership: a comprehensive systematic review ak Bujang, Mackencidy; Alias, Bity Salwana; Mansor, Azlin Norhaini
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30993

Abstract

This systematic review explores the importance of promoting integrity in the ethical leadership of school principals, particularly when ethical lapses by educational leaders can impact outcomes. Increasing societal pressures and a complex educational environment highlight the importance of ethical leadership in shaping the school environment and student success. However, the lack of a complete understanding of how to effectively create ethical leadership remains a major concern. An extensive search of scholarly articles was conducted from reputable databases such as Scopus, Web of Science, and ERIC, focusing on studies published between 2020 and 2024. The flow of study based on PRISMA framework. The database found (n=19) final primary data was analyzed. The finding was divided into three themes which is academic integrity and ethics in education, leadership and integrity in educational management, and character and value education in schools. Comprehensive programs and administrative support are essential to fostering integrity in schools, while effective leadership plays an important role in shaping a conducive school environment. In conclusion, the need to foster integrity among school principals across disciplinary boundaries requires concerted efforts and innovative approaches to prepare ethical leaders to navigate the complexities of the contemporary educational landscape and inspire positive change.
Accounting education from 1960 to 2023: a bibliometric review Hu, Guojing; Muhamad, Haslinah; Mustafa, Hasri; Alhasnawi, Mushtaq Yousif
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30486

Abstract

Since 1960, publications in accounting education have demonstrated a high level of productivity and influence. However, few studies have attempted to use bibliometric methods to map and visualize accounting education research. This study aimed to identify global issues in accounting education through bibliometric analysis, covering the period from 1960 to 2023, by exploring publication trends, top topics, and major contributors in the field. Tools such as Microsoft Excel, VOSviewer, the bibliometric R-package, and WordSift were utilized to comprehensively analyze 717 Scopus-indexed documents. The findings underscore a continuous and recently accelerated historical evolution of accounting education publications, with primary research areas clustering around “business, management, and accounting.” Noteworthy trends include a geographic concentration in the United States, the United Kingdom, and Australia, with RMIT University emerging as a key contributor. Hassell, from the United States, is recognized as the most influential author, and “accounting education” from Taylor & Francis stands out as the most productive journal. Works by Bui and Porter in 2020 emerge as the most frequently cited documents. The research results indicate that future research directions should focus on students, higher education, and the profession, emphasizing themes such as curriculum, learning, and skills.

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