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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
Challenges and solutions in organizing geological field trips for Moroccan secondary school life and earth sciences teachers Eddif, Aâtika; Selmaoui, Sabah; Chalak, Hanaa; Chakour, Radouan
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.v14i2.29883

Abstract

Teaching and learning earth sciences (ES), notably geology, are conducted across various environments, encompassing the classroom, laboratory, and, most significantly, the field. The field trip is recognized as a key component of practical training and the overall success of the educational process in ES. This paper elucidates the findings of a survey aimed at understanding the challenges faced by Moroccan secondary school teachers of life and earth sciences (LES) in organizing geological field trips. The survey sought to identify the difficulties these teachers encounter and propose potential support mechanisms to mitigate these challenges. The study revealed that teachers often do not arrange geological field trips due to challenges related to administration, personal factors, pedagogy, and didactics. In an effort to address this situation, the study underscores the importance of integrating practical work into teacher training and student education. It also emphasizes the need for the provision of more adequate teaching materials and logistical support to facilitate geological excursions, thereby enriching the appreciation of earth sciences disciplines among both teachers and students. Finally, the establishment of electronic collaboration between local Moroccan universities and secondary schools is recommended as a crucial step towards further improvement.
Situational leadership and its relationship to crisis management among Jordanian universities Bataineh, Omar Taissir; Bany Issa, Hytham Mohmmad; Al-Zoubi, Zohair Hussein
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.v14i2.30405

Abstract

This study investigates the extent of situational leadership practice and its correlation with crisis management among heads of academic departments in Jordanian universities, as perceived by faculty members. Employing a descriptive-correlational approach, the study sampled 405 faculty members in Jordanian universities for the spring semester of 2022/2023. To collect data situational leadership scales and crisis management scale were used. The findings revealed a high degree of situational leadership practice and crisis management effectiveness among department heads. Moreover, a statistically significant relationship between situational leadership and crisis management is observed. The study suggests selecting department heads with strong competencies and involving faculty members in crisis management courses to enhance overall effectiveness.
Self-assessment of secondary school Islamic education teacher: validity and reliability of qualitative study Masuwai, Azwani; Zulkifli, Hafizhah; Hamzah, Mohd Isa
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.v14i2.29438

Abstract

Issues concerning the validity of qualitative studies are frequently debated among scholars. Interview techniques often lack standardized procedures, which can affect reliability, and eliminating biases in interviews is challenging. Ensuring reliability and validity is crucial for establishing research credibility and high measurement reliability. This study was conducted to explore the reliability and validity of qualitative study of self-assessment concept among Islamic education teachers towards continuous professionalism development. The qualitative study was involved six participants selected based on the purposive sampling technique using a semi-structured interview. This study aimed to validate interview data through participant verification, ensure the validity of qualitative themes through expert validation, and enhance reliability via data triangulation. Multiple methods were employed to achieve these goals, including interview protocol verification, pre-field study, data triangulation, field notes, participant verification, expert validation, and agreement assessed using the Cohen Kappa Index, along with an extended study period. The findings indicated that the study met it is objectives for validity and reliability according to the recommended strategies and techniques. The use of various validation methods and attention to language barriers contributed to the study’s robustness and offers valuable guidance for future research.
Identifying challenges of cultivating creativity in product design Suradin, Salwa; Rasul, Mohamad Sattar; Omar, Marlissa
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.v14i2.29568

Abstract

Creativity, a crucial skill in the fourth industrial revolution (IR4.0) is highly demanded in the workforce to drive innovation in product design. Therefore, it is important to cultivate creativity in product design through design and technology (D&T) education. However, many past studies encountered challenges regarding D&T teachers’ teaching creativity which might affect creativity cultivation among students. Thus, this article aims to identify the challenges faced by D&T teachers in cultivating student creativity within product design development. Utilizing the systematic literature review (SLR) method using reporting standards for systematic evidence syntheses (ROSES) in three databases, Web of Science, Scopus, and Google Scholar. Based on thematic analysis, this SLR leads to three themes: i) lack of pedagogical competence; ii) different thinking styles; and iii) lack of motivation. Addressing these challenges highlights the importance for educational institutions to align their curricula with current industry demands, ensuring students are well-prepared to tackle the complexities of contemporary product design. This effort requires collaboration among educators, industry leaders, and policymakers to update teaching methods, incorporate practical experiences, and enhance an environment that cultivates creativity.
Evaluating the geometric thinking levels of generation Z pre-service mathematics teachers in Indonesia Naufal, Muhammad Ammar; Ihsan, Hisyam; Samsuddin, Auliaul Fitrah; Zainal, Zaid; Ashari, Nur Wahidin; Hassan, Muhammad Nasiru
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.v14i2.32365

Abstract

Geometric thinking abilities remain crucial in mathematics education, particularly for pre-service teachers who will shape future generations’ understanding of geometry. This study evaluates and compares the geometric thinking levels of generation Z pre-service mathematics teachers at Universitas Negeri Makassar (UNM) and Universitas Mulawarman (UNMUL) using the Van Hiele model. A quantitative comparative design was employed, involving 233 UNM and 227 UNMUL students selected through purposive sampling. The geometric thinking test (GTT) assessed students across five levels: visualization, analysis, informal deduction, formal deduction, and rigor. Results indicated that UNM students excelled in analysis and informal deduction, whereas UNMUL students displayed a broader distribution across all levels, with notable frequencies at visualization and formal deduction levels. A statistically significant difference in overall geometric thinking scores were identified, using the Mann-Whitney U test, with UNM students scoring higher. These findings emphasize the importance of adopting student-centered instructional strategies aligned with the Van Hiele model to enhance geometric thinking. Incorporating hands-on activities and technology is recommended to better prepare pre-service teachers for effective geometric instruction. The study provides insights for educators and policymakers to improve mathematics education by fostering higher geometric thinking levels in future teachers.
Impact of technology integration on students’ sense of belonging and well-being: a systematic review Folabit, Novel Lena; C. Jita, Loyiso; Jita, Thuthukile
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.v14i2.30938

Abstract

As an important tool, technology supports and enhances students’ educational experiences by fostering inclusive learning communities, bridging cultural gaps, and accommodating diverse learning styles. However, limited studies have demonstrated the impact of technology integration on students’ sense of belonging and well-being in the context of South African higher education. This study aimed to address this gap through a systematic literature review. Published scholarly peer-reviewed articles were used to examine the impact of technology on students’ sense of belonging and well-being. The technology acceptance model (TAM) and self-determination theory (SDT) were used to theorize the findings. The findings reveal that while technology provides self-directed learning, it also exacerbates inequalities and digital stress. In addition, factors affecting students’ sense of belonging and well-being include the digital divide, isolation-related stress, and psychological needs due to a lack of technology preparedness, compounded by socio-economic disparities and insufficient digital skills and technical support. It is recommended that global financial, technical, and intellectual stakeholders collaborate to ensure equal access to digital resources in education. These strategies should focus on supporting user-friendly initiatives that bridge the digital gap. The study limitations include reliance on existing literature and lack of direct student feedback.
High school students’ 21st-century learning skills in organic chemistry group learning Sa-ngiemjit, Maneerat; Vázquez-Alonso, Ángel; Manassero-Mas, María-Antonia
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.v14i2.30607

Abstract

Children with 21st-century learning abilities thrive in today’s globalized world, underscoring the importance of early skill development by both schools and parents. This study aims to evaluate high school students’ grasp of organic chemistry in relation to critical thinking, creativity, communication, and collaboration skills. Conducted with 15 groups of grade 12 students in science-mathematics, the research employed a mixed-methods approach, combining written surveys and observations. Statistical tools such as averages, standard deviations, and correlation coefficients were utilized for data analysis, followed by specific statistical tests to ensure validity and significance. Correlation analysis was used to examine the relationships between each 21st-century learning skill. Findings indicate that in organic chemistry, students hone critical thinking through data evaluation, and problem-solving, while fostering creativity in molecule synthesis and solution-finding. Effective communication fosters collaboration and teamwork, essential for achieving common goals. Average scores from writing surveys for critical thinking, creativity, and communication were 1.62, 1.65, and 1.68, respectively, with collaboration evaluated through observation scoring 2.03. Notably, a significant positive correlation was found between each skill, indicating that enhancing one skill often leads to improvements in the others. This highlights the importance of a holistic approach to developing 21st-century educational abilities.
The specifics of developing the social intelligence of Oralman students with artificial intelligence Dyussenova, Alua; Mandykayeva, Almagul; Mambetalina, Aliya; Menlibekova, Gulbakhyt; Aitysheva, Aigul; Nurkatov, Yerbol
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.v14i2.30910

Abstract

This study examines the impact of an educational program based on artificial intelligence (AI) on improving social intelligence among Oralman students (a group of repatriates from among ethnic Kazakhs who faced unique integration problems in Kazakhstan). The main objective was to assess whether targeted interventions can effectively improve social skills that are crucial for successful social integration. The study involved 300 students aged 20 to 22 years, divided into experimental and control groups. Students participated in a six-month AI program designed to develop social intelligence using interactive tools and modeling. Pre-test and post-test assessments used the Tromso social intelligence scale (TSIS), focusing on areas such as social information processing, social skills, and social awareness. Following the intervention, the outcomes revealed that the experimental group had made notable progress in every area that was examined. Specifically, in this group, the overall score increased significantly from 59.37 to 82.33, and the average post-test scores climbed to 25.87 for social information processing, 27.33 for social skills, and 29.13 for social awareness. On the contrary, minimal changes observed in the scores of the control group emphasize the effectiveness of the AI-based program. The analysis of secondary data further confirmed the results: t-tests showed statistically significant differences in the post-test scores between the groups. The progress of the experimental group highlights the potential of AI-based educational tools in the development of basic social competencies, offering promising opportunities to support the integration of Oralman students into Kazakh society.
Exploring the development of front office instructional module from the experts’ opinions Quah, Wei Boon; Sulaiman, Tajularipin; Razali, Fazilah
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.v14i2.30124

Abstract

In the world of hospitality, the front office plays a crucial role as it is the first point of contact for guests entering a hotel. This makes front office operation (FOO) a vital subject in hospitality education programs, especially at community colleges. While there is a growing body of research on FOO, there's a lack of instructional modules designed specifically for community college students. To address this gap, a study was conducted to understand the need for developing a FOO module based on expert opinions. Using the analyze, design, develop, implement, and evaluate (ADDIE) framework, data from three experts were analyzed. Educators cited issues such as limited practice time, communication skill hesitancy, and struggles with term comprehension and pronunciation. Meanwhile, students encountered obstacles like inadequate practical equipment, unsupportive learning environments, and overwhelming syllabi. Nonetheless, educators acknowledged the potential of a FOO instructional module to enhance student learning experiences. This study emphasizes the significance of crafting a tailored module for community college students, paving the way for advancements in hospitality education.
Validity confirmation of the Lithuanian form for mental toughness questionnaire among sport schools’ students Malinauskas, Romualdas; Pocius, Eimantas; Saulius, Tomas; Sniras, Sarunas
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.v14i2.32279

Abstract

Currently, there is a growing interest in measuring mental toughness in Lithuania, but there are no validation measures in place which take contextual factors into account. The scientific problem deals with a limited availability of psychometrically tested mental toughness assessment tools in student populations, specifically within Lithuanian sport schools’ context. Therefore, the purpose is to confirm validity of the Lithuanian form for mental toughness questionnaire (MTQ48) among young sport schools’ participants. The study involved 581 participants aged 15-18 from various Lithuanian basketball sports schools. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of the questionnaire were performed. Six factors were identified by applying an EFA which explained 63.0% of the total variance. Modelling of the structural equations showed that the six-factor MTQ48 model has a reasonable fit. Analyses of reliability and validity demonstrated a strong internal consistency among the factors. With these suitable reliability and validity characteristics, adapted mental toughness measurement (MTQ48) is suitable for use in research investigating mental toughness among students within Lithuanian sport schools’ contexts.

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