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[Enhancing curriculum development: a comprehensive framework for undergraduate competencies ]]>
<![CDATA[Alvarez, Ma Teresa Silos]]>;
<![CDATA[Guinat, Sheila Y.]]>
<![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.v14i2.30029
<![CDATA[In the context of significant changes in higher education and the job market, there has been extensive discussion on what qualifies graduate competency and what shapes graduates’ labor market outcomes. Each university’s vision is to produce highly competitive and educated graduates with high competence and contribute to the country’s development. Graduate employability is a key issue for higher education. Ensuring their competency is vital in forming an educated graduate the industry is looking for. Their competency is honed based on the activities and curriculum of the program as embedded in the circular memorandum order (CMO) of each program. A descriptive research design was used and a questionnaire on structured institutionalized tracer instrument and CMO 17 s.2017 was adopted. Uses statistical treatment such as mean, frequency, percentages and t-tests. This study focuses to assess and evaluate the competency of our graduates in response to the needs of the industry and for curriculum enhancement. The results reveal that the bachelor of science in business administration (BSBA) graduate’s competency based on all the identified parameters was deemed "very effective" and useful in their respective workplace. Though the results highlighted research and extension as "very effective", their importance to employment shows that they are highly significant corresponding to the present trend. Despite all the training and exposure, the college provides them, still need improvement and commends to enhance the curriculum, improve instruction delivery, and upgrade graduate competencies.]]>
<![CDATA[Digital resources and learning outcomes in college physical education: a survey study ]]>
<![CDATA[Yu, Jingnan]]>;
<![CDATA[Song, Wenlong]]>
<![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.v14i2.32134
<![CDATA[The effectiveness of digital resources in teaching remains a widely debated issue, particularly in the field of physical education. This article aims to examine the impact of digital resource learning on the learning outcomes of undergraduate physical education courses, with a specific focus on the role of students’ awareness and competence in using digital resources. Using a questionnaire survey method, the study analyzed data from 310 undergraduate students from five universities in China. The results showed that digital use ability, use awareness and resource environment had a significant positive effect on satisfaction with learning outcomes. Digital usage awareness fully mediated the effect of digital learning confidence on learning outcome satisfaction and partially mediated the effect of digital usage ability and resource environment on learning outcome satisfaction. These findings suggest that enhancing students’ digital usage awareness and learning confidence can significantly improve learning outcomes in physical education courses. The article recommends that educators better utilize and refine digital resources in teaching and enhance students’ digital learning skills and awareness to improve the effectiveness of physical education teaching. This study enriches the content of the digital teaching model, reveals the intrinsic mechanisms of how digital resource learning affects learning outcomes, and provides new insights and methods for improving the teaching effectiveness of physical education courses.]]>
<![CDATA[IT education: impact assessment of a multi-fold approach ]]>
<![CDATA[Radaideh, Moh’d A.]]>;
<![CDATA[Abu Al-Haija, Qasem]]>
<![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.v14i2.30197
<![CDATA[This study addresses the benefits and challenges of implementing a multi-faceted hybrid approach to delivering an introductory information technology (IT) course at Jordan University of Science and Technology, Jordan. We conducted a questionnaire survey with 251 participants, utilizing Google Forms for data collection and Microsoft Excel 2016 for coding. Data analysis was performed using SPSS statistics 17.0. Most participants were male students aged 21-23, pursuing bachelor’s degrees across various departments, with network engineering and security (NES) being the most represented. The survey items exhibited good internal consistency (Cronbach’s alpha=0.778), and significant associations were found among variables (p-value<0.05). Strengths of the hybrid approach include flexibility, instructor responsiveness, and engaging online resources. However, areas for improvement were identified in online discussion forums, such as technology tool usability, workload management, communication clarity, and assessment transparency. Despite challenges, the study underscores the successful implementation of the hybrid approach in IT course delivery, supported by positive student perceptions and recommendations for future adoption.]]>
<![CDATA[Integrating acting techniques in informal learning for prospective primary teachers ]]>
<![CDATA[Lyuft, Alexey]]>;
<![CDATA[Akpayeva, Assel]]>;
<![CDATA[Astambayeva, Zhupat]]>;
<![CDATA[Kulgildinova, Tulebike]]>
<![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.v14i2.32496
<![CDATA[The topic of informal education is particularly pertinent within the pedagogical science and practice of universities in Kazakhstan. Contemporary professional education emphasizes the importance of not only pedagogical skills but also the acting abilities of teachers. However, the development of acting skills among prospective primary teachers is generally underemphasized. This neglect is evident in the absence of relevant courses within the educational programs of Kazakhstani universities, as well as in the disproportionate emphasis on independent work over classroom and extracurricular activities related to acting and pedagogical techniques. This study aims to examine the benefits and applications of incorporating acting techniques into the training of prospective primary teachers to improve their professional preparation, support their ongoing professional development, and foster successful educational practice. The research findings revealed that specialized vocational preparation techniques are essential for the training of modern educators. This study found the impact of acting techniques on the educational process for preparing teacher candidates improved their professional preparation, while also supporting their ongoing professional development and fostering successful educational practice.]]>
<![CDATA[Learning competencies in the electrical installations laboratory for engineering students ]]>
<![CDATA[Murillo Manrique, Margarita F.]]>;
<![CDATA[Sánchez Ayte, Jorge A.]]>;
<![CDATA[Meléndez Murillo, Antonio A.]]>
<![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.v14i2.30130
<![CDATA[The research addresses the lack of practical competencies in the electrical installations-I (IE-1) course at the School of Mechanical and Electrical Engineering (EPIME) at the National Technological University of Lima Sur, where the current content is mostly theoretical. To solve this problem, the course was moved to the Electrical Installations Laboratory (LABIE) and the conceive, design, implement, and operate (CDIO) methodology was applied, combining theory with practice to develop competencies in knowledge, skills, and attitudes. The laboratory guides were aligned with the new IE-1 syllabus, including single-phase and three-phase systems of 220 V at 60 Hz, which were not previously covered. Two groups of 15 students were compared: an experimental group (EG) and a control group (CG). Both took a pre-test with similar results. The CG followed traditional classes, while the EG worked in the LABIE with CDIO. At the end, a post-test showed significant improvements in the EG, validating the effectiveness of CDIO in enhancing practical training in IE-1. It is concluded that this methodology should be implemented in the new EPIME curriculum.]]>
<![CDATA[Assessing the effectiveness of the adaptation learning model for dyslexic students’ engagement: a quasi-experimental study ]]>
<![CDATA[Hamid, Siti Suhaila Abdul]]>;
<![CDATA[Admodisastro, Novia]]>;
<![CDATA[Ismail, Zahian]]>;
<![CDATA[Radzuan, Nabilah Filzah Mohd]]>;
<![CDATA[Kamaluddin, Adzhar]]>;
<![CDATA[Mahmud, Murni]]>
<![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.v14i2.29952
<![CDATA[Students with dyslexia require individual learning approaches due todifferent mastery and engagement levels. The conventional approach couldnot adjust the learning style automatically and burdened the teacher,especially in bigger class sizes. We proposed an adaptive learning model forstudents with dyslexia (ALMo-DML) that personalized the learning basedon the mastery level and behavior. ALMo-DML can retain the studentslonger using adaptive elements. This paper examines the effectiveness of theALMo-DML prototype in increasing student engagement by comparing itwith MyLexic, non-adaptive learning using a quasi-experiment. Theparameters involve on-task/off-task behavior, time spent, and usability test.Descriptive statistics, hypothesis testing, software usability scale (SUS), andobservation forms were used to measure the engagement parameters. Theresult shows a longer on-task time with an average of 22 minutes when usingthe ALMo-DML prototype compared to the non-adaptive application withonly 12 minutes (p-value<0.05) using the Mann-Whitney U test. Besides,observation data support the finding indicating engagement from gestures,keyboard, and mouse clicks. This study proved that ALMo-DML showed apositive effect on the engagement of students with dyslexia compared withnon-adaptive learning. Hence, ALMo-DML is highly recommended as asupporting material in helping students with dyslexia.]]>
<![CDATA[Factors affecting pre-service teachers to adopt augmented reality in science learning ]]>
<![CDATA[Rizki, Iqbal Ainur]]>;
<![CDATA[Suprapto, Nadi]]>;
<![CDATA[Awwalina, Denissa Putri]]>;
<![CDATA[Wanti, Wilujeng Trismaya]]>;
<![CDATA[Sabrina, Nadya Mazayu Nur]]>
<![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.v14i2.30359
<![CDATA[The advancement of augmented reality (AR) technology and its application in education presents an opportunity for pre-service teachers to incorporate it into the learning process, particularly in science subjects with abstract and microscopic materials. However, the adoption of AR technology among pre-service teachers remains suboptimal. Therefore, this study aims to analyze the factors influencing pre-service teachers’ adoption of AR in science learning. By employing partial least squares structural equation modeling, we gathered 211 responses through a questionnaire. The developed model has met the criteria of validity and reliability. The study’s findings reveal that perceived control and learning content significantly influence behavioral intention, while visual attraction and knowledge-ability do not. Clearly, their focus is on pedagogically implementing AR technology rather than visually developing it. Thus, it is recommended to provide training for pre-service teachers to apply AR science because many of them need an understanding of integrating this technology as a science learning media. This research implies offering insightful analysis and practical suggestions for the successful integration of AR technology into science learning, especially by addressing the variables affecting its uptake.]]>
<![CDATA[Exploring university students’ engagement and motivation: critical factors ]]>
<![CDATA[Ghanem, Reham]]>;
<![CDATA[Abdelhameed, Hoda]]>;
<![CDATA[Abdulmonem, Mona]]>;
<![CDATA[Alfrehat, Rawan]]>;
<![CDATA[Altaisan, Reem]]>;
<![CDATA[Soliman, Mona]]>;
<![CDATA[Hameed, Hager Abdel]]>;
<![CDATA[Abduljawad, Rania]]>;
<![CDATA[Alrashed, Yousef]]>;
<![CDATA[Nasr, Nahed]]>
<![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.v14i2.30300
<![CDATA[The study aimed to investigate the critical factors for success students' motivation and their engagement in their learning of Jordan's universities. The quantitative method was employed using a survey questionnaire as the research method to measure students' evaluation of factors. Simple sampling was used to obtain a group of university students. The questionnaire was distributed to 265 university students in Jordan. Data analysis was performed using several analyses such as descriptive analysis, Pearson correlation and regression analysis. The results of the study partially supported several factors influencing students' motivation. The results evidenced that assessment, teaching/learning strategy and students attitudes significantly influenced students learning motivation. The results of this have implications to literature, academicians and decision makers to review and discover the proper methods to invest the necessary tools that can enhance the quality of students learning in the higher education institutions.]]>
<![CDATA[Training of social educators on prevention of the propensity of adolescents to victim behavior ]]>
<![CDATA[Murzagulova, Meiramkul]]>;
<![CDATA[Atemova, Kalipa]]>;
<![CDATA[Kudaibergenova, Aliya]]>;
<![CDATA[Bayarystanova, Elmira]]>;
<![CDATA[Sembayeva, Ardak]]>;
<![CDATA[Massimbayeva, Aiym]]>;
<![CDATA[Zhanybekova, Ltifat]]>
<![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.v14i2.30234
<![CDATA[This study focused on assessing the impact of a specialized training program in dealing with victim behavior among teenagers. A total of 200 social educators from Kazakhstan participated in the study, evenly divided into an experimental group, which underwent training, and a control group, which did not receive training. A 100-point test was used in the study to evaluate pre-and post-training assessments. The average score on the pre-tests in both groups was 43. After the training, a significant increase in scores was observed in the experimental group, averaging 75.74, indicating the effectiveness of the training. The control group showed a slight increase with an average post-test score of 48.73. Statistical analysis underscored the impact of the training. Paired sample t-test for the experimental group revealed a significant mean difference with a significant value (p<0.001). The change in the control group was also significant but small (p<0.001). Independent samples t-test between the group results after testing indicated that the success of the experimental group was significantly higher (p<0.001). These results demonstrate the value of targeted training to enhance the capabilities of social educators in managing the behavior of victimized adolescents, emphasizing the need for such specialized programs in educational institutions.]]>
<![CDATA[Online teaching style: insights of faculty and students’ perspectives and student engagement ]]>
<![CDATA[Padmaja Goteti, Venkata]]>;
<![CDATA[Malay, Jhancy]]>;
<![CDATA[Sultana, Juveria]]>;
<![CDATA[Rangraze, Imran Rashid]]>;
<![CDATA[Harshita, Chilakalapalli Ramya]]>
<![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.v14i2.30214
<![CDATA[Medical education had a paradigm shift to online learning during COVID 19 pandemic. The studies conducted identify the benefits and limitations of online learning but not much studies on the faculty and students’ perceptions of faculty online teaching style and the degree of online student engagement. The study was done at Kakatiya Medical College, India. At the end of one year of online teaching to the novice foundation year students during lockdown period, the faculty and students’ perceptions on faculty’s online teaching styles and degree of student engagement were recorded using teaching style inventory (TSI) and online student engagement questionnaire. The study found that 60% of the faculty and 42% of the students perceived that the faculty adopted collaborative teaching style, thus the perception difference was significant (p=0.05). The perception of other teaching styles such as suggestive, assertive, and facilitative among faculty and students were different but statistically not significant. Students positively engaged when faculty practiced facilitative and collaborative teaching styles. To conclude, facilitative, and collaborative, teaching methods help medical students’ motivation for online engagement. Medical students were better engaged with online instruction when instructors gave prompt responses to questions, insightful criticism of work, and individualized coaching. ]]>
