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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
How teachers’ AI readiness affects AI integration: insights from modeling analysis Chuyen, Nguyen Thi Hong; Vinh, Nguyen The
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.v14i2.28242

Abstract

This study examined the dynamic relationships among professional development and training, resources and accessibility, attitudes and perceptions, pedagogical knowledge and expertise, teachers’ artificial intelligence (AI) readiness, and the integration of AI in teaching practices. The study employed a non-random purposive approach and utilized the structural equation modeling (SEM) method. Five hypotheses were meticulously formulated and subsequently subjected to empirical scrutiny, involving a cohort of 224 participants. Data were collected via Google Form and subjected to analysis to assess the goodness of fit of the proposed conceptual model. The findings revealed a positive relationship between teachers’ AI readiness and the integration of AI in teaching practices. Additionally, attitudes and perceptions, as well as pedagogical knowledge and expertise, exhibited positive effects on teachers’ AI readiness. However, the associations between teachers’ AI readiness and resources and accessibility, as well as pedagogical knowledge and expertise, were found to be relatively weak and statistically insignificant. The proposed conceptual model accounted for 55.3% of the variance, underscoring the significance of these established relationships for instructors, policymakers, and educators in devising practical intervention strategies to effectively harness the potential of AI.
A qualitative case study of constructivist teaching at a high school in a northern area of Vietnam Oanh, Pham Thi Kieu; Van-Trao, Nguyen; Thi Mai, Nguyen Huong
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.v14i2.32123

Abstract

This study aims to identify the English high school teachers’ beliefs at a high school in the northern region of Vietnam regarding constructivist teaching (CT) and their actual classroom practices (CP). This paper summarizes results from a five-year Ph.D. study conducted with seven high-school English teachers within a qualitative case study research design with the help of three data collection instruments, including semi-structured and Stimulated recall interviews and direct classroom observations. Thematic analysis using MAXQDA was chosen for data analysis. The findings uncovered themes that emerged from the data, which might lay the foundation for classifying teachers into three groups: adaptive originators (AOs), neutral pragmatists (NPs), and traditional conservers (TCs). Most TCs’ teaching philosophies were teacher-centered and supportive of conventional teaching techniques. Still, the NPs acknowledged that instructional strategies needed to be changed. The AOs sought to change how teachers used CT; they actively put strategy into place to bring about meaningful change. These results were valuable references for high school teachers to assist their students with better constructivist instruction, thus enhancing the quality of teaching and learning English in the 4.0 era.
Integrating energy literacy into science education: a comprehensive systematic review Nik Abdul Majid, Nik Aida Mastura; Osman, Kamisah; Siok Yee, Tan
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.v14i2.31873

Abstract

Energy literacy is vital for preparing future generations to tackle global energy issues and advance sustainable development. However, integrating energy literacy into science education faces challenges due to diverse pedagogical approaches and educational contexts. This systematic literature review synthesizes current research to identify effective strategies for embedding energy literacy in science education. By employing advanced search techniques and preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, a thorough search across Scopus, Web of Science, and ERIC databases yielded 30 relevant studies meeting inclusion criteria. Findings indicate that interdisciplinary approaches, hands-on experiments, and innovative teaching tools like virtual and augmented reality (VR-AR) effectively enhance students’ understanding and attitudes toward energy, particularly renewable energy. Notably, project-based learning and science, technology, engineering, and mathematics (STEM) integration significantly improve problem-solving skills and creativity. Despite these positive outcomes, challenges such as high cognitive load in interdisciplinary courses and the need for ongoing teacher training persist. The review concludes that standardized curricula and professional development programs are necessary to further support teachers. Future research should focus on longitudinal studies to assess the long-term impact of these educational interventions and explore scalable models for diverse educational settings. This review provides valuable insights for educators, policymakers, and researchers aiming to enhance energy literacy through science education.
Recommended improvements for online learning based on Omani students’ experiences and perspectives AL-Busaidi, Zakiya Nasser; Rajesh, Preethy
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.v14i2.30026

Abstract

The outbreak of COVID-19 prompted a worldwide transition to online education in academic institutions, which had a profound effect on both instructors and learners. This study aims to investigate the perspectives and experiences of students who have undergone emergency remote learning at the University of Technology and Applied Sciences (UTAS) in the Nizwa branch. The study explored students’ experiences in four areas: i) the impact of online learning on academic performance, learning skills, communication, health, and motivation; ii) students’ preferences; iii) the challenges they faced; and iv) the suggestions they have for enhancing the online learning environment. An online survey was conducted with 447 students, and the data collected were analyzed both quantitatively and qualitatively. This study shows that online learning has impacted students’ academic performance, communication, health, and motivation. The findings revealed that students preferred live online lectures and exams but were dissatisfied with the online learning system overall. Content analysis revealed that the most significant challenges faced by students were technical issues, study-related concerns, and learning difficulties. These findings highlight the necessity of enhancing the infrastructure, fostering communication, and implementing effective teaching methods to create a more engaging and productive online learning environment.
Shaping competence of intercultural communication during the COVID-19 Ayazbayeva, Saya; Mukushev, Bazarbek; Yessekeshova, Maral
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.v14i2.29636

Abstract

Shaping intercultural communication competencies during the educational process in higher education institutions is a crucial criterion for modern global education. This study considers using digital learning technologies in foreign language teaching as an efficient pedagogical strategy for developing intercultural communicative competence during the COVID-19 pandemic. The research methodology was based on a pedagogical experiment. A total of 43 students from the People’s Republic of China, Kyrgyz Republic, Republic of India, and Turkmenistan participated in three study groups. Before the experiment, the indicators of digital competence and willingness to engage in intercultural communication were low, with a high correlation between them. During the one-year academic experiment, the students studied foreign languages using digital technologies. They were involved in cultural immersion programs, master’s classes on intercultural communication, language exchange programs, virtual intercultural events, and online cultural resources. This contributed to improving intercultural communication and, at the same time, students’ digital competence.
The influence of virtual laboratories on students’ interest in STEM fields: a longitudinal study in secondary education Karimova, Batesh; Zhumabekova, Bibigul; Hamzina, Sholpan
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.v14i2.30505

Abstract

The objective of this article is to investigate the impact of virtual laboratories (biology, chemistry, physics, and mathematics) on students’ interest in science, technology, engineering, and mathematics (STEM) fields over six months of study. The study involved 317 participants from Alkey Margulan Pavlodar Pedagogical University (Pavlodar Region, Kazakhstan), who were divided into experimental and control groups. An experimental approach was employed, wherein participants underwent training using virtual laboratories for six months. Statistical methods, specifically t-tests for paired and independent samples, were employed to analyze the results. The experiment revealed a statistically significant positive influence of virtual laboratories on students’ interest in STEM fields. Participants in the experimental group exhibited an increased interest in biology, chemistry, physics, and mathematics compared to the control group. The research findings hold important practical implications for enhancing STEM education. The implementation of virtual laboratories may contribute to an increase in students’ interest in studying STEM disciplines, which is crucial for shaping the future generation of specialists in these fields. Future considerations should involve exploring various types of virtual laboratories, taking into account sociocultural context, and addressing individual differences among students. Additionally, it is essential to investigate the longer-term effects of using digital technologies in STEM education.
Logistic regression of online risks on academic stress and performance undergraduates Permansah, Sigit; Yusuf, Munawir; Subagya, Subagya; Muhtar, Muhtar; Indrawati, Cicilia Dyah Sulistyaningrum; Rusmana, Dede
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.v14i2.30147

Abstract

The progression of technology could lead to online risks, such as accidental exposure to harmful content by undergraduates. Investigating how this exposure affects their mental health, particularly academic stress, and in turn, their academic performance, is critically important. This study aims to examine the impact and predictability of online risks on undergraduates’ academic stress and performance, using logistic regression as the main method of analysis. The findings show that online risks have a significant effect on academic stress (p<0.05), but there is no significant impact on academic performance (p>0.05). Students who frequently encounter scam or bullying content are 2.317 and 2.400 times more likely, respectively, to suffer from academic stress compared to those who encounter it less. Additionally, demographic factors, especially gender, are significant (p<0.05) in terms of academic stress and performance. The analysis predicts that females are 4.210 times more likely to experience academic stress than males, while males are 2.768 times (in model 4) and 2.601 times (model 5) more likely to achieve cum laude honors than females. This research provides valuable insights for academic policy makers to improve education quality and offers a basis for further studies in this area.
Computer science and educational games to enhancing students’ Islamic content learning Tlili, Ahmed; Chikhi, Salim
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.v14i2.29459

Abstract

Learning in all humanities content branch such as Islamic sciences is declared to be boring, tiring and very dry plain content because the educational level of learners becomes low and worrying. This statement is justified by the result of our statistical study which reveals that learning of Islamic content is not attractive and needs to be revolutionized in order to make it more attractive and interesting for the new generation called digital generation. In this paper, we have used the gamification concept with learning analytics (LA) approach to design an educational game to improve Islamic content learning. However, and due to the lake of works and the knowledge about teaching Islamic contents using education games look insufficient and at their begins. The obtained results, in this study, with proposed approach, shows that the students had remarkably higher motivation and performance to learn than before. The main objective of this investigation is, firstly, allows managers and teachers easily incorporate LA approaches to help student improves their learning; and secondly, future work benefits from these results to define an appropriate dashboard for the Islamic content learning and teaching.
Readiness of Indonesian physics teachers to implement augmented reality-based learning Haryanto, Zeni; Efwinda, Shelly; Sholeh, Muhammad; Anggraeni, Bening; Pasaribu, Dian Rachel
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.v14i2.28769

Abstract

In the 21st century, technological development has entered all aspects of life, including education. With its global potential, technology digitizes education, requiring teachers to use technology through media such as augmented reality (AR). This study aims to determine the readiness of physics teachers in Indonesia to implement AR-based learning. More specifically, this research explores the extent to which physics teachers are prepared based on aspects of alignment, capability, and engagement (ACE) in implementing AR-based learning. This exploratory research is conducted by distributing questionnaires with ACE aspects. This study involved several junior and senior high school physics teachers. Data analysis techniques use KH coder and quantitative descriptive. The results show that teachers already know the definition, features, and benefits of AR in learning (alignment aspect). Still, only a minority of teachers have implemented AR-based learning (capability aspect). In the engagement aspect, it is known that teachers want to learn more about how to create AR and implement AR effectively. The implications of this research are recommendations to stakeholders to encourage and facilitate teachers, especially physics teachers.
Development and instrument validation of Indonesian achievement motivation scale using the Rasch model Wiyono, Bambang Dibyo; Hidayah, Nur; Ramli, Muhammad; Atmoko, Adi; Shafie, Amin Al-Haadi
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.v14i2.29374

Abstract

This research involves the development of items on an achievement motivation scale that is used in improving the achievement motivation of senior high school students. No research on instrument development has been carried out on measuring the level of achievement motivation of senior high school students in Indonesia. Participants tested the development of 38 items and consisted of 1,909 respondents as students from senior high schools in the City of Surabaya. The utilized analysis technique was the Rasch model. Results of applying the Rasch analysis indicated that achievement motivation scale was good, proper, and appropriate in items to the model. The accomplishment motivation scale is a valid and dependable instrument for precisely determining pupils’ levels of accomplishment motivation. In light of the achievement motivation scale results, this study explores the consequences and suggests directions for future research on the use of guidance and counseling.

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