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[A modified learning by design approach to support preservice teachers’ technology integration into teaching ]]>
<![CDATA[Junhong, Tang]]>;
<![CDATA[Lim, Jia Wei]]>;
<![CDATA[Tee, Meng Yew]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i3.32507
<![CDATA[Integrating technology into instructional practices continues to pose a substantial challenge for preservice teachers, a challenge that has not been sufficiently addressed by existing teacher education programs. This study seeks to bridge this gap by implementing, evaluating, and refining a modified learning by design (mLBD) approach through a two-cycle design-based research (DBR) methodology. The research was conducted with 27 preservice teachers in the first cycle and 29 in the second cycle. Data were collected through semi-structured interviews, group lesson plans, micro-teaching sessions, peer feedback, and group discussions. The content analysis and constant comparative analysis identified two key impediments to effective technology integration: i) a superficial understanding of teaching methods and approaches and ii) a lack of targeted instructional guidance. Conversely, three facilitating factors were found to support preservice teachers’ technology integration: i) a deep understanding of teaching methods and approaches; ii) targeted guidance from the instructor; and iii) authentic experiences in collaborative curriculum design and redesign. These findings suggest that the mLBD approach offers valuable insights for enhancing teacher education programs’ capacity to support preservice teachers in effectively integrating technology into their instructional practices.]]>
<![CDATA[Factors affecting high school students’ academic performance: a case study in Vietnam ]]>
<![CDATA[Hung, Le Thai]]>;
<![CDATA[Thuy, Dang Thi Thanh]]>;
<![CDATA[Thien, Tran Van]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i3.32912
<![CDATA[This study investigates the factors that influence academic achievement among Vietnamese high school students, with an emphasis on a case study conducted at a specific school. To identify key determinants of students’ academic success, a quantitative survey comprising questionnaires was distributed to 438 high school students. Exploratory factor analysis (EFA) was utilized, followed by Pearson correlation coefficient and regression analysis to assess the relationships between independent variables (school-related and student-related factors) and the dependent variable (student performance). The data show that teacher competency has the greatest influence on students’ academic success, closely followed by students’ learning techniques. In addition, student motivation has a significant impact on their success. The results underscore the importance of a supportive home and school environment in fostering student achievement. The results highlight the need for enhanced teacher training to improve educational quality. It is also essential to promote students’ effective learning techniques, and ensure consistency in their study. This research contributes to a deeper understanding of the complex interplay of factors impacting academic performance and offers insights for educators and policymakers aiming to enhance educational outcomes in Vietnam. Recommendations for future research and practical interventions are discussed.]]>
<![CDATA[Validation of principal’s innovation leadership scale using factor analysis in Malaysian school context ]]>
<![CDATA[Syariff M. Fuad, Dayang Rafidah]]>;
<![CDATA[Musa, Khalip]]>;
<![CDATA[Yusof, Mat Rahimi]]>;
<![CDATA[Swart, Bernard]]>;
<![CDATA[Pick Dew, Ting]]>;
<![CDATA[Kok Ming, Goh]]>;
<![CDATA[Abdullah, Amrina Rosyada]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i3.30397
<![CDATA[This study addresses the need for a standardized tool to assess innovation leadership in secondary education. Despite its importance, no established instrument exists for evaluating and developing innovation leadership among school administrators. The principal innovation leadership scale (PILS) was developed and validated to bridge this gap. The process involved a literature review, expert consultations, and an initial 58-item pool. Exploratory and confirmatory factor analysis (CFA) refined the scale to 18 items across five dimensions, demonstrating strong model fit (comparative fit index (CFI)=0.957, root mean square error of approximation (RMSEA)=0.080, incremental fit index (IFI)=0.958, normed fit index (NFI)=0.947, Tucker-Lewis’s index (TLI)=0.90). The fitted model indicated a satisfactory fit, confirming that the five latent constructs effectively measure the observed variables in the questionnaire. The PILS offers a standardized tool for assessing innovative leadership among school leaders, enabling targeted improvement strategies and informing professional development programs. This study significantly contributes to the discourse on innovation leadership in education by providing a valuable instrument for evaluating and enhancing school leadership practices.]]>
<![CDATA[Designing a computational thinking module for STEM teachers: a design and development approach ]]>
<![CDATA[Jaya, Sanura]]>;
<![CDATA[Zaharudin, Rozniza]]>;
<![CDATA[Amar Singh, Parvinder Singh s/o]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i3.32540
<![CDATA[This study investigates the necessity of computational thinking (CT) skills integration among science, technology, engineering, and mathematics (STEM) secondary school teachers, focusing on the development of the McodE pedagogical module for the topic of heat in solar still projects. Utilizing a design and development research (DDR) approach, the research aimed to design and develop a CT module tailored to enhance teachers’ pedagogical strategies in solar still project. The case study was employed with 32 STEM secondary school teachers, through purposive sampling participated in the study based on their experience in integrating technology into pedagogy. A pre-test and post-test design was employed during a two-day workshop to assess the participants’ CT skills before and after the intervention. An additional open-ended interview was conducted among three teachers to support the quantitative data. The results revealed significant improvements in various aspects of CT application. The findings demonstrated substantial increases in teachers’ abilities to integrate CT into their teaching practices. The mean for pre-test score was 43.25, which significantly increased to 67.37 in the post-test, indicating a marked enhancement in CT skills. The t-test statistics for the pre-test (t=31.04, df=31, p<.001) and post-test (t=49.94, df=31, p<.001) confirmed a highly significant differences between the pre-test and post-test scores. The open-ended interview also showed the strong interest and necessity of the CT module among the respondents. The study concludes that there is a critical need for CT module among STEM teachers to better prepare students for the demands of modern STEM education.]]>
<![CDATA[Challenges of educational leaders’ utilization of educational portal information systems ]]>
<![CDATA[Al Yahmadi, Hamed Hilal Nasser]]>;
<![CDATA[Al Husaini, Yousuf Nasser Said]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i3.31984
<![CDATA[The study aims to determine the challenges that hinder the adoption of educational portal information systems by Omani educational leaders, in order to explore the manner through which their capabilities can be improved. Moreover, the study uses quantitative research through the questionnaire as the main research instrument. The research population consisted of all educational leaders of the educational portal information systems in the Sultanate of Oman. The research sample included 96 individuals from the study population, selected using a convenience sampling method. Moreover, the study findings concluded that the challenges hinder the adoption of educational portal information systems obtained a moderate response degree, whereas the requirements for developing educational portal information systems obtained a very high response degree. Moreover, there were no statistically significant differences in the challenges hinder the adoption of educational portal information systems and the requirements for their development attributed to the variable of gender, years of experience, technological competency, and job position. Lastly, the study recommends the necessity to encourage leaders to participate in workshops and to keep educational leaders continuously updated on the latest improvements of the educational portal is necessary.]]>
<![CDATA[Effect of integrating student-developed videos into a virtual environment ]]>
<![CDATA[Yin, Khoo Yin]]>;
<![CDATA[Ramdan, Mohamad Rohieszan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i3.32637
<![CDATA[Many users experience loneliness’ and feel disconnected from teachers and friends during online learning. Lack of engagement between teacher and students can hinder learning and lead to unpleasant feelings such as anxiety and a lack of motivation. Hence, some lecturers require students to develop videos in pairs and share them with peers. The purpose of this study was to measure the effect of integrating of student-developed videos into a virtual environment. The quasi-experimental method with was conducted to investigate students’ perceptions of interest, motivation, engagement and performance. A total of 333 students was divided into experimental and control group. Results showed a positive impact of this approach, which can draw out students’ creativity and their understanding of the content knowledge to integrate these with information and communication technology skills. Examination of the qualitative results suggest that the students need to be closely monitored while making the video to prevent free-riders. This study also recommends that the design of the video must be integrated into the course in order to achieve the learning outcome. This study contributed to literature on the effect of student-developed videos.]]>
<![CDATA[General trends on the impacts of evidence-based university accreditation on quality assurance enhancement ]]>
<![CDATA[Kairanbayev, Nurali]]>;
<![CDATA[David, David Arulraj]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i3.31271
<![CDATA[Traditional accreditation process although has relevant impacts on quality assurance in higher education. Research and practices have shown the value of emerging evidence-based university accreditation. The study therefore aims to understand the impacts of evidence-based university accreditation on quality assurance enhancement. The research relied on literature review and document analysis as suitable methods. The study’s results demonstrated that the final decision for academic accreditation should be based on evidence that all stakeholders took part in quality assurance, namely staff and students. This study also explores the university accreditation practices in the United Kingdom (UK), United Arab Emirates (UAE), and Kazakhstan. The analysis presented here allows us to compare and discuss the practices of three different quality assurance practices. The three cases Quality Assurance Agency for higher education (QAA), Commission for Academic Accreditation (CAA), and Independent Kazakh Agency for Quality Assurance in Education (IQAA) indicate relevant use of evidence-based approaches to university accreditations that support quality assurance enhancement, given the explicit approaches grounded in data and evidence. The future of evidence-based approach will be furthered with the support of technology and sophisticated tools that will support explicit policies and practices. This research is expected to benefit researchers, policy makers and practitioners in quality assurance.]]>
<![CDATA[The application of fuzzy Delphi method for the development of STEM teaching model ]]>
<![CDATA[Zeng, Zhaofeng]]>;
<![CDATA[Li, Xin]]>;
<![CDATA[Tho, Siew Wei]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i3.29780
<![CDATA[In order to improve the ability of physics student teachers (PSTs) to teach using the science, technology, engineering, and mathematics (STEM) teaching model, this study applied the fuzzy Delphi method (FDM) to determine the constituent items that need to be included in the process of constructing the STEM teaching model according to the characteristics of PSTs. A questionnaire through literature review and expert advice was prepared, which contained 17 items in three constructs, including eight items for cultivating students’ abilities, four for teaching strategy design, and five for the expected outcomes. Then, the questionnaire was distributed to 16 experts to collect opinions and suggestions, which were analyzed and ranked using the FDM. The findings showed that all 17 items passed the expert consensus, all the specialist consensus values above 75%, the threshold values (d) ≤0.2, and the fuzzy scores (A) ≥α-cut value=0.5. Within the framework of the study and based on expert consensus, it is necessary for the newly developed STEM teaching model for PSTs to incorporate all 17 items across three constructs. This would optimally enhance the PSTs’ ability to employ the STEM teaching model in their teaching instruction.]]>
<![CDATA[Emotional empathy predicting subjective well-being: undergraduate and graduate comparison ]]>
<![CDATA[Abdel Hadi, Samer Adnan]]>;
<![CDATA[Alquraan, Mahmoud Fisal]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i3.32444
<![CDATA[The current study aims to determine if emotional empathy predicts subjective well-being among undergraduate and graduate students. The current quantitative investigation is based on the survey research design. Participants were students from Al Ain University’s Abu Dhabi and Al Ain campuses (n=307). Data were gathered using the multidimensional emotional empathy scale (MDEES) and the subjective well-being scale (WeBs). The study found that increasing emotional empathy resulted in enhanced subjective well-being among undergraduate and graduate students. The findings also revealed that an increase in the emotional attention component of emotional empathy is associated with a decrease in subjective well-being. The suffering component of emotional empathy makes the greatest contribution to predicting subjective well-being among undergraduate and graduate students. The component of feeling for others ranks second in terms of capacity to predict subjective well-being among undergraduate students. Positive sharing is the second most effective predictor of subjective well-being among graduate students. We discovered that there is a need to increase college students’ subjective well-being, which has a major impact on their overall well-being.]]>
<![CDATA[Experiential learning using Google Classroom on students’ academic performance and motivation in language subject ]]>
<![CDATA[Ping, Loh Boon]]>;
<![CDATA[Mohd Zaid, Norasykin]]>;
<![CDATA[Ibrahim, Nor Hasniza]]>;
<![CDATA[Surif, Johari]]>;
<![CDATA[Megat Zakaria, Megat Aman Zahiri]]>;
<![CDATA[Permadi, Hendro]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i3.29489
<![CDATA[This study investigates the effectiveness of experiential learning using Google Classroom on year 2 students’ academic performance and motivation in Malay language. This study also highlighted the elements in Google Classroom’s experiential learning that motivate students to achieve academic performance. The study conducted with 32 students at Chinese primary school in Johor Bahru; utilized online pre-tests, post-tests, and 5-point Likert scale online questionnaire to identify students’ motivation level. Results revealed significant improvements in students’ Malay language post-test scores, indicating the effectiveness of experiential learning using Google Classroom. Descriptive statistics showed a high level of student motivation, significantly motivated by the experiential learning treatment using Google Classroom, with the materials provided by the teacher being the most preferred by students and effective element in motivating them to achieve academic success. The study suggests that implementing experiential learning with Google Classroom positively influences academic performance in Malay language. Teachers, schools, and communities are suggested to review current learning methods and platforms; and strive to incorporate experiential learning through Google Classroom to enhance students’ academic performance in Malay language. Future studies are encouraged to provide more reliable data, particularly within the context of Chinese primary schools in Malaysia, to further enrich educational practices.]]>
