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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 3: June 2025" : 78 Documents clear
Primary school teachers’ competences in constructing quality multiple-choice questions in Tanzania Kyaruzi, Florence; Kisamo, Kingtin
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30825

Abstract

Multiple-choice questions (MCQs) are highly used in assessing students’ learning outcomes due to their versatility in promoting test content validity. Nevertheless, teachers experience psychometric challenges in constructing quality MCQs. This study investigated primary school teachers’ competence in constructing quality MCQs in Dar es Salaam Region, Tanzania. Specifically, we examined teachers’ competence in constructing quality MCQs, analyzed the types of item-writing flaws (IWFs) found in teacher-made MCQs, and examined the challenges that teachers encounter in constructing quality MCQs. The study was guided the by classical test theory (CTT) and it employed a mixed-method research approach. In particular, data collection and analysis were conducted using a concurrent triangulation design. A total of 213 MCQs constructed by 20 teachers from ten primary schools were collected and analyzed. The results indicated that primary school teachers were less competent in constructing quality MCQs as 156 (73.2%) of the teacher-made MCQs assessed lower levels of Bloom’s cognitive domain. Similarly, most of the MCQs had IWFs, with 274 (69.2%) having test wiseness flaws and 122 (30.8%) having irrelevant difficulty flaws. The findings call for capacity building to promote teachers’ competence in constructing quality test items.
Factors affecting engineering students’ self-perceived employability in Morocco Sabri, Zineb; Remaida, Ahmed; Abdellaoui, Benyoussef; Ait Madi, Abdessalam; Qostal, Aniss; Chadli, Fatima Ezzahra; Fakhri, Youssef; Moumen, Aniss
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.31797

Abstract

In a dynamic socio-economic world, perceiving a career opportunity and job prospects has become complex. The number of unemployed individuals is rising despite the increasing number of students pursuing higher education. This study is suggested to enhance students’ professional insertion, guide their career development initiatives, and help them acquire the skills demanded by prospective employers, thereby increasing their likelihood of employment. For this goal, this study investigates the determinants impacting self-perceived employability (SPE) among engineering students. Following a quantitative approach to explain how personal and contextual factors impact perceived employability, more than 350 Moroccan engineering students responded to a questionnaire for data collection, which had an internal consistency of 0.90. Data analysis employing advanced statistical techniques using structural equations modeling (SEM) to conduct descriptive, regression, and mediation analysis. The findings highlight that academic performance, university contribution, and personal circumstances significantly influence perceived employability, while generic skills have a minor effect. Furthermore, personal determinants are identified as stronger than contextual ones. The results provide several recommendations to stakeholders such as university administrations, teaching staff, employers, the Ministry of Education, and graduates. Additionally, they offer an insightful exploration of the intricate interactions among factors that enhance employability.
Leveraging active learning practices for effectiveness of higher education: performance based investigation Kirubakara, Vignesh Saravanan; Muppudathi, Swarna Sudha; Paul Ayyadurai, Jothi Thilaga; Gomathi Nayagam, Sakthi Priya
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30325

Abstract

Engineering graduates in India struggle with employability due to outdated curricula and ineffective teaching methods, which limit their ability to apply knowledge and think critically. A performance-based study investigated the impact of active learning (AL) techniques in technical education using methods like concept mapping, role-playing, virtual labs, and collaborative coding in computer science and engineering courses. The findings showed a 35% to 40% improvement in academic results compared to traditional methods, along with significant boosts in student engagement, comprehension, and critical thinking. Student feedback and performance evaluations strongly favored AL. Cluster analysis revealed fewer slow learners, highlighting its effectiveness in meeting diverse needs. The study concludes that integrating AL can better prepare students for the job market and enrich their educational experience.
Evaluating the influence of climate change knowledge on intention towards pro-environmental behavior Yeang Chan, Mee; Halim, Lilia; Mohamad Nasri, Nurfaradilla
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.32173

Abstract

Pro-environmental behavior is essential for mitigating climate change, with climate change knowledge often considered a prerequisite for fostering intentions toward such behaviors. However, the specific types of climate change knowledge that most effectively promote pro-environmental behavior remain unclear, indicating a need for further investigation. This survey was conducted among 308 randomly selected Form Two students (average age 14) to respond to a questionnaire consisting of 24 items. The study aimed to explore the relationship between various types of climate change knowledge and students’ intention to engage in pro-environmental behavior. Using SPSS version 25.0 software, both descriptive and inferential analyses (correlation and multiple regression) were conducted. Findings revealed that students had the highest level of knowledge regarding mitigation actions, followed by knowledge of the causes and impacts of climate change respectively. All three types of knowledge were significantly and positively correlated with the intention to engage in pro-environmental behavior. Regression analysis showed that students’ knowledge on mitigation actions influence the most to the intention compared to the other types of climate change knowledge. The study recommends enhancing students’ understanding of the causes of climate change, which could, in turn, improve their knowledge of impacts and better guide their mitigation actions, ultimately fostering higher levels of pro-environmental behavior.
A systematic review on innovations in computer aided design in engineering education Murillo Manrique, Margarita F.; Sanchez Ayte, Jorge Augusto
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30250

Abstract

curricula up-to-date with advanced computer-aided design (CAD) technologies to understand their practical application in various industrial and research contexts. Given this need, a systematic review was proposed following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) method to evaluate the most recent innovations in CAD systems and their effective application in engineering education. The results reveal that emerging technologies such as real-time virtual collaboration, 3D design, and virtual reality are being incorporated into educational environments, significantly enhancing students’ technical and collaborative skills. The research concludes that these technologies not only reconfigure engineering education, emphasizing a practical and updated approach, but also facilitate a more interactive and effective learning experience. This study highlights the urgent need to adapt educational programs to incorporate these innovations, thus ensuring that future engineers are better prepared to face the challenges of modern industry.
Suggestions for a better tertiary physical education experience: insights from students at a rural state university Tagare, Jr., Ruben L.; Orfrecio, Marlene E.; Sumera, Eduard S.; Mancera, Marlon A.; Calixtro, Marichu A.; Janito, Cheeze R.; Lopez, Helen Grace D.; Dagoc, Priscilla P.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.32804

Abstract

This study explored the concerns and suggestions of generation Z students in rural communities to improve the newly implemented tertiary physical education (PE) program in the Philippines - physical activity towards health and fitness (PATHFit). Employing a qualitative-ethnographic approach, data were gathered from 20 generation Z students who were selected and participated in purposive interviews using open-ended questions validated by experts. The findings highlighted several themes following the data analysis using the Colaizzi method: PE should be engaging and fun, moving beyond traditional books and materials; a more flexible curriculum is needed, one that does not feel like a rigid prescription; student-centered activities should be prioritized to promote active involvement; lectures should be limited, with a greater focus on interactive, hands-on experiences; access to sports equipment through a borrowing system is crucial for student participation; and high-quality teaching, characterized by clear communication and practical demonstrations, is essential for a more meaningful learning experience. The study concludes and implies that generation Z students in rural communities desire a more engaging, flexible, and interactive PATHFit program that aligns with their interests and needs. Their insights provide valuable direction for enhancing the curriculum, promoting active student involvement, and ensuring that teaching is clear, practical, and engaging.
Students’ character based on gender, grade, and school: religious, nationalism, integrity, independent and cooperative Apriani, An-Nisa; Perdana, Riki; Harun, Harun; Sari, Indah Perdana; Wuryandani, Wury; Salim, Ahmad; Wahyudi, Andi; Riwayani, Riwayani
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.29347

Abstract

This study aims to describe students’ character value and reveal the relationship of character values in elementary school children based on gender, grade and type of the school. The character values analyzed include religion, nationalism, integrity, independence, and cooperative values. This research was a quantitative method with a cross-sectional design by explaining and analyzing the results using Jeffrey’s amazing statistics program (JASP) software and students’ character values was categorized and described according to the aspect, gender, grade, and type of the school. Character of elementary school children (CESC) questionnaire was used as an instrument in this study. CESC have very good internal consistency (0.80 to 0.87) and have suitability construct model. The respondent of this study was 862 students obtained through the stratified random sampling randomly technique in elementary school at Yogyakarta Province. The result of this study confirmed that the students’ character value is a high level. The lowest aspect is integrity (2.40), while the highest aspect is religious (3.16). There is a relationship between the character values: religion, nationalism, integrity, independent, and cooperative values. It indicates that policymakers or teachers should improve students’ character value by training or applying a learning model that focuses explicitly on students’ character.
The computer, information and communication technology, and communication skills of Thai Rajabhat University students Siphai, Sunan; Siphai, Jirattikorn; Saengloetuthai, Jittirat; Sakulku, Jaruwan
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.32461

Abstract

The lack of comprehensive data on computer, information and communication technology (ICT), and communication skills among Thai Rajabhat University students poses a challenge in developing effective educational strategies that enhance student employability and future readiness. To address this gap, this study aimed to assess these skills and analyze the skill profiles of students from Rajabhat Universities across Thailand. A total of 1,165 students were selected through multi-stage sampling, and their skills were measured using a researcher-developed 5-point Likert scale questionnaire. The results showed high levels of self-reported skills, with communication skills being the highest (mean=3.84, SD=0.669), followed by ICT (mean=3.81, SD=0.676) and computer skills (mean=3.65, SD=0.628). Latent profile analysis (LPA) identified four potential models with 2, 3, 4, and 5 groups, with the four-group model offering the best fit (likelihood=-1887.336, Akaike information criterion (AIC)=3810.673, Bayesian information criterion (BIC)=3901.762, Akaike’s Bayesian information criterion (ABIC)=3844.587, entropy=0.940). These findings provided critical insights for curriculum development and tailored interventions, supporting universities in meeting diverse student needs and improving educational outcomes.
Gamification with self-determination theory to foster intercultural communicative competence and intrinsic motivation Min, Su; Azean Atan, Noor; Habibi, Akhmad
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.29858

Abstract

In globalization, possessing intercultural communicative competence (ICC) is essential for individuals’ success. However, students face motivational barriers in online intercultural learning. Thus, this study aims to explore the effectiveness of integrating gamification with self-determination theory (SDT) to enhance the intrinsic motivation, ultimately aiding in the development of intercultural communication competence among Chinese vocational college students enrolled in online English intercultural learning. Employing a mixed-methods approach involving pre-post questionnaires and interviews, the study engaged 38 vocational college students from the automobile and rail transit faculty in a four-week online English intercultural learning module enriched with gamified elements such as points, badges, leaderboards, levels, and quests. The findings indicate that gamified learning effectively fulfills students’ needs for competence and autonomy, partially addressing their needs for relatedness and consequently fostering an upsurge in intrinsic motivation. Additionally, improvements were observed in knowledge, attitude, and skill, with marginal changes noted in awareness. It is concluded that gamified learning approaches based on SDT can positively contribute to the development of intrinsic motivation and intercultural communication competence. These findings hold practical implications for educational institutions and researchers to cultivate intrinsic motivation and ICC through online gamified learning.
Socioeconomic factors as predictors of creative thinking in teenagers: a study in the Kazakh context Kuspanova, Aikun; Abdimanapov, Bakhadurkhan; Kaimuldinova, Kulyash; Atasoy, Emin; Savanchiyeva, Armanay
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.31793

Abstract

This study investigates the influence of socioeconomic factors on the creative thinking of teenagers in Kazakhstan, as perceived by parents and teachers. Creative thinking is recognized as a vital skill in modern education, yet its relationship with socioeconomic factors remains underexplored in the Kazakh context. This research addresses this gap by examining how school and family environments, shaped by socioeconomic status (SES), impact teenagers' creative abilities. Using a combination of open and closed-ended questionnaires, data were collected from 121 parents and 922 teachers across Kazakhstan. Spearman correlation analysis revealed a significant relationship between SES and creative thinking, with higher socioeconomic conditions correlating with greater creativity. These findings suggest that enhancing socioeconomic conditions in educational and family settings can foster creative thinking in teenagers. The study concludes by emphasizing the need for targeted educational policies that address socioeconomic disparities to support creative development in students.

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