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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
Development and validation of the principals’ digital leadership instrument using Rasch measurement model Yuanyuan, Peng; Alias, Bity Salwana; Mansor, Azlin Norhaini; Hamid, Mohd Rashid Ab
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.v14i3.32214

Abstract

This study addresses the critical need for robust measurement tools in digital leadership (DL) within educational settings—a topic of increasing relevance but limited research. Using the Rasch model measurement analysis, the study aims to develop and validate an instrument tailored to assess principals’ digital leadership (PDL) in China. The questionnaire, based on the five dimensions of the International Society for Technology in Education (ISTE) for education leaders—equity and citizenship advocate (ECA), visionary planner (VP), empowering leader (EL), systems designer (SD), and connected learner (CL)—was adapted to reflect Chinese cultural contexts. Following expert validation, the 33-item instrument was piloted with 188 teachers from higher vocational and technical colleges in Sichuan Province. The Rasch analysis, performed using Winsteps 3.72.3, assessed item fit, unidimensionality, local independence, reliability, separation index, and item-person mapping. The findings revealed that 26 items met all assumptions, demonstrating the strong reliability, validity, and psychometric robustness of the instrument. In conclusion, the validated PDL instrument is a reliable tool for assessing the DL of principals within the Chinese educational context, offering insights into professional development, and sets the stage for future research and policy development in the field of educational leadership.
Digital technologies and leadership practices in Greek elementary schools Kokkonos, Antonios; Travlos, Antonios; Antonopoulou, Panagiota; Pavlis Korres, Maria; Choustoulakis, Emmanouil
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.v14i3.32748

Abstract

The rapid advancement and widespread adoption of digital technologies have significant implications for leadership theory and practice, which remain largely unexplored in the current literature. This study investigates how demographic characteristics influence the perceptions of elementary school principals and educational staff regarding the digital age and leadership practices. Employing a quantitative research approach, data were collected through a web survey based on the questionnaire for digital technologies and leadership practices (QDTLP) from 505 participants in 215 elementary schools of Peloponnese Region. Multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were employed to examine differences in perceptions based on gender, age, education level, subject specialization, years of teaching experience, years of work at the current school, role in the school, and the Directorate of Primary Education (DPE) the school belongs to. The findings indicate that age, education level, years of teaching experience, and role in the school significantly affect perceptions, while gender, subject specialization, and DPE the school belongs to, do not demonstrate a significant influence. The study provides valuable insights into how demographic characteristics shape perceptions about digital technologies and leadership within the elementary school context, contributing to the adaptation of leadership practice in the digital age.
The influence of mobile communication technologies in long-term e-learning Susimenko, Elena; Gura, Alena; Rakhmanova, Alsu; Butylchenko, Olga
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.v14i3.29863

Abstract

Communicative abilities constitute a crucial element of successful learning and interaction. The psychological impact of the prolonged lack of face-to-face contact with the peer audience and teachers typically remains an unresolved problem, despite the availability of appropriate online learning methodologies and technical tools. This study aims to ascertain a quantitative assessment of social maladjustment and a reduction in the level of communicative competence resulting from prolonged distance learning and the use of mobile devices in communication. The research employs a quantitative approach and is based on a survey of students who participated in eight socio-psychological training sessions (A-trainings). The training sessions are oriented towards refining the personal qualities of individuals and facilitating their adaptation to the fluctuating conditions of learning environments. The analysis of pre-and post-training results was compared with the results of the control group. The research findings indicate a positive impact of socio-psychological training on the enhancement of communicative skills and emotional well-being of students.
Project-based environmental module for indigenous students in Malaysia Ee, Low Suan; Ibrahim, Nor Hasniza; Surif, Johari; Abdullah, Abdul Halim; Abdul Talib, Corrienna
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.v14i3.32047

Abstract

The removal of forests has become a major challenge for indigenous students in Malaysia called Orang asli. The younger generations of Orang asli need to equip themselves with relevant knowledge to deal with changes within their living environment. However, they faced difficulties during learning such as irrelevant curriculum, lack of materials and inappropriate approaches. A project-based environmental module is constructed which employs the analyze, design, develop, implement and evaluate (ADDIE) instructional model with three projects: the construction of habitat, soil acidity and infiltration of pesticides. This study aimed to develop this module and assess its suitability to inculcate scientific attitudes and noble values among the Orang asli primary six students. The data were collected through validation questionnaires that were given to three validators. The data obtained are further analyzed to identify their improvement towards the module. The validation results show that the module is very feasible (85.83%) to be used. Many opine that this module creates a learning experience for them through scientific reasoning, inquiring, cooperating, and decision-making so that they find the relevancy of knowledge in the Orang asli context. The enhancement of this module provides useful educational guidance to learn environmental knowledge from a scientific perspective.
Educational environment of shaping conflict resolution skills at the tertiary level Holubnycha, Liudmyla; Sytnykova, Yuliia; Shchokina, Tetiana; Soroka, Natalia; Demchenko, Dina; Malieieva, Tetiana
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.v14i3.33120

Abstract

As the modern world is characterized by a large number of various conflicts, it is vital for people to resolve them peacefully. So, it is relevant to develop conflict resolution skills while educating students. The research aimed to examine how certain educational environments designed to cultivate conflict resolution skills in students influence the development of these skills level. A total of 139 students of a Ukrainian university, consisted of two experimental group (E1=48; E2=46) and a control group (C=45) participated in the experiment and produced significant findings that are crucial to the field of conflict resolution skills development. The χ² test helped analyses the experiment data and make a conclusion about its statistical significance. The p-value (less than 0.05) indicated that the difference between the experimental and control groups was statistically significant at the 0.05 level of significance. Results revealed that the students of the experimental groups had substantially higher achievements than the control group students. Thus, educational environments designed to cultivate conflict resolution skills effectively influence these skills level development if academic staff purposefully promotes it. It is recommended to utilize the proposed educational environments in complex within formal educational settings, during extracurricular activities and internships.
A review of research on environmental awareness based on bibliometric analysis: initiation, progress and future Karacaoğlu, Ömer Cem; Aynur Yılmaz, Aysun; Özkaya, Abdulkadir
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.v14i3.30037

Abstract

“Environmental awareness” (EA) is an important factor in helping to eliminate environmental problems and mobilizing individuals and communities. This study addresses the vast literature on EA by presenting a bibliometric analysis of 564 EA studies in the social science citation index (SSCI) in the Web of Science (WoS) database. The study started with a query of EA-related publications in the WoS database and included an exploration stage covering topics such as distribution by years, most cited journals, publishing countries and active universities. The second stage involved the visualization of EA research on keywords through analysis and visual maps using Biblioshiny and VOSviewer software. The third stage involves naming the constructs and identifying their main characteristics. The analysis of keywords and the cluster names made in the light of these words provide a broad perspective of EA research. The final stage, validation, aims to determine the validity of the constructs based on the relationships between concepts. The overall results of the study show that EA research is influential across the world and is shaped around various themes. The identified themes guide future research and policymaking by emphasizing environmental education, sustainability, early childhood education, active learning, and interdisciplinary collaboration.
Development of a remote physics laboratory to support equitable access to education Ishafit, Ishafit; Sukarelawan, Moh Irma; Indratno, Toni Kus; Puspitasari, Ariati Dina; Prabowo, Yoga Dwi
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.v14i3.32384

Abstract

Economic disparities and variations in geographical conditions in Indonesia exacerbate access to physics laboratories. Therefore, innovative solutions such as remote physics laboratories are needed to bridge this gap and provide more equitable access to students across the region, regardless of economic or geographical conditions. To overcome this, this research aims to develop a remote physics laboratory for equitable access to quality physics experiments. This research includes 4D model development research. The research subjects involved five students for the functionality test, 84 people for the user test, and ten media experts to assess the feasibility of the product. The instruments used include functionality test instruments, media expert assessments, and usefulness, satisfaction, and ease of use (USE) questionnaires. Tool functionality data and media expert validation were analyzed using the Aiken V technique. At the same time, the level of user acceptance was examined through a combination of Wright maps and logit item values. This development resulted in a remote physics experiment architecture and device with a good functionality assessment index. The assessment by media experts showed high validity. The level of user acceptance is classified in the medium to high category. Thus, the developed R-PhyLab has the potential to be an effective medium in equalizing access to quality physics laboratories in educational institutions that face economic limitations and unfavorable geographical conditions.
An improved internal and external resilience framework for new high school teachers Mat Yamin, Wan Mohd Agil; Hooi Lian, Lim
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.v14i3.31186

Abstract

The concept of resilience gained widespread recognition in the teaching profession as some new high school teachers are confronted with various challenges and pressures, which cause some of them to leave the profession during the first four to five years of their employment. By considering the guidance new high school teachers need to survive and retain their profession, this qualitative study aimed to identify resilient strategies used by new high school teachers. This study focuses on semi-structured interviews with twelve new high school teachers. After performing a thematic analysis, this study found internal and external resilience, with five strategies new high school teachers use to overcome challenges and pressures (internal: professional, emotional, and motivational; external: social and spiritual). This study validates the applicability of Mansfield’s four-dimensional teacher resilience frameworks (professional, emotional, motivational, and social resilience) to the resistance of new high school teachers in Malaysia. This study also improved Mansfield’s framework through its findings by considering a new dimension, spiritual resilience. The Malaysian Ministry of Education, specifically through public universities that train future high school teachers, can use these resilient strategies to develop intervention programs that enhance their resilience, thereby fulfilling the objectives of the Malaysia Education Development Plan (MEDP) 2013–2025.
Assessing Saudi learners’ engagement with social media in English classrooms Jamshed, Mohammad; Alam, Iftikhar; Almashy, Abduh; Warda, Wahaj Unnisa
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.v14i3.28509

Abstract

The study assessed Saudi English as a foreign language (EFL) learners’ perspectives on utilizing social media for educational and instructional activities, their experience with learning and teaching on social media, and how frequently they utilize these platforms to improve their language skills. The researcher randomly selected 288 EFL students from male and female campuses of College of Science and College of Business Administration, Prince Sattam bin Abdulaziz University. Respondents answered a questionnaire containing modified items from earlier studies. The data collected was examined using quantitative methods. The findings of the study revealed that tech-savvy Saudi EFL learners held exceptionally positive attitudes toward social media utilization as an effective language learning tool. It was also revealed that both learners and instructors had a very positive experiences utilizing social media for educational purposes, commonly employing it for different academic and educational activities in EFL classes. The study has implications for students and instructors because social networking sites and social media may be tailored to meet the demands of tech-savvy Saudi learners when conventional instruction no longer conforms to the taste of modern learners.
Active online learning with remote sensing data in higher education Moldamurat, Khuralay; Atanov, Sabyrzhan; Nagymzhanova, Karakat; Spada, Luigi La; Kalmanova, Dinara; Tazhikenova, Sapiya; Zhanzhigitov, Syrym; Zhakupov, Altynbek; Yessilov, Assylkhan; Bakyt, Makhabbat
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.v14i3.30096

Abstract

The increasing popularity of online learning has created a need for effective methods to enhance educational quality. This study addresses this need by developing and evaluating an active online learning model incorporating remote sensing data (RSD). The study included a pedagogical experiment with 181 students divided into control and experimental groups. The model included an interactive database, a web portal with tools for processing and visualizing RSD, and the implementation of active learning methods. Data were collected through testing, analysis of completed projects, and questionnaires. Quantitative and qualitative analysis methods were used to process the data. The pedagogical experiment showed that the model improved students’ average scores, increased the number of students with high levels of knowledge acquisition, and enhanced motivation. Thus, the use of RSD and active learning methods in online education is a promising approach to improve the quality of the educational process and foster students’ digital competence.

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