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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
Unraveling the predictors of research utilization among Thai educators: evidence from PLS-SEM analysis Laowang, Phuchit; Damrongpanit, Suntonrapot
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.v14i3.31468

Abstract

This groundbreaking study unveils critical factors driving research utilization (RU) among Thai educators, offering vital insights for educational policymakers and administrators. Employing an advanced partial least squares structural equation modeling (PLS-SEM) approach, we examined data from 688 teachers under the office of the basic education commission. Our findings reveal a complex interplay of factors influencing RU, with organizational support (SUPP) emerging as the most potent driver (beta=0.570), followed by knowledge and research skills (KNOWS) (beta=0.539), organizational leadership (LEAD) (beta=0.472), and attributes of research (ATTR) (beta=0.391). Interestingly, ATTR showed the highest direct effect (DE) (beta=0.391), while LEAD had the strongest indirect impact (beta=0.429). Surprisingly, organizational climate (ORGA) showed no significant effect, challenging conventional wisdom. The study explains 52.5% of the variance in RU, providing a robust foundation for evidence-based educational reforms. Delve into our analysis to discover how these relationships between knowledge, leadership, and organizational dynamics shape educational RU in Thailand, and explore our recommendations for enhancing research integration in educational practices.
Perceptions of the generative AI-enabled cognitive offload instruction in English writing Hong, Hui; Vate-U-Lan, Poonsri; Viriyavejakul, Chantana
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.v14i3.33138

Abstract

This study examines the students’ perceptions of the generative artificial intelligence (AI)-enabled cognitive offload instruction and its effectiveness in improving their critical thinking skills in writing English essays. This qualitative research collects data from 120 students through focus group discussions and is analyzed by Word Clouds to generate a visual representation of the word frequencies. The findings reveal that generative AI-enabled cognitive offload instruction had: i) an impact on critical thinking and writing skills; ii) effective features of Skywork, ability to generate relevant prompts and provide constructive feedback; iii) use of Skywork in developing stronger arguments; iv) promoting critical examination of different perspectives; v) interactive nature and motivation; vi) enhanced analytical skills; vii) impact on essay structuring and organization; viii) feedback and revision process; and ix) transferability of critical thinking skills. This study concludes that the highest frequency was Skywork, ability, writing, feedback, evidence, skills, thinking, arguments, essays, and peers. Students recommend in-depth explanations for complex topics, advanced tutorials, regular updates, collaboration features, advanced modules, and personalized learning paces to enhance Skyworks’s integration into instruction.
Autonomy support and motivation in private music students: the role of basic psychological needs Xiong, Qin; Mohamad Haris, Mohamad Fitri
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.v14i3.33168

Abstract

The objective of this research was to measure the impact of autonomous support and expectancy beliefs on autonomous motivation of students. The study investigated the impact of basic psychological needs on autonomous support. Furthermore, the mediating role of basic psychological needs is also analyzed. Using simple random sampling, the study collected cross-sectional data from 305 students on a Likert scale questionnaire at private music schools located in Nanchang, China. SPSS 26 and Smart PLS 4 are used for descriptive and inferential statistics and findings. The study found that autonomy support, expectancy beliefs and basic psychological needs have a significant impact on autonomous motivation. The study also found that autonomy support and expectancy beliefs also have significant influence on basic psychological needs. While the study found that basic psychological needs mediate the impact of autonomy support and expected beliefs on autonomous motivation. In addition, measuring the dimension of autonomous support, the study found that parental support and teachers’ support have a significant impact on autonomous motivation. While the study found that parental support and teachers’ support also have a significant impact on basic psychological needs. The study further confirmed that basic psychological needs positively mediate the impact of parental support and teachers’ support on autonomous motivation.
The effectiveness of edutainment in teaching cell cycle and transport mechanisms Litera, Emman A.; Bulay, Minie L.
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.v14i3.30810

Abstract

Traditional lecture-based teaching methods prevalent in Philippine schools often lead to passive learning. By contrast, this study investigates the active engagement and enhanced conceptual comprehension facilitated by edutainment through Classcraft v.4.2.6, focusing on the least learned competencies of cell cycle and transport mechanisms. Expert evaluation of edutainment content affirmed its potential as a valuable educational tool. Students exposed to the edutainment method showed significantly improved learning outcomes compared to those taught via traditional lecture method, as validated by statistical analyses. However, challenges such as technological barriers and distractions were acknowledged. To optimize edutainment’s benefits, strategic design considerations and support mechanisms are recommended, including purposeful design, progressive complexity, and educator training. This study significantly updates knowledge in educational practices by highlighting edutainment’s efficacy. By challenging lecture-based teaching, it advocates for more engaging instructional approaches in Philippine secondary education, promising enhanced learning experiences and outcomes.
The pedagogical support for early professional self-determination of schoolchildren Kudysheva, Ainash; Popandopulo, Anar; Xembayeva, Saule; Chsherbakova, Yelena; Khaimuldina, Anara; Pshembayeva, Elmira
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.v14i3.30176

Abstract

In a rapidly changing world, early professional self-determination becomes critically important for young people. The aim of this study is to evaluate a model of psychological and pedagogical support designed to assist schoolchildren in making informed career decisions at early stages of education. The problem lies in the lack of effective support systems within educational institutions, leading to a mismatch between graduates’ career choices and their actual professions. The proposed solution is a comprehensive model that integrates psychological, pedagogical, and methodological support, tailored to individual needs. The study involved 180 children from three schools, divided into control and experimental groups. The experimental group underwent a structured educational program that included self-assessment, exploration of career opportunities, goal setting, and enhancement of self-efficacy and motivation. Pre- and post-tests with developed scales were used to assess career clarity, self-efficacy, and motivation. The results showed that the support model significantly improved career clarity, self-efficacy, and motivation in the experimental group compared to the control group. Key improvements were observed in self-understanding, exploration of career opportunities, and goal setting. Thus, the developed model can aid in early professional self-determination, offering a valuable tool for educators and policymakers. Its implementation can better support students in their career choices, fostering their personal and professional growth.
The impact of leader motives in students: a systematic review DCosta, Anil; Chennattuserry, Joseph Chacko; Prakasha, G. S.
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.v14i3.31418

Abstract

Leader motives elucidate the driving forces behind leadership behavior and decision-making, which are pivotal for understanding effective leadership dynamics across diverse contexts. In this context, the systematic literature review (SLR) analyzed leader motives among students, providing insights into the underlying drivers shaping leadership behaviors within educational environments. This paper aims to understand how leader motives impact student behavior, academic performance, and social dynamics within educational environments. Based on McClelland’s needs theory as a conceptual framework, the review examines students’ prevalence and manifestations of achievement, power, and affiliation motives. This study systematically reviewed 16 papers, scholarly databases, and pertinent literature published between 2007 and 2024. A preferred reporting items for systematic reviews and meta-analysis (PRISMA) method was used to report the items. The findings underscore the importance of nurturing leader motives in educational settings, which contribute to positive student outcomes and foster leadership development through the lens of need theory. This study contributes to understanding how leader motives can elevate leadership behaviors and outcomes, offering valuable insights for policymakers and academic leaders aiming to enhance educational quality.
Effect of self-efficacy sources and attitude on pronunciation learning strategies among EFL learners in China Zou, Shuli; Karpal Singh, Paramjit Kaur
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.v14i3.32861

Abstract

Pronunciation learning is a crucial yet often neglected aspect of second language acquisition, particularly for English as a foreign language (EFL) learner. However, the factors influencing effective pronunciation learning strategies (PLS) remain underexplored. This study aims to address this gap by investigating the effects of self-efficacy sources (mastery experiences, vicarious experiences, social persuasion, and physiological/emotional states) and attitude (cognitive, conative, and affective components) on the adoption of PLS among EFL learners in China. To explore these relationships, a quantitative approach was employed, using structural equation modeling to analyze data from 320 EFL students. The results reveal that self-efficacy sources, namely, mastery experiences and vicarious experiences, have a positive and significant effect on PLS, while verbal persuasion and psychological state have an insignificant impact on PLS. Moreover, findings indicate that cognitive and conative attitudes were found to have a positive and significant impact on PLS, whereas affective attitudes had no significant effect on PLS. This study contributes to the growing body of research on pronunciation learning by providing insights into how psychological factors can shape EFL learners’ strategy use, offering implications for language educators to support students in improving their pronunciation skills.
Examining the research and academic writing needs of preservice elementary teachers: a mixed-methods study Hajan, Bonjovi Hassan; Radjuni, Abubakar Jaddal; Jemsy, Alhisan Utoh-asim
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.v14i3.29888

Abstract

In teacher education, research plays a central role in the preparation and professional development of preservice teachers. Preservice teachers’ knowledge of research and their academic writing skills serve as a pathway for successfully completing a research project. This sequential-explanatory mixed methods study was conducted to provide an in-depth understanding of the preservice elementary teachers’ needs on research and academic writing. A total of 80 preservice elementary teachers participated in the study. Data were collected online using a structured questionnaire and an interview guide. Drawing from both the quantitative and qualitative analyses, a multitude of the participants’ research and academic writing needs were uncovered. On the research component, the participants’ needs encompassed a wide range of areas, including knowledge of research methodology, access to quality data, expert support, among others. As for the academic writing, the participants’ needs varied from language use, structure and mechanics to the writing process. Based on the findings, the study outlines practical implications useful for teaching research writing within the context of teacher education.
Addressing fraction comprehension: global perspectives and Malaysian educational strategies Syed Ismail, Syed Azman; Maat, Siti Mistima; Khalid, Fariza
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.v14i3.33092

Abstract

Understanding fractions is a significant challenge in mathematics education globally, including in Malaysia, where students often struggle with core concepts. These difficulties hinder their progression into advanced areas like ratios, proportions, and algebra. This paper proposes a conceptual framework to enhance students’ understanding of fractions, with a focus on the Malaysian education system. Drawing on literature and practices from international contexts, this paper emphasizes the importance of visual models, manipulatives, technology integration and real-world applications in teaching fractions. As a concept paper, it synthesizes key insights from educational theories to develop strategies for improving fraction education. The framework highlights the need for alignment with both local and international curriculum. Key findings suggest that the use of manipulatives, visual models and technology can significantly improve fraction comprehension. By comparing global strategies, this paper offers insights into how these methods can be adapted to diverse learning environments, including low-resource settings. The framework implies that curriculum reforms, professional development for teachers and revised assessments are crucial to enhancing student outcomes in fraction education.
Effectiveness evaluation and application of large language model in data-driven teaching decision-making Jiang, Binrui; Fan, Qingchang; Zhou, Jiuyan; Li, Linping
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.v14i3.33374

Abstract

This study aims to examine teachers’ perceptions of the effectiveness of large language models (LLM) in supporting data-driven decision-making in educational contexts. Specifically, the study explores the influence of technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge on teachers’ utilization of LLMs for informed decision-making. Additionally, it investigates the moderating role of ethical considerations in the use of LLMs. A survey-based methodology was employed to collect data from university teachers in Chengdu, Sichuan, China, resulting in a sample of 319 respondents, which was analyzed using Smart PLS 4. The findings indicate that technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge for LLM use significantly impact data-driven decision-making in teaching. Moreover, ethical considerations were found to significantly moderate the relationship between these knowledge domains and data-driven decision-making. This study contributes novel insights by addressing the evaluation and application of LLM effectiveness from teachers’ perspectives, ultimately fostering the advancement of quality education.

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