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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
Effects of academic programs on stressors and coping strategies among university students Amponsah, Kwaku Darko; Adjei-Boateng, Emmanuel; Addae, David; Commey-Mintah, Priscilla
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.v14i3.30108

Abstract

This study investigated the psychological aspects of stress and coping strategies among college students in the post-implementation period of Ghana’s free senior high school (SHS) policy. Focusing on the Department of Teacher Education at the University of Ghana, the research surveyed 270 students from diverse programs. Using psychological tools like the perceived stress scale and the brief coping orientation to problem experienced (COPE), the study employed statistical methods, including mean, standard deviation, Pearson product correlation, and hierarchical linear and multiple regression, to analyze the data. The findings revealed commonalities and differences in stressors and coping techniques across academic programs, indicating that the unique demands of each program influenced students’ experiences. The study did not find a significant moderating effect of gender on the stressor-coping relationship. The results highlighted the importance of recognizing program-specific variations for targeted stress management support, illustrating the interplay between stressors, coping mechanisms, and academic programs. The study concluded by emphasizing the psychological implications of these findings, offering valuable insights into the complexities of stress and coping among college students, particularly within the context of educational reforms.
Impact of entrepreneurial education policies on reducing bullying among university students with anatomical and physiological disabilities: review Rababah, Eman; Hamdan, Esra; Halalsheh, Raed; Rababah, Bayan
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.v14i3.31967

Abstract

This study examines the impact of entrepreneurial education (EE) policies on reducing bullying (Tanamor) among university students with anatomical and physiological disabilities and special needs. Using a descriptive approach grounded in theoretical literature, the study identifies positive outcomes, such as enhanced self-confidence and peer respect among students with disabilities. It highlights the role of EE in creating inclusive environments that mitigate bullying. The review underscores the necessity for further research, including longitudinal studies to understand the long-term impact of these educational strategies. The findings advocate for integrating EE into university policies to support the well-being and academic success of students with disabilities.
Information and communication technology-based learning practices and teacher professional development Suardi, Suardi; Faridah, Faridah; Sultan, Sultan; Herman, Herman
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.v14i3.31910

Abstract

The rapid development of information technology has implications for its massive use in the field of education. Expectations for teachers to integrate technology into their learning practices and professional development are increasing. The teacher’s ability to integrate technology in these two activities is influenced by various factors. However, previous research has not focused on uncovering how gender, experience, certification status, and social media can contribute to information and communication technology (ICT)-based learning practices and professional competency development for teachers. Based on this gap, this research was designed to investigate the contribution of gender, experience, certification status, and social media access to teachers’ ICT-based learning practices and professional competency development. The current research was designed as a cross-sectional survey. A total of 1,756 elementary school teachers in South Sulawesi, Indonesia, were involved as research samples through online questionnaire data collection. The research results showed that there were differences in teachers’ learning practices and professional development intentions based on work experience and intensity of social media access. However, no differences were found in gender variables and certification status. Thus, these two variables become key elements in integrating ICT in learning in the future. These findings will be beneficial for teacher training institutions and policy makers.
The impact of meme integration on university students’ active learning Sastre-Hernández, Beatriz María; Chivite-Cebolla, María Peana; Echarte Fernández, Miguel Ángel; Estrella, Álvaro Mendo; Jorge-Vázquez, Javier; Náñez Alonso, Sergio Luis
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.v14i3.31589

Abstract

This study investigates the application of memes as a didactic tool in university-level social sciences education to address the learning needs of generation Z students. In the present study, the problem of the reduction in the academic performance of students is presented to us. With this research we have sought to contrast if the meme tool can help to give an answer to this problem. The methodology was implemented in business administration, economics, and law courses. Students were tasked with designing memes related to course content. A total of 110 memes were submitted by students, and 45 participants completed an evaluation questionnaire. Correlations and a linear regression model were used mainly for data analysis. Regarding the analysis of the results obtained in specific business subjects, where 68 students were evaluated, it should be noted that the meme variable is the second most significant variable in the final grade obtained. This data seems to indicate that, if the students have been able to synthesize part of the contents in memes, this has helped them in a better assimilation of the subject, and to pass it successfully. We certainly know that young people spend a lot of their time on platforms, and the language of memes is familiar to them. These findings suggest that memes can be an effective and engaging educational tool, offering valuable benefits in the digital age for both students and educators.
Multiple-cutoff regression discontinuity designs in educational evaluation Yoon, HyeonJin; Zvoch, Keith; Smolkowski, Keith; Clarke, Ben
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.v14i3.31081

Abstract

The regression discontinuity design (RDD) can be used for evaluating cut-score based educational interventions. The design enables researchers and evaluators to estimate the local causal effect of an intervention provided to those who are most at-risk. In certain educational evaluations, an RDD with multiple cutoffs can also be applied, where different cutoffs across classrooms or schools are used to assign students to the intervention condition. The availability of multiple cutoffs allows estimation of a pooled average treatment effect across cutoffs and/or individual estimates at each cutoff location, allowing for the possibility of heterogeneous treatment effects. The purpose of this paper is to demonstrate the design and analysis of the multiple-cutoff regression discontinuity (MCRD) design for the evaluation of need-based educational programs. Using data obtained from a kindergarten mathematics intervention for low achieving students, we illustrate the utility of the MCRD design for examining the average and potential variability of the regression discontinuity (RD) treatment effect. Implications for evaluation research and practice in education are discussed.
Bridging education and CSR: the role of corporate foundations in Malaysia’s human capital development Mohd Radzi, Naziatul Aziah; Lee, Khai Ern; Abdul Halim, Sharina; Siwar, Chamhuri; Azman Aziz, Mukhriz Izraf
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.v14i3.27925

Abstract

The outlined target in sustainable development goals (SDG) relating to educational aspects indicates that education plays an important role and should become the primary concern of various parties. Hence, this study focused on the implications of corporate social responsibility (CSR) in educational aspects towards the development of human capital from the viewpoints of selected corporate foundations in Malaysia. This study was conducted through a questionnaire survey in which data were analyzed using IBM SPSS Statistics 20 software. The target population for this study were individuals involved with CSR initiatives conducted by four selected corporate foundations which are the implementers and students who received assistance from corporate foundations. The analysis shows that educational activities in CSR initiatives undertaken by corporate foundations have helped in the development of human capital. Both implementers and recipients give priority to scholarship sponsorships followed by school assistance, organizing workshops and seminars as valuable activities for individuals. The CSR initiatives in educational aspects have highlighted the role of corporate foundations as agents that can help individuals to achieve their dreams of pursuing tertiary education. The involvement of corporate foundations in education has created value for companies and certainly for society, in which corporate foundations have established relationships with stakeholders, as explained in the stakeholder theory.
Evaluating the effectiveness of intervention on professional and pedagogical skills among prospective physics teachers Kusumaningtyas, Dian Artha; Sukarelawan, Moh. Irma; Adhantoro, Muhammad Syahriandi; Saputra, Wahyu Nanda Eka
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.v14i3.31864

Abstract

This study evaluates the effectiveness of a targeted intervention designed to enhance the professional and pedagogical skills of prospective physics teachers, addressing a key gap in teacher education. The research involved an experimental group that received the intervention and a control group that did not. The research subjects in the experimental and control groups were 120 each. To rigorously assess the impact, Whitney and Wilcoxon’s statistical tests were employed to compare pretest and posttest outcomes. Additionally, Wright map analysis was used to visualizes kill development. The results revealed a significant improvement in the professional and pedagogical skills of the experimental group compared to the control group, as indicated by Mann-Whitney test (U=1274.500, p<0.05 and U=421.500, p<0.05). The Wright map analysis further demonstrated that the experimental group experienced more consistent and substantial gains in pedagogical skills. This study contributes to the field by demonstrating the effectiveness of interventions in improving the skills of prospective physics teachers, offering educational policy recommendations, and filling important gaps in the literature. Moreover, it emphasizes the critical role of ongoing evaluation in the continuous development of teacher training programs. By addressing these areas, this research provides valuable insights that can inform the design and implementation of more effective teacher training strategies.
The impact of innovative technology on shaping digital design skills in primary school students: a case study of Kazakhstan Anapiyayeva, Saltanat; Uaisova, Gulnar; Turalbayeva, Almash; Nishanbayeva, Sabira
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.v14i3.32676

Abstract

The trajectory of digital progress in Kazakhstan has highlighted several challenges within the primary education system. A critical component of developing digital design skills (DDS) lies in the impact of innovative educational technologies on these skills. Despite the potential of such technologies to enhance DDS and engage students in digital literacy, the existing literature falls short in exploring this area comprehensively. The study aims to examine students’ DDS and examines how innovative educational learning technology affects these skills. This study used a quantitative research approach to measure innovative educational learning technology’s impact on primary school students’ DDS. The experiment involved 120 participants and uncovered several key insights. The deficiency in DDS and lack of motivation revealed by the study called for systematic changes in how digital literacy is taught. These changes included restructuring curricula, enhanced teacher training, access to digital resources, and more engaging, practical learning environments. The study demonstrated substantial improvements in students’ DDS following the introduction and testing of the author’s academic program with the experimental group (EG) participants. The findings from this study can serve as a foundation for developing strategies to enhance DDS in primary school and provide a methodological basis for adapting educational programs to support DDS development.

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