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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.
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Articles 80 Documents
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Search results for , issue "Vol 14, No 4: August 2025" : 80 Documents clear
Exploring gender bias, belonging, and prejudice among IT students in higher education G. Luciano, Ruth
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.33291

Abstract

This study investigates gender discrimination, inclusion, and belonging among information technology (IT) students in higher education, with specific objectives to assess their sense of belonging, classroom participation, and perceptions of gender bias. The research aims to identify persistent issues related to gender equity and propose actionable solutions to foster inclusivity. Using a descriptive research design, the study surveyed 180 student-leaders, purposively selected to represent various year levels and provide diverse insights into academic and extracurricular experiences. Data were collected through a structured questionnaire adapted and modified to fit the study’s context. The instrument included Likert-scale items focusing on dimensions such as belonging, teaching environment, gender discrimination, and prejudice. Findings reveal that while most students feel respected by peers and professors, subtle forms of gender bias continue to affect female students, limiting role models and occasionally undermining their confidence and engagement. Practical implications highlight the need for gender-sensitive curricula, mentorship programs, and policy adjustments to create a more inclusive academic environment. Recommendations include increasing female representation in leadership roles, conducting gender sensitivity training, and diversifying course materials. These strategies aim to enhance gender equity, support student success, and establish a culture of inclusion within IT education.
Benefits and challenges of graduate start-up and academic spin-off model integration: a systematic review Anwar Zainol, Fakhrul; Wan Daud, Wan Norhayate; Abdul Rahman, Syamsul Azri; Mohd Salleh, Safrul Izani; Ishola, Balogun Daud
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.30288

Abstract

Government representatives and university administrators must comprehend the reasons behind academics’ desire to start their own businesses to create laws that effectively encourage academics to take up entrepreneurship. One may understand how seemingly difficult it might be to foster creativity and entrepreneurship in a varied community, considering how difficult it can be to teach entrepreneurship to university students. Consequently, the goal of this systematic review was to summarize the challenges and benefits of integration of graduate start-up and academic-spin off model. Three internet databases were searched for articles between 2010 and 2023 (i.e., a cumulative index using Scopus, the Web of Science, and Emerald to provide a summary of the challenges and benefits of graduate start-up and academic spin-off models). The study adds to a thorough understanding of the complex nature of business models by highlighting the models’ dynamic evolution over time, the value of global collaboration, the necessity of carefully examining individual models, and the strategic diversity that comes from exploring several business models simultaneously. When taken as a whole, these observations offer insightful information that decision-makers, business owners, and academics may use to better understand, traverse, and navigate the terrain of innovation and entrepreneurial processes.
A mixed-methods study on the impact of experiential financial education on Chinese students’ financial literacy and wellbeing Zhou, Yani; Hussin, Muhammad; Abd Majid, Mohamad Zuber
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32906

Abstract

This study examines the impact of experiential financial education on financial literacy and wellbeing among Chinese university students. In response to the growing demand for practical financial skills in China, where traditional financial education often focuses on theory, a mixed-methods approach with a sequential explanatory design was used. The quantitative phase employed a quasi-experimental method, involving an experimental group (EG) receiving experiential education and a control group (CG) following traditional methods, each with 60 students recruited through purposive sampling. Data on financial literacy and wellbeing were collected via pre- and post-intervention questionnaires. To gain deeper insights, qualitative interviews were conducted with nine students using voluntary sampling. The quantitative results showed that the EG significantly outperformed the CG in financial literacy (knowledge, behavior, and attitude) and financial wellbeing (security, resilience, control, and freedom of choice). Qualitative findings reinforced these results, revealing themes such as the practical application of financial knowledge, increased confidence, higher engagement, and the relevance of lessons to real-world financial challenges. Overall, the study underscores the importance of incorporating experiential learning into financial education to boost literacy and wellbeing, providing valuable insights for regions where practical financial education is still evolving.
Influence of playing online video games on Filipino college students’ confidence in speaking English Esteban, Allan Jay; Sung, Kiwan
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32842

Abstract

Online video games that require players to communicate in English provide opportunities for students to practice their language skills and overcome their fear of speaking in English. Unfortunately, the literature reveals an existing gap in investigating how such games can influence students’ confidence in speaking English, especially in the Philippine context. Therefore, this study surveyed 148 Filipino college English-as-a-second language (ESL) students to examine differences in their perceived confidence in speaking English depending on learner variables such as gender, time spent online gaming (TSOG), number of games played (NOGP), self-rated speaking proficiency (SRSP), and game interactivity.Using independent t-tests and one-way analysis of variance (ANOVA) analyses, results revealed statistically significant differences in the development of communication skills in English (DCSE) depending on the TSOG, willingness to communicate (WTC) in English depending on the NOGP, and enhancement of communication skills in English, active participation in class, and reduced anxiety in using English (RAUE) depending on the SRSP. This exploratory study indicates that online video games can be valuable tools in increasing English speaking confidence among Filipino college students. Further research is posited to understand the extent to which online games influence ESL learners’ speaking confidence in different educational and cultural contexts.
The validity of the mobile gamification in economic subject Zainal Adnan, Mohd Zaim; Abd Majid, Mohamad Zuber; Mafarja, Nofouz; Wakimin, Nur Fadzlunnisaa’; Mohamad, Maslawati
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.30341

Abstract

Mobile gamification has shown growing adoption in education, demonstrating potential to enhance engagement and learning outcomes. This study addresses challenges in economics education, including moderate student achievement, reliance on teachers, and lack of student motivation. To tackle these issues, a mobile gamification tool was developed for secondary school economics. The study’s objective was to validate the content and educational relevance of this tool. Using a sequential exploratory mixed-method design, the research comprised two phases. First, focus group discussions (FGD) were conducted with seven economics and technology experts to assess the tool’s interface and educational content. In the second phase, a content validity index (CVI) assessment quantified expert agreement on five key content areas. Results indicated a high level of expert consensus, with CVI values ranging from 0.87 to 1.00. These findings demonstrate that the gamified mobile tool is a valid educational resource that aligns with curriculum standards and can enhance student engagement in economics. The study concludes that mobile gamification is an effective strategy to support Economics education, encouraging self-directed learning and classroom interaction.
Collaborative work in the performance of the panpipes in university students in times of semi-presenciality Mendoza-León, Olga; Vasquez-Albuquerque, Iris Liliana; Betzabé Flores Pérez, Yoya; Moisés Luján Miguel, Joselito; Hugo Chunga Amaya, Wilson; Wualter Peláez Amado, José
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32248

Abstract

In the context of blended learning and music education, difficulties were identified in the learning of traditional instruments, such as the panpipes, due to the absence of collaborative methodologies that encourage teamwork. This study was conducted with the objective of improving the performance of the panpipes in university students through collaborative learning, promoting a positive attitude towards cooperation and a constant feedback process. The research included the participation of 46 students and was developed under a qualitative approach, using the action research method. For data collection, techniques such as participant observation, discourse analysis, taking photographs and grounded theory were used. The findings showed significant discursive patterns and revealed students’ perceptions and interactions during the process. The implementation of collaborative strategies fostered active participation, negotiation, and joint construction of musical knowledge, while continuous feedback improved both students’ attitudes toward learning the panpipes and their musical performance. In conclusion, collaborative learning was shown to be an essential methodology for more effective music teaching.
Psychometric properties of multidimensional life-satisfaction scale on Indonesian college students Apriliana, I Putu agus; Suranata, Kadek
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.33503

Abstract

College students face various challenges, making the emphasis on life satisfaction increasingly important. To promote life satisfaction in higher education specifically in Indonesia, highlighting a valid and reliable measurement tool is necessary. The multidimensional life-satisfaction scale (MLSS) has been widely used, but its psychometric properties require evaluation for application among college students in Indonesia. Hence, this study investigates the psychometric properties of the MLSS, involving 651 Indonesian college students who completed an online survey. Data were collected using the original 40-item Indonesian version of the MLSS and factor analysis was conducted to assess construct, convergent, and discriminant validity. Internal consistency was evaluated using Cronbach’s alpha. Exploratory factor analysis (EFA) establishes a five-factor solution and confirmatory factor analysis (CFA) confirms the second model with fourteen items met the goodness-of-fit. The five constructs (family, friends, campus, environment, and self) indicate well enough score both on average variance extracted (AVE) (range from .50 to .64) and composite reliability (range from .66 to 80). Internal consistency was acceptable, and correlations between constructs were significant. All items demonstrated sufficient factor loading. The short-form self-report model of the MLSS was found to be valid and reliable for use with college students in Indonesia.
Advancing practice-oriented education in the training of future pedagogic psychologists Manashova, Gulmira; Mirza, Natalya; Beisenbekova, Gulmira; Nurgaliyeva, Saule; Korzhumbayeva, Maral
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32905

Abstract

This research aims to explore the characteristics of practice-oriented training within universities and identify the psychological and pedagogical factors that influence the development of professional competencies in future specialists. A comprehensive combination of content analysis of training conditions for future professionals in higher education and an analytical review of the formation of professional competencies among teacher-psychologists in the context of educational system modernization were applied. The conclusions highlight the challenges of implementing practice-oriented training in Kazakhstan’s higher education system, detailing its forms and methods in preparing competitive and competent specialists. Additionally, the study addresses strategies for effectively organizing pedagogical conditions that foster the development of core competencies in future professionals within social and psychological fields. The findings are critical for educators educating future teacher-psychologists, as they emphasize practice-oriented methods during educational modernization.
The evaluation analysis of gender vocational students on traumatic experience in educational context Firman, Firman; Hafina, Anne; Suwarjo, Suwarjo; Karneli, Yeni; Tririzky, Reza; Asri, Robbi; Syahri, Lia Mita
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32221

Abstract

Students, including vocational school students, are vulnerable to traumatic experiences (TE). Students still look normal but experience stress that interferes with learning activities. TE can be observed through positive psychological attributes such as self-love (SL), compassion, gratitude, and happiness. This study aimed to explore the gender-specific views of vocational school students regarding their TE to provide results that can be the basis for the implementation of gender-differentiated interventions in schools. A cross-sectional survey using quantitative methods was conducted and involved 498 vocational school students in West Sumatra, Indonesia. Data were collected using questionnaires with reliability from the range of 0.74-1 through reliability analysis and also analyzed in a multi-group setting through structural equation model (SEM) on SmartPLS 3 application. Importance-performance map analysis (IPMA) method was also used to assess the functionality of variables in the study. The results showed that positive psychological attributes interact, relate, and have a role in the TE of vocational students, including in the evaluation of gender analysis. The results of the study can be a reference to reduce the impact of TE for vocational students, especially by gender-specific vocational schools. For future research, TE can be studied with other positive psychological attribute variables over a longer period of time.
Financial literacy of secondary school teachers in the Department of Education–Division of La Union Paneda, Mary Grace P.; Albay, Eduard M.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32038

Abstract

Understanding the financial literacy of public secondary teachers is vital in promoting financial well-being for both educators and students. Using an adapted questionnaire as the main data-gathering tool, this descriptive study investigated the extent of financial literacy of public secondary teachers from a municipality in the Philippines across various aspects like knowledge, management, credit, savings, investments, and challenges they encountered. The results revealed that teachers often face difficulties and constraints with financial management, budgeting, and investing. The teachers indicated a low level of financial literacy due to their limited understanding of and ineffective strategies in utilizing various financial skills and concepts.

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