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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 80 Documents
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Search results for , issue "Vol 14, No 4: August 2025" : 80 Documents clear
The self-efficacy of education students in understanding materials and mathematical problem-solving Baiduri, Baiduri; Usmiyatun, Usmiyatun
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.v14i4.28223

Abstract

The present study investigates the self-efficacy (SE) of education students concerning their understanding of educational materials and mathematical problem-solving skills. SE, a crucial motivational construct, plays a vital role in academic achievement and cognitive development. The research employed a quantitative approach, utilizing a structured questionnaire to collect data from 155 mathematics education students and 67 biology education students. The questionnaire using a Likert-type scale comprised two main sections: one assessing SE beliefs related to understanding educational materials and the other focusing on SE beliefs associated with mathematical problem-solving. The data analysis was performed using descriptive and inferential statistical methods, including correlation analysis and independent t-tests by JASP 0.16.3.0. The findings provide valuable insights into the SE of education students in the context of different disciplines. The study reveals the overall SE levels of mathematics and biology education students in understanding educational materials and mathematical problem-solving are moderate level. There is no significant relationship between the SE of mathematics and biology education students in understanding materials and mathematical problem-solving. However, there are significant differences in SE for both understanding materials and mathematical problem-solving between the two groups. The implications of these findings for instructional practices are discussed.
Unveiling the role of critical thinking in education: regional analysis and predictive factors Fadillah, Muhammad Aizri; Tanjung, Yul Ifda; Usmeldi, Usmeldi; Festiyed, Festiyed
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.v14i4.33234

Abstract

Despite its recognized importance, the role of critical thinking (CRIT) in promoting authentic problem-solving (APS), collaborative learning (COL), creative thinking (CRET), and knowledge creation efficacy (KCE) in different regional contexts still needs to be investigated. This study uses partial least squares-structural equation modeling (PLS-SEM) and partial least squares-multi group analysis (PLS-MGA) to evaluate the effect of CRIT on these skills and compare the effect between municipality and regency, using data from 431 high school students in Indonesia. The Ranger algorithm identified the main predictors of the impact of CRIT on the other skills. The findings revealed that CRIT significantly improved the impacts of these skills, with no significant differences between regions. The ability to provide sound reasoning and consider diverse perspectives were the main predictors. This study contributes to the relatively under-attended area of CRIT in Indonesian education by highlighting its important role in skills development.
How digital platforms improve teaching: comparing teacher performance across Peru Medina-Bedón, Yurfa Carolina; Sumarriva-Bustinza, Liliana Asuncion; Arias Huánuco, Mery Jesús; Carlos-Yangali, Hugo Augusto; Espinoza-Herrera, Gladys Margarita; Araujo-Reyes, Luis Donato; Alfaro-Saavedra, Maura Natalia; Yauri-Huiza, Yeni; Pumacayo-Sanchez, Zaida Olinda; Madrid-Gómez, Karina Eddmy
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.v14i4.32562

Abstract

This study addresses the challenge of enhancing pedagogical content knowledge (PCK) performance among primary education teachers in Peru, particularly in the context of increasing reliance on digital platforms. With significant regional and demographic disparities in access to digital resources, this research aims to evaluate the effectiveness of digital platforms in supporting teaching practices. Using a quantitative, cross-sectional design, the study analyzed data from the 2022 national unique test (PUN), which assesses cognitive and pedagogical skills among teachers, and a digital platform integration questionnaire (DPIQ) administered to 2,000 teachers. The findings revealed a positive correlation between digital platform usage and PCK performance, with younger and female teachers demonstrating higher scores. Urban teachers also outperformed their rural counterparts, highlighting regional disparities in digital access. The study concludes that integrating digital platforms into teaching practices can enhance PCK performance, but there is a need for targeted professional development and investment in digital infrastructure, particularly in underserved areas. Addressing these disparities is crucial to ensuring that all teachers can benefit from digital advancements, ultimately improving educational outcomes.
Using Canva and Microsoft Teams to support students’ writing tasks Zahidah Wan Sulaiman, Wan; ali, zuraina; Mohd Ali, Zarina; Hussain Shahid, Shahid; Ishtiaq, Muhammad; Abu Bakar, Norsuhaily
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.v14i4.27985

Abstract

Teachers and students face difficulties in remote learning. These difficulties can be greatly reduced by utilizing applications, such as Microsoft Teams (MS Teams) and Canva. This study investigates the effectiveness of using Canva and MS Teams as helpful resources for students assigned to write informative speech essays. Employing a sequential explanatory research design in a mixed-method approach, the study involved sixteen English majors from a private university located on Malaysia’s East Coast. Students used MS Teams to complete pre-and post-tests, and afterward, interviews were held to learn more about how they felt about using Canva. The pre and post-tests showed that students improved their writing abilities when using MS Teams since they had a chance to collaborate with their peers and teachers. Qualitative findings also revealed that online learning environments promoted interaction between students and teachers and between students and their peers. The results suggest that incorporating web tools like MS Teams and Canva could enhance students’ learning experience as they complete their writing projects. Overall, this study highlights the potential benefits of incorporating web technologies into the writing process and underscores the importance of seeking student feedback to improve the effectiveness of these tools.
Exploring ICT competency and communication preferences in higher education: insights from Croatia Budić, Hrvoje; Šostar, Marko; Ryngelblum, Arnaldo
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.v14i4.33513

Abstract

The digital transformation of education underscores the need for effective integration of information and communication technologies (ICT) in higher education. This study examines differences in ICT usage between teaching staff and students across various types of higher education institutions in Croatia, focusing on the impact of institution type and academic programs on ICT usage levels, digital competencies, and communication preferences. A quantitative research approach was employed, with data collected via a survey distributed to 70 teaching staff and 472 students using random sampling from public universities, public polytechnics, and private higher education institutions. The results reveal significant disparities in digital competencies, with students in private institutions demonstrating higher ICT usage compared to public institutions. Additionally, both groups favor synchronous communication (SC), although students display a stronger preference. These findings highlight a digital divide within academia and the need for targeted ICT training, particularly in public institutions. The study proposes measures to enhance ICT infrastructure and develop digital competencies through systematic workshops and training sessions. This research emphasizes the importance of addressing digital inequalities and improving the quality of education by integrating advanced technological solutions in higher education.
Hope and grit: the driving forces behind student-athletes’ motivation in sports and academics Longakit, Jet C.; Lobo, Joseph; Panganiban, Teejay; Sinag, Jay Mark D.; Celestial, Elvie F.; Ballera, Janice D.
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.v14i4.32916

Abstract

While the challenges student-athletes face in balancing academics and sports have garnered increasing attention, few studies have explored how factors like hope and grit contribute to this balance and enhance motivation. This study investigated the relationship between hope, grit, and motivation of academic and sports of student-athletes. A total of 247 student-athletes of Mindanao State University-Iligan Institute of Technology (MSU-IIT) answered a set of questionnaires assessing grit, dispositional hope, and student-athletes motivation towards sports and academics with the age range of 18-24 years old. Ethical approval was gained from the participants. The results showed that factors of hope (agency and pathways) and grit (consistency of interest or COI and perseverance of effort or POE) were significant predictors of motivation in sports and academics. This suggests that student-athletes with higher levels of hope and grit demonstrate increased motivation in both domains. These results could offer a more valuable insights for coaches, educators, and sports psychologist striving to support the long-term success and wellbeing of student-athletes.
A systematic literature review of computational thinking study in physics learning Riwayani, Riwayani; Istiyono, Edi; Supahar, Supahar; Perdana, Riki; Jumadi, Jumadi; Soeharto, Soeharto
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.v14i4.29632

Abstract

This systematic review aims to summarize the technological resources for teaching and learning about computational thinking (CT) in physics and provide suggestions to conduct new studies in future research. A total of 22 academic articles on CT in physical learning were reviewed from 2012 to 2022. The number of research participants was 3,269, with details of 2,752 college students, 439 high school students, 32 junior high school students, 20 elementary students, 21 teachers, and five librarians. This study confirmed that research on CT in physical learning has been dominated by two countries, the United States and Indonesia. Over the past 10 years, there has been an increase in physics courses focusing on topics in kinematics, force and motion, and electricity. The common method practices are quantitative and qualitative, with some developing learning. The implications of this research can inform education experts, educators, and technologists interested in the CT environment and technological development in physics learning. Computational skills in physics have the potential to improve cognitive, affective, and psychomotor outcomes, including students’ thinking abilities. Students can benefit from their experience learning physics using the concept of CT because they can solve technology-based problems and develop various competencies needed in learning physics.
Graduate competencies as predictors of the pre-service English teachers’ work-readiness Ann L. Jaca, Cristie; D. Castañeda Jr., Wilson
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.v14i4.32609

Abstract

This study examines the competencies that predict work readiness among the pioneering cohort of English graduates from a newly implemented curriculum. By evaluating graduates’ perceived competencies and work-readiness over the curriculum’s initial four years, the research addresses its relevance with the current demands of the teaching profession. Employing a descriptive-survey quantitative research design and regression analysis, the study evaluated all 43 graduates of bachelor of secondary education (BSEd) major in English. Respondents were assessed on work readiness and core competencies in content, pedagogy, and essential 21st-century skills, including 4Cs (communication, collaboration, critical thinking, and creativity). Findings revealed that, while graduates demonstrate confidence in pedagogy, creativity, and collaboration, there remains a need for a more balanced skill set, particularly in content knowledge and critical thinking. Regression analysis identified that pedagogy, communication, and critical thinking are key predictors of work-readiness, highlighting that these skills significantly enhance graduates’ preparedness for a dynamic workplace. These insights emphasize the need to refine program objectives to support future cohorts better, underscoring the importance of analyzing graduate competencies to improve curriculum design. This study contributes to adapting educational programs and preparing future English teaching professionals to meet the complexities of modern education and evolving workforce demands.
Designing and implementing teachers’ professional development program on crafting brain-based lessons A. Madale, Vanjoreeh; A. Casidar, Jamaliah; B. Barquilla, Manuel; A. Salic-Hairulla, Monera; Jr G. Adil, John; R. Alcopra, Arlyn
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.v14i4.32642

Abstract

The increasing emphasis on brain-based learning (BBL) underscores its potential to enhance educational practices by integrating the biological foundations of learning. This study, conducted at Mat-I National High School, sought to address the gap between theoretical understanding and practical application of BBL among science and mathematics educators. Using a descriptive research design, the study aimed to develop and implement a comprehensive training designed to elevate teachers' proficiency in BBL strategies, ultimately improving their instructional effectiveness in science and mathematics education. A pre-training needs assessment identified a superficial familiarity with BBL among teachers, underscoring the need for more targeted professional development. The training program incorporated lectures, workshops, interactive exercises, and the creation of lesson plans tailored to BBL principles. Post-training assessments demonstrated a marked improvement in participants' understanding and application of BBL, advancing from basic to proficient levels. These findings suggest that the program successfully enhanced teaching practices. The study concludes by recommending continuous professional development, the development of BBL-aligned teaching tools, and the adoption of varied training methodologies to sustain and further improve educational outcomes in mathematics and science education.
Pedagogical content knowledge: bridging math teachers’ technology knowledge and perceived usefulness Oppong-Gyebi, Emmanuel; Ohene Boateng, Francis; Arthur, Yarhands Dissou
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.v14i4.32058

Abstract

The responsibility of mathematics teachers to accept technology into their instructional delivery has been a must know knowledge as professional development of Ghanaian teachers is ongoing to welcome the new standard-based curriculum by the end of 2024 at the senior high schools. This study investigated how conventional pedagogical content knowledge (PCK) influences the adoption and perceived utility of technology among mathematics teachers. Conducted with 979 mathematics teachers purposefully sampled from senior high schools in the Ashanti region of Ghana, the study employed structural equation modeling (SEM) to analyze the relationship between technology knowledge (TK), PCK, and perceived technology usefulness (PTU). The findings indicated a direct relationship between TK and PTU, with no significant mediation effect of PCK observed. Furthermore, professional experience (PE) did not moderate this relationship. However, TK was found to significantly influence PCK, thereby impacting the quality of instruction provided by teachers. Additionally, PCK was identified as a significant predictor of PTU. The study implications lies in its anticipation that Ghanaian mathematics teachers’ TK is perceived to enable them to leverage digital tools and resources effectively to connect it to their PCK, ultimately to lead to more engaging, effective, and impactful mathematics instruction delivery. This will foster meaningful learning experiences aligned with curriculum goals and learners needs.

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