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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
Design and assessment of effective multimedia-based courseware for student quantitative data analysis Yassin, Abdulnassir; Bashir, Ashadi; Surjono, Herman Dwi; Afdal, Zul; Novianto, Victor
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.v14i4.32055

Abstract

The rapidly evolving technological trends are transforming higher education. This study focused on designing and evaluating the effectiveness of multimedia-based courseware in improving students’ data analysis at Islamic University in Uganda. The objectives were: i) to create interactive multimedia courseware (IMC) to enhance students’ quantitative data analysis skills; ii) to evaluate the suitability of IMC’s content, interactivity, user interface, and design; and iii) to profile students’ perceived benefits of using the IMC to learn quantitative data analysis. A descriptive survey involving 160 education undergraduate finalists, selected through random and consensus sampling, was conducted. Data was collected through a self-report survey instrument with high validity (content validity index=0.886) and reliability (Cronbach alpha=0.878). The IMC development followed the analysis, design, development, implementation, and evaluation (ADDIE) model and Gagne’s learning events. Results indicated that the IMC content (mean=3.90, SD=0.94), interactivity (mean=4.10, SD=0.79), user interface (mean=4.04, SD=0.82), and screen design (mean=4.05, SD=0.87) were highly appropriate. Students perceived IMC as effective in enhancing their data analysis skills (mean=3.86, SD=0.92). The findings suggest that IMC can significantly improve students’ quantitative analysis abilities. However, recommending further studies on the impact of IMC on students’ quantitative data analysis skills comprehensively in a multidisciplinary manner, to potentially revolutionize learning.
Continuous professional development for madrasa teacher professionalism: engaging motivation for engagement Tambak, Syahraini; Sukenti, Desi; Zabidi Abdul Razak, Ahmad; Agustina, Agustina; Amin Ahmad, Khalilullah; Firdaus, Firdaus; Syarif, Miftah
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.v14i4.33501

Abstract

Much research has been done on continuous professional development (CPD) madrasa (Islamic school) teachers, but incorporating motivation of engagement in future professions into them needs to be addressed. This study aims to determine CPD madrasa teachers based on the motivation to engage future professionals in teaching. This research used a phenomenological design involving 16 madrasa Aliyah teachers as informants. Data was collected by interviews with madrasa teachers and analyzed using a systematic design. This research shows that CPD madrasa teachers are related to organizing teaching and learning activities to improve teachers' abilities and competencies in carrying out professional duties and performing as educators. CPD should include skills using digital technology, ethics, and professional values, applying sharia principles, makarim sharia, and integrity in educating students. Madrasa teachers’ view of motivation for engagement in a future profession in CPD refers to the drive that teachers professionals have to continue to be committed to their profession and develop with the changes and demands of the times. The motivation for madrasa teachers’ future professional involvement and sustainable professional development is mutually reinforcing. Motivation becomes a driving force for madrasa teachers to engage in CPD, while CPD renews and strengthens madrasa teachers’ motivation by providing the skills and knowledge necessary to adapt to future challenges. In this way, motivation and CPD together support better quality education, increase job satisfaction for madrasa teachers, and ensure that teachers remain relevant and competent in facing developments in the world of education.
Evaluating the consistency of automated CEFR analyzers: a study of English language text classification Siripol, Piyathat; Rhee, Seongha; Thirakunkovit, Suthathip; Liang-Itsara, Aphiwit
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.v14i4.33528

Abstract

With the increasing use of web-based tools for text analysis, there is a growing reliance on automated systems to assess text difficulty and classify texts to the Common European Framework of Reference for Languages (CEFR). However, inconsistencies in these tools’ outputs could undermine their effectiveness for language learners and researchers. This study investigates the consistency of five widely used automated CEFR analyzer tools, including ChatGPT, by analyzing 20 English descriptive texts at CEFR levels B1 and B2. A quantitative approach was employed to compare the CEFR classifications generated by these tools. The results reveal significant inconsistencies across the tools, raising concerns about the reliability of automated CEFR alignment. Additionally, the content and genre of texts appeared to influence the CEFR classification, suggesting that certain factors beyond the tools’ algorithms may affect their accuracy. These findings have important implications for language educators, curriculum designers, and researchers who rely on automated CEFR tools for text selection, grading, and analysis. The study highlights the limitations of automated CEFR classification systems and calls for a more qualitative approach to text difficulty alignment analysis. Future research recommendation is discussed and call for more focus on refining these tools and exploring additional factors that may impact their effectiveness in text difficulty measurement and CEFR alignment.
The transformative power of mentorship on novice teacher success: a recent systematic literature review (2022-2024) Ping Jin, Beranda Yii; Md Zalli, Mohd Muslim; Mohd Jamil, Mohd Ridhuan; Hanis, Nik Muhammad; Ambon, Josephine
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.v14i4.33492

Abstract

This study examines the transformative impact of mentorship in building resilience and enhancing success among novice teachers. By identifying effective mentorship strategies and frameworks, the research addresses critical early-career challenges, supports teacher retention, and contributes to the global aim of quality education. Using a systematic literature review (SLR) guided by preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, the study analyzed 45 articles from Scopus and ERIC databases, covering publications from 2022 to 2024. Through qualitative thematic analysis, three main themes emerged: emotional and psychological support in mentoring, mentoring models and professional development frameworks, and cultural and contextual influences on mentoring. Findings suggest that mentorship is pivotal in helping novice teachers navigate stress, improve instructional skills, and adapt to diverse school environments. Limitations include the restricted scope to select databases, potentially omitting other relevant studies. Future research could broaden the literature base and assess mentoring’s long-term impacts across varied educational contexts. This study contributes to the field by highlighting mentorship’s essential role in fostering resilience among novice teachers, aligning with sustainable development goal 4 (SDG 4) to promote teacher retention and educational quality.
Students’ usage behavior toward digital exam pads in Indian university settings Shandilya, Abhinav Kumar; Kumar, Dilip
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.v14i4.32245

Abstract

This study investigates the factors influencing undergraduate students’ acceptance and usage of digital exam pads in the context of Indian higher education by utilizing the variables of the unified theory of acceptance and use of technology (UTAUT) and its extended version, UTAUT2. The shift towards paperless examinations is vital for sustainability and efficiency in education, yet understanding the determinants of student adoption remains a challenge. To address this, the study collected data from 480 undergraduate students from Jharkhand and Karnataka, India, and the proposed model was tested using partial least squares structural equation modeling (PLS-SEM). The results revealed that performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), and hedonic motivations (HM) significantly influence students’ behavioral intentions to use digital exam pads, which in turn positively affect actual usage behavior (UB). Additionally, gender was found to moderate the relationship between HM and BI. The study concludes that the UTAUT model effectively explains digital exam pad adoption, offering practical insights for universities aiming to implement such technologies. The findings underscore the need for targeted strategies to enhance student engagement with digital tools, particularly considering gender differences.
Scientific and methodological foundations of open educational platform employment in language teaching Abnassyrova, Raikhan; Mubarak, Nazerke; Ordabekova, Khafiza; Turumbetova, Zhanagul; Mukhamadi, Kuralay
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.v14i4.33093

Abstract

The objective of the research is to investigate the efficacy of these platforms in facilitating language acquisition, fostering student engagement, and personalizing learning experiences. A survey was conducted among 100 language teachers from higher educational institutions in Astana, Kazakhstan. The teachers were requested to evaluate the efficacy of open platforms in language instruction, taking into account factors such as student motivation, the individualization of learning, and the availability of resources. The research employed a descriptive design, utilizing a three-level response scale to collect data on the integration of the aforementioned platforms and the preparedness of educators to utilize them. The findings suggest that open platforms facilitate access to resources and enhance student motivation when integrated with interactive tools, such as GraphoLearn and Kahoot!. However, the study emphasizes the necessity for structured training to address the challenges encountered by educators in implementing these platforms effectively.
The impact of school culture on the quality of education in Vietnamese teacher training colleges: a case study in the Red River Delta Thi Quynh, Vu; Ngoc Son, Pham
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.v14i4.32737

Abstract

School culture is a system of beliefs, values, norms, habits, and traditions developed throughout the school’s evolution, recognized and followed by its members, and expressed in both material and spiritual forms. This unique identity shapes each educational institution. The school’s culture influences the behavior, attitudes, goals, and outcomes of its students. Based on the intrinsic nature and role of school culture, this study clarifies the correlation between culture and training quality in teacher training colleges in the Red River Delta, Vietnam. Through survey results, observations, and interviews, this research establishes a significant correlation between positive cultural elements and enhanced educational quality indicators, including student achievement, teacher satisfaction, and research productivity. Conversely, negative cultural aspects are found to adversely impact these indicators. The study emphasizes the vital role of school culture in shaping educational experiences and outcomes in Vietnamese teacher training colleges. Based on these findings, the research offers practical recommendations for fostering a positive school culture, thereby contributing to the improvement of teacher training quality in Vietnam.
Rural science education during and beyond COVID-19: teachers’ strategies and prospects from a Philippine perspective Aldea, Kristian Q.; Dayawon, Marites A.
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.v14i4.30446

Abstract

Distance learning during the COVID-19 pandemic challenged many aspects of the teaching and learning process. However, challenges with the virtual classes were arguably more intense in the rural areas of developing countries, considering technological and socio-geographic limitations. We argue that despite these limitations, rural areas provide opportunities (rural affordances), which may enhance teaching strategies. With the aim of expounding this perspective, we explored science teachers’ strategies derived from rural affordances (SDRA) and drawn teachers’ perceptions of learners’ engagement after the strategies’ intervention. Based on the results, three types of SDRA were utilized, namely: contextualization of educational materials for science activities (CEMSA), integration of citizen science in science activities (ICSSA), and integration of traditional knowledge in science activities (ITraKSA), wherein a significant learner engagement with the SDRA are perceived by teachers after the SDRA intervention. Prospects for the utilization of the strategies in post pandemic settings suggest their potential roles in future distance learning schemes as well as in face-to-face learning modality. A paradigm that outlines educational intervention may assimilate the advantages of the SDRA in science teaching. Science education may further communications with policy-makers and stakeholders for a curriculum that drives synergism between rural teaching strategies responsive to pedagogical limitations.
Development and standardization of an attitudinal assessment scale for virtual laboratory integration in science education Kaliappan, Thiyagu; Thomas, Mary Vineetha; Thangan, Santhosh; Padmanaban, Srinivasan
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.v14i4.32272

Abstract

The escalating adoption of virtual laboratories (V-Labs) within science education highlights an urgent need for an established metric to evaluate student attitudes toward their implementation. This research introduces a detailed attitudinal assessment scale, specifically designed to measure various aspects of student perceptions such as perceived effectiveness, satisfaction, pedagogical impact, usability, and overall influence on educational outcomes. The development process involved an elaborate procedure for generating items based on a thorough review of existing literature and insights from subject matter experts, followed by a pilot test conducted on a select cohort of science students aimed at refining the items. Employing stringent empirical methods including detailed item analysis and factor analysis, the research confirmed the scale's high reliability, evidenced by a Cronbach’s alpha of .983. Factor analysis identified five principal components that collectively encompass technological, psychological, and educational factors shaping student attitudes toward virtual labs. This scale is crucial for educators and administrators for effectively assessing and enhancing virtual lab integrations. It provides valuable insights that can inform the enhancement of virtual lab configurations, curriculum integration, and teaching strategies, ultimately improving student engagement and learning outcomes. The creation of this scale addresses a critical void in academic research by offering a standardized method to assess student attitudes and also paves the way for future investigations into the extensive implications of virtual labs in diverse educational settings and disciplines.
GE-APROAch: an OBEdized survey instrument on GenEd outcomes achievement based on student personal reports Rivera, Rodrigo C.; Delos Santos, Elymae Naldo; Ofracio, Juan Oliver S.
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.v14i4.30399

Abstract

The Philippine commission on higher education (CHED) requires colleges and universities to align with its triad goals of individual, social, and global development, through the new general education curriculum (NGEC). Since its implementation, numerous studies have evaluated outcomes, often reporting positive results. However, these studies exhibit methodological inconsistencies due to varying assessment measures. While two studies from the same college employed robust self-developed instruments based on CHED standards to evaluate general education (GE) outcomes, questions about their reliability led to the creation of the GE-assessment of personal reports of outcomes achievement (GE-APROAch) instrument. Using a mixed-method descriptive-evaluation design, the research constructed and validated the instrument. Results indicated that the GE-APROAch effectively measures GE outcomes through: i) a solid conceptual framework of targeted competencies; ii) high interrater agreement from expert judges; iii) strong internal reliability to differentiate and consistently report scores; and iv) superior efficacy compared to existing tools. Establishing the validity of self-made instruments is crucial, particularly for evaluating curriculum learning outcomes. Statistical analysis confirms that the GE-APROAch is a reliable and valid tool, offering improvements over previously used instruments.

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