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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 79 Documents
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Search results for , issue "Vol 14, No 5: October 2025" : 79 Documents clear
The tug-of-war between sports and physical activity anxiety in quest for self-actualization among university students Tagare, Jr., Ruben L.; Martinez, Norge D.; C. Nadela, Lara Ivanah; Janito, Cheeze R.; Esto, Jomar B.; Elumbaring, Jerum B.; Francisco, Jemwell B.; P. Esponja, Joanna Caryl; Java, Vinus P.; Adlaon, Gauvin; B. Labarda, Sarah Jane; Lobo, Joseph; Longakit, Jet C.; Panganiban, Teejay D.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.33596

Abstract

This study investigates the relationship between sports and physical activity anxiety and self-actualization among university students. Utilizing a quantitative research design with a descriptive correlation approach, the study involved 2,043 respondents selected through simple random sampling. Two primary instruments were employed: the physical activity and sport anxiety scale (PASAS) to measure anxiety levels and the index of self-actualization to assess self-actualization traits. Data were analyzed using descriptive statistics and Spearman’s rho correlation coefficient to explore the relationships between the variables. Results revealed that respondents exhibited low levels of sports and physical activity anxiety and moderate levels of self-actualization. Notably, a significant negative correlation was identified between sports and physical activity anxiety and self-actualization. These findings imply that higher anxiety related to sports and physical activities is associated with lower levels of self-actualization, highlighting the need for supportive environments that mitigate anxiety in physical activity contexts. The study underscores the importance of implementing strategies to reduce anxiety and promote self-discovery, ultimately fostering resilience and personal growth among students.
Reflective writing skills among pre service teachers: a scoping review Kumari, J. A. Mary; Prakasha, G. S.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.28620

Abstract

Reflection is a soul-searching process. It is an innate ability to delve down the memory lane to judge a reaction to a particular situation as right or wrong as a response. The positive reactions are reinforced and the ineffective negative ones are relinquished. Developing reflective skills among preservice teachers include regular reflective practice sessions. They have to painstakingly record all their reflections after the delivery of each lesson as part of their curriculum along with other reflective practice opportunities. This effort should lead to evolution of professional practitioner in the long run. Although, there are factors affecting its development, preservice teachers seem to do it more monotonously without much reflective learning. Their reflective writing skills are way behind the expected level. This study adopts the research design outline advocated by Arksey and O’Malley. The study appraised the research studies conducted from 2015 to 2024 as a part of scoping review. The study throws light on the various aspects related to the teacher-trainees’ reflective writing skills. Future studies may focus on empirical validation of the reflective writing skills among preservice teachers.
Team assisted individualization: enhancing students’ conjecturing skills in statistics and probability Francisco, Kheigy Axl Ross Galapon; Esguerra Brillo, Danica Mae; Lazaro Quilang, Liezl Joy
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.30882

Abstract

Many students struggle to understand mathematical concepts, leading to inadequate conjecturing skills. This study investigates the effectiveness of team assisted individualization (TAI), a cooperative learning approach, in improving these skills in mathematics. Utilizing a pre-test-post-test control group design, the research involved matched groups from two senior high school sections. Data were collected through tests and interviews conducted before and after the intervention, and analyzed using means, standard deviations, paired samples t-tests, analysis of covariance (ANCOVA), and content analysis. The findings indicate a significant enhancement in students’ conjecturing abilities following the implementation of TAI, even when controlling for their numerical reasoning skills. These results demonstrate that TAI is more effective than traditional lecture-discussion methods (LDM) in promoting conjecturing skills. Consequently, this study encourages educators to explore and adopt TAI strategies to better facilitate the development of students’ mathematical reasoning and conjecturing capabilities.
Pre-service teachers’ demographics, cultural competence, and culturally responsive teaching practices Z. Andal, Edilberto; E. Panergayo, Albert Andry
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.33064

Abstract

This study examines the influence of cultural competence (CC) on culturally responsive teaching (CRT) practices among pre-service teachers (PSTs) in a state university in Laguna, Philippines. Despite the emphasis on education, the impact of cultural awareness, knowledge, and skills on CRT remains underexplored. Using a cross-sectional quantitative research design, data from 633 PSTs were collected through a validated web-based survey. Multiple regression analysis showed that cultural knowledge (B=0.373, p<0.05) and cultural skills (B=0.511, p<0.05) significantly predict CRT practices, while cultural awareness (B=0.003, p>0.05) does not. Demographic factors such as age, gender, and year level do not moderate this relationship. These findings highlight the need for prioritizing cultural knowledge and skills in teacher education curricula. Institutions should integrate structured training to equip PSTs for diverse classrooms. Future research should explore the long-term effects of these competencies in an actual teaching environment and assess targeted training interventions. Strengthening CC through curriculum enhancement can better prepare educators to meet the challenges of an increasingly diverse educational landscape.
The underlying physics concept of a soccer game as a catalyst for enhancing creative thinking skills Sriyanti, Ida; Afifa, Mardiah; Meilinda, Meilinda; Puteri, Anisya Sefina; Aisyah, Nyimas; Bayu, Wahyu Indra; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Hapizah, Hapizah
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.32682

Abstract

Teachers need to improve students’ creative thinking skills by incorporating relevant everyday contexts. Soccer, as a familiar part of daily life, has not been widely used in education, and its impact on creative thinking requires further study. This research aimed to develop a contextual physics e-module centered on soccer to enhance creative thinking in physics learning. The study followed Rowntree's development model, including planning, development, and evaluation, with Tessmer’s formative evaluation through expert reviews, one-on-one assessments, small-group evaluations, and field tests. The creative thinking indicators used in the research are fluency, flexibility, originality, and elaboration. Data were collected from 346 high school students in Palembang via walkthroughs, questionnaires, and written tests, then analyzed using SPSS version 16. The results showed that the soccer-based physics e-module is valid (Sig. 0.00), practical (one-to-one: 82.75%; small group: 91.00%), and in the moderate category for improving creative thinking (N-gain: 0.59). These findings highlight the need to explore other everyday contexts and assess the long-term impact of the e-module across different educational settings.
A systematic review of metacognitive dynamics in secondary physics education Osman, Norhidayah; Mahmud, Siti Nur Diyana; Arsad, Nurazidawati Mohamad
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.32722

Abstract

Metacognitive strategies are effective in enhancing secondary school students’ performance in physics, a key science, technology, engineering, and mathematics (STEM) subject that poses challenges due to its conceptual complexity and the need for higher-order thinking skills. This study systematically reviews the impact of metacognitive strategies on student performance in physics from 2014 to 2024. The research objectives include identifying trends, advantages, and challenges of these strategies. Using preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, 25 studies were selected from databases like Web of Science (WoS) and Scopus, involving diverse respondents. Research instruments included surveys, interviews, and standardized tests to assess metacognitive awareness and academic performance. Analysis revealed a preference for quantitative methods (88%), with qualitative (8%) and mixed methods (4%) also contributing insights. Results indicate that metacognitive strategies enhance conceptual understanding, problem-solving skills, motivation, engagement, and academic performance while reducing gender gaps. However, challenges include implementation complexity, time constraints, student resistance, assessment difficulties, and variability in effectiveness. The findings underscore the need for comprehensive teacher training and innovative instructional designs to integrate metacognitive strategies effectively. These strategies hold promise for transforming physics education and promoting equitable student outcomes. Future research should focus on developing tailored approaches and innovative assessment methods to optimize the implementation of metacognitive strategies across diverse educational contexts.
TawjihiNavigator: a novel hybrid information retrieval system for educational guidance in Morocco Silkhi, Hassan; Bakkas, Brahim; Housni, Khalid
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.32803

Abstract

In this paper, we propose a novel hybrid method for improving Arabic educational information retrieval (IR) in Moroccan high schools. Traditional search methods often struggle with Arabic’s rich morphology and educational terminology, hindering students’ access to accurate guidance information. The proposed method TawjihiNavigator that combines vector-based semantic search with lexical matching, enhanced by advanced Arabic natural language processing (NLP) techniques. Using a comprehensive dataset collected from official Ministry of education sources. To validate the IR-Abhato system, we integrate CAMeL Tools and Farasa stemmer for Arabic preprocessing, testing multiple embedding models including Word2Vec, FastText, and AraT5. The obtained results demonstrate that our hybrid method’s superiority over standalone vector and full-text search approaches, achieving a mean reciprocal rank (MRR) of 0.7987 and mean average precision (MAP) of 0.5628. The AraT5 model achieved the highest precision@5 score of 0.4500, specially in educational query processing. These findings indicate that our model enhances Arabic educational IR accuracy, that can be improve student decision-making processes.
Life and career skills assessment for high school students Nittayaros, Preeda; Ketchatturat, Jatuphum; Makmee, Pattrawadee
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.33010

Abstract

This study assessed life and career skills among high school students in Thailand using survey research. The sample consisted of 1,050 high school students from six regions of Thailand was selected through multi-stage random sampling. The research instrument was a life and career skills assessment test for high school students and satisfaction with the life and career skills assessment for high school students. Five experts validated the instrument, which yielded a content validity index (CVI) of 0.82 and a Cronbach’s alpha coefficient of 0.89. The research results indicated that overall high school students’ life and career skills were high (M=4.50, SD=0.62). Students had a very high level of satisfaction with the overall assessment of life and career skills (M=4.59, SD=0.81). In conclusion, this life and career skills assessment can solve the problem of measuring and evaluating life and career skills for high school students. The data obtained can help school directors plan for developing the quality of students. Most importantly, the life and career skills assessment allow high school students to know the results of their own skill assessments so that they can use them to improve and develop their own skills.
Diagnosis of ecosystem misconceptions for high school students in Jakarta Azrai, Eka Putri; Japar, Muhammad; Situmorang, Robinson
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.28126

Abstract

Misconception is a condition of different concepts that are owned by scientific concepts. Misconceptions impact learning processes and outcomes, so teachers need to make reductions. The first step to reduce misconceptions is to find the data on students’ misconceptions. This study aims to diagnose high school students’ misconceptions about ecosystems. The survey method research used a three-level multiple-choice test to diagnose ecosystem misconceptions. The research sample were 200 high school students from five high schools in Jakarta, Indonesia. The sample from each school were 40 students. The results showed that students’ understanding of concepts was spread over six levels: understanding concepts, false positive misconceptions, false negative misconceptions, misconceptions, guessing or understanding concepts but lacking confidence, and not understanding concepts with a misconception percentage of 21.41%. Based on the analysis of the ecosystem sub-concept, the highest misconception occurred in the energy flow sub-concept (25.39%) and the second highest in the biogeochemical cycle sub-concept (20.41%). Teachers can use the findings as a basis for designing effective learning to reduce misconceptions so that optimal learning processes and results can be achieved.
Creative thinking enhancement through project-based learning in science: a meta-analytic review Hasibuan, Molani Paulina; Sunarno, Widha; Susanti VH, Elfi
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.34521

Abstract

This research investigates the impact of project-based learning (PjBL) on enhancing students’ creative thinking abilities through a comprehensive meta-analytic study. Creative thinking is recognized as an integral part of higher-order thinking skills (HOTS) required for success. Employing the preferred reporting items for systematic reviews and meta-analyses (PRISMA), studies published between 2014 and 2024 were identified and synthesized from the Scopus database. Data analysis, conducted with R, assessed the impact of PjBL using effect size (ES) measurements. The findings demonstrate that PjBL significantly improves creative thinking skills compared to traditional teaching methods. Moderator analysis revealed that variables such as educational level, subject area, and learning model influence the outcomes, with the highest impact observed in high school and inquiry-driven subjects like physics. Variations of PjBL, including technology-enhanced models, such as Google Classroom-based approaches, further amplified its effectiveness, particularly in virtual learning environments. This study highlights PjBL’s adaptability and robust potential in fostering creativity and innovation across diverse educational contexts. The results provide practical implications for educators in designing tailored PjBL strategies to cultivate students’ creative thinking, emphasizing the importance of interdisciplinary approaches and technological integration in modern education.

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