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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
Intergenerational social mobility and the ambivalent role of higher education: a systematic review Mendoza Marín, Reynaldo Justo; Garay Canales, Henry Bernardo; Aldana Cáceres, Alejandro; Callupe Cueva, Paulo César
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.v14i5.33079

Abstract

University education has historically been considered a means of upward social mobility. However, recent studies question this equalizing role, finding substantial differences in the “rewards” it represents according to social class. Thus, the objective of this research is to analyze the relationship between having university studies and experiencing intergenerational social mobility in today’s world. For this purpose, a systematic review of the literature was carried out under a qualitative approach. A bibliographic search was carried out in academic data bases of renowned prestige, such as Scopus, Web of Science, and ERIC. Specific search terms such as “intergenerational social mobility”, “university education” and “inequality” were also used, considering the period between 2014 and 2024. A total of 28 articles were analyzed. The findings show that, while graduates with professional parents effectively capitalize on the educational credential, those who come first in their families face more barriers to translating the degree into occupational mobility. Socioeconomic origin also delimits trajectories within universities and impacts on dropout, graduation, and differentiated academic performance. Consequently, the magnitude of this mobility varies significantly by social origin, with graduates from professional or academic families demonstrating a markedly greater ability to leverage their educational credentials in the labor market.
Fostering students’ interest in trigonometry using game-based learning strategy: a case of repeated measures Egara, Felix Oromena; Mosia, Moeketsi
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.v14i5.31173

Abstract

This study investigated the effectiveness of game-based learning in enhancing students’ interest in trigonometry among secondary school students in Enugu State, Nigeria. The study addressed the need for increased engagement and interest in trigonometry by leveraging successful implementations of game-based learning from other educational contexts. A true experimental design with a repeated measures approach was employed, involving senior secondary two (SS 2) students randomly assigned to either the experimental or the control group. The experimental group received trigonometry instruction through game-based learning, while the control group followed traditional teaching methods. The data collection instrument was the trigonometry interest inventory (TII) used to assess students’ interest levels at three points: pre-intervention, post-intervention, and follow-up. The repeated measures analysis of variance (ANOVA) was utilized to analyze changes in interest levels over time and between groups. The findings revealed two key findings: i) game-based learning significantly increased students’ interest in trigonometry and ii) gender, age, and location did not significantly affect the effectiveness of the game-based learning approach in fostering students’ interest in trigonometry. The study concludes that game-based learning effectively enhances students’ interest in trigonometry, offering implications for educators to improve mathematics teaching practices through interactive and engaging strategies.
Enhancing educational research through collaboration: insights from Philippine centers of excellence Castulo, Nilo Jayoma; Marasigan, Arlyne C.; Xu, Xiaoyuan
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.v14i5.33403

Abstract

With the increasing popularity of internationalization in higher education, research collaboration is essential for universities to compete for world university rankings. This popularity made the Philippines no exemption in conforming to the trend. However, the Philippine education system is facing an education crisis, noting the problem of research productivity in graduate education as highlighted by the Philippine government report, known as the EDCOM II report. To fill this gap, this study examines the Philippine research collaboration in the Philippine setting, particularly the center of excellence (COE) in teacher education institutions. The study utilized a bibliometric approach to analyze the research collaboration following two phases: global and local analysis. It analyzed data between 2014 and 2023 in 21 COE teacher education institutions recorded in SciVal. The findings reveal that the Philippines ranked sixth in international educational research collaboration, lagging behind Vietnam, Malaysia, Indonesia, Singapore, and Thailand. Europe has the highest number of countries collaborating with the Philippines, while Asia Pacific has the highest number of co-authored publications. Regarding the collaboration sector, academic-only collaboration is the most popular. Moreover, De La Salle University has the highest national collaboration, while the University of the Philippines has the highest international collaboration in educational research collaboration. This study provides a comparative analysis of research collaboration among COE in teacher education, offering insights for policy and internationalization strategies. Moreover, this study contributes to understanding the Philippines’ research collaboration status, offering policy and practice recommendations for improvement.
Acceptance of mobile English learning among college students in Henan Xiao, Qiong; Ruey Shing, Soo; Lv, Yu
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.v14i5.32876

Abstract

The portability of smartphones offers tremendous potential for language learning. However, the willingness to accept and the practical adoption of mobile learning in English study among college students from Henan, China requires deeper exploration, due to the lower digital competency and limited usage of digital tools of English teachers in Henan, China. Targeted at the college students from Henan, this research intends to investigate factors influencing their intention to adopt mobile apps in learning English by conducting a quantitative study within the framework of modified technology acceptance model (TAM) model. Purposive sampling method was used and online questionnaire was administered among 511 college students with mobile English learning experiences from one comprehensive university in Henan and data were analyzed via SPSS and structural equation modelling (SEM). The key findings include: i) social influences (SI), perceived usefulness (UF), and perceived enjoyment (PEEN) significantly impact students’ intention to adopt mobile English learning; ii) SI affect students’ intention via the mediator of UF; and iii) perceived ease of use (EOU) does not significantly impact students’ intention. This research highlights the role of teachers’ influences in students’ adoption of mobile English learning and emphasizes the need for further improvement in mobile apps design to facilitate the learning experiences.
Physics mathematization from a teaching perspective: secondary school teachers’ perceptions Azzouzi, Abdelwahab El; Kouchou, Ihsane; Elachqar, Abdelrhani; Kaddari, Fatiha
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.v14i5.28774

Abstract

The courses of physics and mathematics are usually related. So, it is essential to transfer mathematical knowledge and skills to understand and solve a situation in physics. The main objective of this research is to identify teachers’ perceptions of physics mathematization. To highlight our objective, we used an analysis of textbooks and scientific literature to support a questionnaire for 141 physics teachers in the region of Fez, Meknes, Morocco. The teachers emphasized that to understand or solve problematic situations in physics it is important to go through mathematics. Still, the majority of them do not have clear ideas on how to do it. However, in the absence of a unified method, the teachers suggest some work techniques with their students whose contents are purely mathematized to overcome the difficulty of physics mathematization. This research is primarily related to curriculum development, teacher training, and the need to foster a deeper understanding of the relationship between mathematics and physics in the Moroccan educational system.
Development and validation of a scale measuring students’ use of generative artificial intelligence tools Barcelona, Alvin; Dela Cruz, Sam Rhoy
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.v14i5.34809

Abstract

The emergence of artificial intelligence (AI) in education, such as students’ use of generative artificial intelligence (GAI) tools in academic work, has profoundly transformed the learning ecosystem, offering both promising opportunities and potential challenges. Considering that such tools are still a developing area of study in education, this paper aimed to develop a scale that can assess and describe students’ practices and perspectives towards using GAI tools. Through an exploratory-sequential mixed methods design, an interview of 20 higher education students and a scoping literature review were used to generate scale items in the first phase of the study. In the second phase of the study, two pilot tests of the scale participated by 793 students were implemented. Exploratory and confirmatory factor analysis (CFA), internal consistency, and convergent validity tests were also carried out. The developed scale consists of 26 statements covering the following factors: i) research tool; ii) communication tool; iii) reliance; and iv) ethical use. The CFA model confirmed these factors, and all fit indices show that the overall structure of the scale has acceptable to good fit. The scale’s psychometric properties reveal that it is valid and reliable. This scale development study implicates schools to use a structured way of assessing how students engage with GAI tools in academic settings and rethink ways to support students’ learning through the responsible use of AI tools.
Lecturer’ and students’ perspectives on digital technology use in organizing and writing projects Iskakova, Lyaila; Turikpenova, Sandugash; Abdykadyrova, Tursynai; Agranovich, Yelena; Karsybayeva, Raissa; Kultanov, Dastan
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.v14i5.33898

Abstract

This research aims to determine the problems experienced by lecturers and students in writing projects in order to determine the importance of technology in the organization of project activities. In this context, 24 students and 24 lecturers were included in the study. Six main themes were determined using a semi-structured interview form (general information, project preparation, project writing, cooperation and support, evaluation and feedback, result and presentation). It was concluded that 60% of the students and 20% of the faculty members had no previous experience in project writing. Lecturers and students (30%) had difficulty in finding a project title during the project preparation phase. A total 30% of the students did not know project writing, 50% of the lecturers had lack of knowledge and had problems in accessing the literature. Lecturers (70%) and students (60%) had no problems in finding a project team. Lecturers and students had some problems in sharing the project results, each project increased the knowledge skills of lecturers and students and created new project ideas. It is thought that training activities should be organized for lecturers and students on project writing and what kind of digital technologies they can benefit from in order to create new project ideas.
Does cognitive load moderate students’ learning engagement mechanism in blended learning? Zidi, Chen; Jalaludin, Nur Atiqah; Rasul, Mohamad Sattar
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.v14i5.34333

Abstract

With the popularity of technology-supported blended learning (BL) in vocational colleges, students’ cognitive load (CL) caused by the increasing complexity of BL environments potentially impact the overall learning satisfaction (LS). In order to explore the effects of CL on students’ BL, this study investigates how different dimensions of learning engagement (LE) (emotional, cognitive, and behavioral) impact on students’ LS and whether CL can moderate these relationships. This quantitative study was conducted among 615 Chinese vocational students. Survey research was carried out by questionnaires that have been well-established that were taken and modified from previous studies. Structural equation modeling (SEM) was used to analyze the relationships among these variables. Findings revealed that emotional, cognitive, and behavioral engagement (BE) can positively predict LS. Additionally, BE mediates the relationship between psychological engagement (emotional and cognitive) and LS when CL is not at a low level. CL moderates the pathways from psychological engagement to BE and in turn changes the LE influence mechanism on LS. This study provides valuable insights for educators to stimulate students’ engagement by satisfying their psychological needs, and optimize teaching design to balance CL in order to maintain active LE and satisfaction levels.
Analysis of obstacles in teaching and learning nuclear physics: towards a digital approach in secondary education Taoussi, Aziz; Chikhaoui, Ahmida; El Khattabi, Khalid; Yakkou, Hassan
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.v14i5.30557

Abstract

The study explores the specific obstacles encountered in the teaching and learning of nuclear physics within qualifying secondary schools in Morocco, particularly in the Fez-Meknes delegation. We identified a lack of specific research on this topic, despite a growing interest in improving science teaching. Using questionnaires administered to 100 teachers and 200 students, we found that the absence of laboratory experiments due to the dangers associated with nuclear physics is a major obstacle. Difficulties in understanding concepts such as radioactive decay, nuclear fusion, and fission were also noted. To overcome these challenges, we propose the development of digital teaching resources adapted to the Moroccan curriculum, including simulations and interactive tutorials. These resources are viewed positively by teachers and students alike, as they facilitate understanding of concepts, increase engagement and enable self-paced learning, promoting autonomy in learning and the development of creativity in students. For successful integration, it is essential to provide adequate training and ongoing support for teachers. The results offer concrete avenues for improving the quality of teaching in physical sciences and learning in a digital environment motivates students in Morocco.
Identification of factors that influence student satisfaction from the analysis of voice messaging from WhatsApp: a case study Chamorro-Atalaya, Omar; Aquije-Cardenas, Giorgio; Carranza-Noriega, Raymundo; Moreno-Chinchay, Lilly; Medina-Bedón, Yurfa; Alejos-Ipanaque, Rufino; Tasayco-Jala, Abel; Gonzales-Saldaña, Susan
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.v14i5.27328

Abstract

In these times when there is talk of a return to a new normality in education after what happened due to the pandemic, it is necessary to permanently evaluate the perception of student satisfaction, contributing to the results obtained through traditional methods such as the survey, with methods in which open opinions can be analyzed as in the case of voice analysis. In this sense, this article describes a case study, which aims to identify the factors that influence student satisfaction with respect to teaching performance, based on the analysis of WhatsApp voice messaging. The study has a qualitative approach, exploratory level and non-experimental design. It was possible to identify various factors grouped into five categories: i) planning; ii) didactic strategies; iii) communication; iv) administration of the class session; and v) professional and personal characteristics of the teacher. Therefore, it is concluded that it is possible to close the gaps between the factors that are sensitive and relevant for the university, when a questionnaire with delimited questions is applied to observe only some factors of student satisfaction, with respect to those sensitive factors and relevant to students, by analyzing their comments from the use of voice messaging from mobile applications.

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