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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 79 Documents
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Search results for , issue "Vol 14, No 5: October 2025" : 79 Documents clear
Boosting algebra mastery through activity-based learning in an indigenous peoples education secondary school Apdo, Rolly Najial; Apdo, Rachel Basañez
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.v14i5.33969

Abstract

Algebra is a fundamental area of mathematics, yet many students, particularly indigenous learners, struggle with its concepts and procedures. This study examines the impact of activity-based learning on the conceptual understanding and procedural skills of junior high school students in an indigenous peoples education (IPEd) school. Using a mixed-methods approach, 105 indigenous students from grades 7 to 9 at Daan Taligaman Integrated Secondary School (DTISS), Philippines, participated. Pre-test and post-test scores were analyzed using a paired-samples t-test, while thematic analysis explored students’ learning experiences. The results revealed significant improvements in both conceptual understanding and procedural skills, with grade 7 scores increasing from 41.08% to 80.38% (conceptual) and 34.83% to 74.13% (procedural). A similar trend was apparent for the grades 8 and 9 students. Key themes identified were engagement and enjoyment, increased confidence, and improved understanding. The study highlights the effectiveness of interactive, culturally responsive learning strategies in enhancing algebra mastery among indigenous students and calls for their integration into mathematics education.
Understanding emotion regulation strategies in female adolescents with depressive symptoms: a qualitative study Yusoff, Siti Rashidah; Khairuddin, Khairul Farhah; Mohd Hoesni, Suzana; Rosharudin, Nur Afrina; Mohd Daud, Tuti Iryani; Muhammad, Noor Azimah; Mohd Ali, Manisah; Razman, Mohamad Omar Ihsan; Mohd Kari, Dharatun Nissa Puad; Abdullah, Mohd Pilus
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.v14i5.31924

Abstract

In Malaysia, adolescents are at a high risk for depression, with the prevalence rising from 18.3% in 2017 to 26.9% in 2022. Additionally, the proportion of female adolescents affected is significantly higher than male adolescents, with 36.1% of females experiencing depression compared to 17.7% of males. Thus, a qualitative study was conducted to explore the emotion regulation strategies used by female adolescents experiencing depressive symptoms. Semi-structured interviews were performed with 15 female adolescents, aged 14 to 16 years, who had severe depression scores as assessed by the DASS-21. Using purposive sampling, all 15 female adolescents were selected from six public secondary schools in the Klang Valley, Malaysia. The Klang Valley, which includes the two main states of Selangor and Kuala Lumpur, was chosen due to its ranking among the top three states in 2022 with the highest rates of depression symptoms. All responses were recorded and analyzed using a thematic analysis approach. The findings revealed that female adolescents employed five emotion regulation strategies: suppressing expression, pampering themselves, seeking support, reorganizing their thoughts, and engaging in negative actions. This study explores the emotional experiences of female adolescents to design feasible and flexible interventions that address a wide range of individual needs.
Adaptive dynamic pattern of alternative educational institution in Java, Indonesia Fahmi MR, Moh Irsyad; Widiastuti, Anik; Widodo, Syukri Fathudin Achmad; Marhumah, Marhumah; Jaya, Pajar Hatma Indra
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.v14i5.33654

Abstract

Alternative educational institutions in Indonesia deal with significant problems in maintaining their unique pedagogical approaches, meeting regulatory requirements and societal expectations. This study addresses the problem of balancing institutional autonomy with systemic integration by introducing the adaptive dynamic of alternative education (ADAE) pattern. Using a qualitative approach, data was collected through two focus group discussions (FGDs) with purposively selected participants representing three distinct alternative education institutions: Tanoker in East Java, Komunitas Belajar Qaryah Thayyibah (KBQT) in Central Java, and Sekolah Alam Sukahaji in West Java. The sample comprised 12 participants (3 institution heads and 9 teachers) chosen based on their understanding of their respective institution’s social situations. Additionally, two education experts with expertise in mainstream and alternative education were interviewed. The findings of the study reveal that ADAE is built on three integrated philosophical pillars: theomorphic, eduhumanistic, and futuristic. The pattern demonstrates how alternative educational institutions navigate between autonomy and integration through dynamic positioning influenced by external and internal factors. The research found the practical implications include a framework for alternative institutions that implementation of ADAE enables institutions to maintain their innovative practices, achieving legitimacy through measurable community impact.
Disruption of the biological clock: chronotypes and social jet lag in high school students Chura-Quispe, Gilber; Gutierrez Flor, Karla Antonella; Valencia Valencia, Julio Berne; Alca Gómez, Javier; Quispe Mello, Enrique José; Alca Gómez, Americo
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.v14i5.34472

Abstract

Adolescent students generally experience variations in sleep that can lead to discrepancies between the biological rhythms of their daily lives and social demands such as school schedules, affecting not only their physical and mental health but also their learning process. Therefore, this study aims to investigate the relationship between chronotype types and the prevalence or absence of social jet lag among adolescents aged 13 to 17 years. A quantitative approach was adopted, utilizing a cross-sectional and descriptive-correlational design, with a participation of 524 secondary school students and a non-probabilistic sample of 267, to whom two questionnaires were administered. The findings indicated the absence of a significant correlation between chronotypes and social jet lag (p=0.916, VCramer=0.026). Moreover, the predominant chronotype was intermediate (81.27%), and 83.15% were likely experiencing jet lag. Additionally, 60% of adolescents aged 15 to 16 years have an evening chronotype, and 35.59% of those suffering from jet lag are 16 years old. In conclusion, although the correlation between chronotypes and jet lag was not demonstrated, the issue of biological clock disorders is present among school students, particularly among those aged 16.
The educational accomplishments scale: development and validation in the context of education institutions DCosta, Anil; Chennattuserry, Joseph Chacko; Thomas, Kennedy Andrew
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.v14i5.34224

Abstract

Educational institutions play a significant role in fostering academic growth and personal development. However, there is a lack of standardized tools to assess the impact of educational accomplishments (EA), particularly integrating dimensions such as quality, value-based, integrated, and culture-enhanced education. This paper aims to create and validate a measurement tool that assesses how EA impacts students and institutions to foster academic growth, personal development, and institutional effectiveness, contributing to the overall quality of education. The data was collected from 120 participants, including religious heads, directors, principals, and coordinators of ten schools run by a specific religious congregation. The study implemented a three-stage systematic procedure in the development of the scale. Stage one consisted of item generation, literature review, and expert judgment. The second stage validated the scale and was followed by an item analysis, principal component with varimax rotation (exploratory factor analysis) using Kaiser normalization on IBM SPSS 26. The third step resulted in the final reliability and validity of the scale. A final 19-item educational accomplishments scale (EAS) is psychometrically reliable and of potential use to policymakers globally, comparing student and teacher perceptions, especially with religious congregational affiliations. This scale can particularly be used by each institution to evaluate the EA and can also be used by other researchers for further research.
Building a sustainable future: perspectives on primary school sustainability projects from teachers and pre-service teachers Ölçer-Çevik, Sena; Kozaner, Çiğdem
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.v14i5.33362

Abstract

Teachers play a critical role in implementing sustainable development education in the classroom and fostering sustainability awareness among students. The foundational knowledge and skills gained at the primary level help students develop sustainable practices and become environmentally conscious individuals. This study examines the experiences and perspectives of primary school teachers and pre-service teachers regarding sustainable development projects at the primary level, providing a qualitative, in-depth look at the feasibility and impact of sustainability education in classrooms. Insights were gathered from 52 participants (40 pre-service teachers with course experience in “sustainable development and education” and 12 primary teachers) using a phenomenological design. Findings show that pre-service teachers primarily used students’-based methods such as group work, brainstorming, and drama supported by mostly Web 2.0 tools and visuals, evaluating learning outcomes with pre and post-tests. However, they faced challenges in engaging students, accessing materials, and funding. Notably, sustainable development projects were found to enhance sustainability awareness in teachers and students while promoting global citizenship and critical thinking skills. These findings, consistent with literature, underscore the role of sustainable development education in fostering social awareness and competency development, offering strategic insights to improve its classroom implementation and the effectiveness of teachers’ contributions.
The level of social skills among university students and its impact on their psychological solidity and adaptive behavior Abu-Alkeshek, Esra’a Omar; Al-Hawamdeh, Basma Mohammad; Zureigat, Haitham Mohammad Ali
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.v14i5.33591

Abstract

Positive social behavior is one of the most important characteristics of humans on this planet. Through these behaviors, the individual shows his sympathy for others and his desire to help them. Therefore, the current study aimed to know the level of social skills among university students and their impact on their psychological solidity and adaptive behavior. To achieve the study objectives, the descriptive analytical approach was used in its implementation. The scale of positive social behavior, psychological solidity, and adaptive behavior was applied to a random sample of 370 male and female students from private universities in Jordan. The study concluded that the level of positive social behavior among students reached 3.49, which is within the average level, and that female students enjoy a high level of social skills compared to university students. The results also indicated a statistically significant effect of the level of social skills on both psychological solidity and adaptive behavior among university students. Positive social behavior also works to provide support between individuals in cases that require support or in difficult situations, which increases their psychological solidity and adaptive behavior. This confirms the effective role of social behaviors in improving both the level of psychological solidity and adaptive behavior among university students.
Examining the role of intelligence quotient in predicting senior secondary school students’ achievement in chemistry Ejovwokoghene Avwiri, Hannah; Enwefa, Chiekem; Ejakpomeghwe Odiri, Onoshakpokaiye
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.v14i5.33639

Abstract

The study examines the role of intelligence quotient (IQ) in predicting academic achievement in chemistry among senior secondary school students. The purpose of the study is to determine i) whether IQ predict chemistry achievement scores of senior secondary school students in chemistry and ii) the proportion of senior secondary school students’ chemistry achievement is attributable to the IQ areas of logical thinking, spatial intelligence, numerical, and verbal aptitude. The study’s research design was a correlation. The study was guided by two research questions and two null hypotheses. The study included 1,022 senior secondary school chemistry students as its population. A sample of 320 senior secondary school chemistry students was chosen using random sampling methods from 10 public schools. Three experts validated the intelligence quotient test (IQT), which was used as the data gathering tool. IQT’s dependability was determined to be 0.68 utilizing Kuder-Richardson formula 20 (KR-20). Both simple and multiple linear regressions were used to examine the collected data. Among other things, the study’s results showed that students’ IQ predicted 1.3% of the variation in their chemistry achievement. The results showed that the four components of IQ—numerical, aptitude, spatial, and logical—all significantly influence students’ achievement in chemistry. Additionally, students’ IQ substantially influenced their chemistry achievement ratings. Since chemistry achievement is heavily influenced by numerical, aptitude, spatial, and logical intelligence, students might benefit from specialized teaching strategies that support these domains. The addition of IQ test results as a requirement for enrollment in chemistry courses was suggested.
Validity and reliability: teachers’ pedagogical instrument for identifying sensory-motor abilities in handwriting readiness Sukma, Hanum Hanifa; Kurniawan, Muhammad Ragil; Sintawati, Mukti; Feruzi, Sadiki Moshi; Satrianawati, Satrianawati
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.v14i5.32902

Abstract

The teacher’s ability to identify students’ sensory motor skills is very important. Sensory motor skills are the foundation for children’s handwriting skills. However, there is no instrument to measure teachers’ abilities in this regard. This study aims to test the validity and reliability of the instrument measuring teachers’ pedagogical knowledge in identifying students’ sensory-motor abilities. The data was collected using a questionnaire. A total of 552 teachers responded to the survey. The data were analyzed using exploratory factor analysis (EFA). The study results have developed a questionnaire with four construct components with 39 items. All four constructs have a high-reliability index. The EFA analysis indicated that all items were accepted with high agreement. The results prove that the instrument is highly valid and reliable. Based on the test results, this instrument is recommended for measuring pedagogical knowledge teachers in identifying sensory-motor abilities for elementary school students’ handwriting readiness. The measurement results can be used to determine appropriate training for teachers in developing the sensory-motor abilities of elementary school students. The innovation of this research is the development and validation of an instrument that can measure teachers’ pedagogical knowledge in identifying the sensorimotor abilities of elementary school students.
Exploring error patterns in English writing: a pathway to innovative multimodal instructional material Tupas, Joshua B.; Bacio, Jr., Salvador P.
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.v14i5.33677

Abstract

Considered as a crucial element that leads to better academic performance, Filipino learners always aim to master English language skills. Among various factors that affect the learning of English language skills, the availability of resources that cater to a diverse set of learners is important. Using semiotic or multimodal resources may help teachers assist students in enhancing their macro skills in the English language. This developmental research aimed to design, develop and evaluate a multimodal instructional material (IM) based on students identified common errors in writing. English major education students were selected as participants as they are important role-players in enhancing the future generation of learners in the English language. There were 39 freshman bachelor of secondary education (BSEd) English major students, three English teachers, two curriculum experts, and one information technology expert participated in the study. A panel of experts validated the instruments, which included the questionnaire to gauge the respondents’ writing skills, the adapted rubric for writing proficiency, and the adapted evaluation form for printed IM exclusively used by the university. Results of the study revealed that the respondents’ writing skills were poor. The evaluation conclusively showed that the IM was very acceptable for classroom use and teaching. It was recommended that the developed multimodal IM be used as a supplementary workbook to facilitate the need for primary English textbooks for the freshman BSEd English major students.

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