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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
Learning strategies in distance nursing education during the COVID-19 lockdown: a cross-sectional analysis Ait Moussa, Khadija; Selmaoui, Sabah; Ouzennou, Nadia
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.v14i5.33377

Abstract

The COVID-19 pandemic led to a rapid transition to distance learning (DL), significantly affecting nursing students due to the disruption of essential practical training. This cross-sectional descriptive study examines the learning strategies (LS) adopted by 200 students at the Higher Institute of Nursing and Health Techniques of Marrakech (ISPITS-M) and identifies the factors influencing their adoption. Data were collected using a structured, expert-validated questionnaire (Cronbach’s alpha=0.72). Statistical analyses, conducted using SPSS (version 25.0), included descriptive, bivariate, and multivariate analyses. The findings indicate a predominance of metacognitive strategies, such as planning and time management (63.8%), and cognitive strategies, including memorization (58.9%), which were often adopted intuitively. The blended learning mode (synchronous and asynchronous) (OR=0.621; p=0.013) and student satisfaction with pedagogical modalities (OR=1.446; p=0.019) emerged as key determinants of learning strategy adoption. These findings underscore the need to develop structured blended learning environments that foster interaction, student engagement, and digital competency training. Implementing targeted pedagogical interventions could enhance academic performance and adaptability, addressing the specific needs of health sciences education while promoting long-term student success.
The role of student leadership in academic achievement: a pathway to framework development D. Aquino, John Michael; San Luis, Christian 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.v14i5.34569

Abstract

Leadership is widely recognized in fostering personal development and academic achievement of every student. This study explores the relationship between leadership involvement and academic performance, identifying influencing factors, best practices, and a framework for development. Using a mixed-method approach with concurrent triangulation, 179 randomly selected undergraduate student leaders completed a validated survey analyzed through Spearman’s rank-order correlation, while 12 purposively selected participants underwent semi-structured interviews analyzed thematically. Findings show a strong positive correlation (rs=0.744, p<0.001) between leadership involvement and academic achievement. Leadership fosters skill development, personal growth, motivation, and support systems. Best practices include capacity-building programs, inclusivity, recognition, supportive structures, and collaboration. A structured framework was developed to systematically enhance and sustain student leadership’s role in academic excellence. Institutional application highlights the need for universities to integrate leadership development into academic programs through structured mentorship, faculty engagement, governance mechanisms, and policy support. Higher education institutions (HEIs) can optimize student leadership initiatives by providing resources, recognizing achievements, and fostering an inclusive environment that supports holistic growth. The findings have significant implications for higher education policies and practices, emphasizing that well-structured leadership programs cultivate future-ready individuals capable of excelling academically and beyond.
Students’ attitude towards assessment, its relation with their academic achievement, and factors that shape their attitude Al Azad, Ahmad Ullah; Ahsan, Sumera; Mahdi, Shafi Md.
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.v14i5.30154

Abstract

Student assessment is a crucial part of the teaching-learning process that shapes students’ learning. Students’ attitudes towards assessment play an important role in determining how actively they will participate in assessment activities. It also involves exploring the complex interplay between students’ expectations and experiences regarding assessment. Therefore, this study aims to explore Bangladeshi tertiary level students’ attitude towards assessment, its relation with their academic achievement, and factors shaping their attitude. A sequential mixed-method design was employed. A total of 162 graduate and undergraduate students were surveyed with a scale to measure their attitude. Based on the attitude score, six students were interviewed for deeper insights. The findings show that students generally have a neutral attitude toward their institution’s assessment system. Among different types of assessments, students showed the most positive attitude towards classroom assessment. There is a positive but weak relationship between attitude towards assessment and students’ academic achievement. The interviews revealed that because of the subjective experience of assessment, the same assessment activities could yield different attitudes towards assessment among students. The study will provide insights into how students’ experiences with assessment contribute to developing their attitude towards assessment in an educational setting. This study may also help policy makers and educators to develop a student friendly assessment system in higher education.
Integrating project-based learning for enhancing higher education within an outcome-based education framework Bhagwat, Radhika; Kulkarni, Anagha
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.v14i5.31957

Abstract

Project-based learning (PBL) has emerged as a powerful pedagogical approach within the outcome-based education (OBE) framework that is designed to align educational outcomes with the evolving demands of the 21st century. This research investigates the integration of PBL into an engineering course and focuses on its impact on the overall development of the students. Project-based approach was adapted in the artificial intelligence (AI) course, where 56 and 58 students applied AI concepts to real-world challenges in academic year 21-22 and 22-23, respectively. A structured PBL framework was implemented, systematically dividing the project into stages ensuring progressive learning. Feedback and statistical analysis, including a paired t-test, were conducted to evaluate students’ academic and interpersonal skill improvements. The statistical analysis proved a remarkable improvement in the course assessment marks. Students demonstrated improved problem-solving ability, algorithmic thinking and expertise in AI techniques. The findings exhibited enhanced communication skills, effective presentations, articulation of ideas and peer collaboration. These outcomes indicate the significance of PBL on the holistic development of higher education students, within technical disciplines by equipping students with the necessary skills, mindset, and experience to excel in their professional practice. PBL provides a comprehensive assessment of student’s abilities and fosters collaboration with industry partners thus strengthening ties between academia and industry.
Let’s be a chef! The antecedents of chef’s key competencies for vocational school students Lastariwati, Badraningsih; Mahfud, Tuatul
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.v14i5.26708

Abstract

Chefs are considered a factor in the success of a culinary tourism business. Therefore, mastering the chef’s key competencies (CKC) through vocational high schools is very important. Many studies have examined the competence of chefs. Still, the mechanism for getting key competency chefs involving industry commitment (IC), social support (SS), vocational teaching quality (TQ), and occupational self-efficacy (OSE) of culinary student chefs has not been discussed clearly. This study investigates the antecedents of the mastery of key chef competencies for vocational school students. This study involved 392 culinary students at seven vocational schools in Yogyakarta, Indonesia. Data was collected by proportional random sampling through a questionnaire. Amos 18 software is used for structural equation modeling (SEM) analysis. The study’s results revealed that the mastery of the chef’s critical competencies for students was directly and significantly influenced by IC, quality of vocational teaching, and OSE of chefs. In addition, chef OSE is a mediator on the influence of IC, SS, and quality of vocational teaching on mastering the chef’s critical competencies for culinary students. This study’s findings discuss in depth some of the implications for vocational education practitioners that are proposed for further improvement.
Empowering professional learning communities: the role of middle leadership and teacher participation in decision-making Yeap, Sock Beei; Md Ali, Nurul Jawahir
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.v14i5.34392

Abstract

Professional learning communities (PLCs) are essential for fostering collaboration and continuous school improvement. However, their implementation faces significant challenges, including passive teacher attitudes, limited understanding of PLCs, increased workloads, and ineffective execution by school communities. Addressing these challenges requires a supportive organizational structure that enhances PLCs effectiveness. This study aims to examine the effect of middle leadership (MLT) on PLCs. Specifically, this study also examines the mediating effect of teacher participation in decision-making (TM) on the relationship between MLT and PLCs. Data were collected from 284 secondary school teachers in Penang and analyzed using partial least squares structural equation modeling (PLS-SEM). The findings revealed that MLT had a significant effect on PLCs, and TM mediates the relationship between MLT and PLCs. This study provides valuable insights for policymakers and school leaders on fostering a collaborative school culture through effective MLT practices, ultimately strengthening PLCs implementation in Malaysian secondary schools. Furthermore, these findings underscore the significance of empowering teachers participation in decision-making to enhance PLCs effectiveness.
School innovation climate as a driver of teachers’ innovative work behavior: the mediating role of self-efficacy Mokhlis, Safiek; Abdullah, Abdul Hakim
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.v14i5.32757

Abstract

Teachers’ innovative work behavior (IWB) is widely recognized as a driving force behind educational improvement in the complex and demanding conditions of the 21st century. Among a wide range of factors that could affect IWB, innovation climate (IC) has emerged as a crucial determinant. However, research exploring the mechanism that mediate the link between IC and IWB is still limited. Drawing upon social cognitive theory (SCT), the present study proposes that teachers’ self-efficacy (SE) acts as a mediator in the relationship between IC and IWB. The study involved 376 teachers at 12 public schools in Kuala Terengganu, Malaysia, who were determined based on a stratified random sampling technique. Analysis of data was implemented through the use of structural equation modeling (SEM) with AMOS software to test causal relationships. Results confirmed that schools’ IC was positively correlated with IWB and that this relationship was partially mediated by teachers’ SE. These results align with SCT, which emphasizes the interaction between individual behavior, environment (IC), and personal factors (SE). To cultivate a culture of innovation and improve educational outcomes, school leaders should actively foster an IC that enhances teachers’ SE, thereby promoting their IWB.
Route towards certification: a path analysis on licensure performance of new teacher education curriculum graduates E. Senosa, Tedric Dave; Sagge, Jr., Roberto G.
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.v14i5.33552

Abstract

The board licensure examination for professional teachers (BLEPT) is a critical assessment for aspiring educators in the Philippines. Despite its vital importance, limited research has explored the comprehensive influence of the education graduates’ demographic background, psychological state, and achievement in the institutional parameters on the BLEPT performance. This study examined these influences on the licensure performance among 101 bachelor of secondary education (BSEd) mathematics and science graduates under the new teacher education curriculum. The researchers collected data using validated researcher-made questionnaires and educational metrics. Using structural equation modeling (SEM), results showed that the path model highlights the multifaceted nature of BLEPT performance, which shows that an intrinsic commitment towards the teaching profession and a supportive network create a cycle of positive experiences that fuels the graduates’ academic performance and self-efficacy, leading to a notable licensure performance. Likewise, the model emphasizes the vital effect of graduates’ education-related employment on their licensure examination performance. Taking these factors into account, teacher education institutions (TEIs) and key educational stakeholder should create targeted interventions, investigate unforeseen factors, and restructure curricula implementation to address the shortage of competent Filipino educators in these critical educational disciplines which are mathematics and science education.
Challenges in teaching Islamic education and requirements of the development of Islamic cognitive domains Zulkifli, Hafizhah; Ismail, Ahmad Munawar; Muhamad, Nurul Asiah Fasehah; Hussin, Nur Hanani; Zamri, Hifdzi Zaim
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.v14i5.33565

Abstract

Bloom taxonomy that has long been used in Islamic education is no longer adequate to achieve the goal of Islamic education. The exploration of cognitive domain in the perspective Islamic education needs to be explored so that it can be used as a reference in enhancing the quality of teaching and assessments. This research aims to understand the challenges faced by teachers in Islamic education and to explore the need to develop Islamic cognitive domains. A qualitative method of research is applied by conducting a semi structured interview with four informants with teaching experience between 20 to 32 years of teaching Islamic education. The findings show that seven theme challenges in teaching and learning Islamic education, for instance, lack of adab (values), not appropriate for Islamic culture, Bloom’s taxonomy not equivalent to the curriculum document standard and assessment, deficiency in understanding lesson content, time constraints, deficiency of professional judgement skills, and lack of continuous assessment. There is need to construct a taxonomy in Islamic education with these cognitive elements to be considered as elements in the taxonomy which are internalizing, analysis, gratefulness, habituation, sincerity, implementing, consistency, and reflecting.
Pilot study on the use of art therapy techniques to improve the psycho-emotional state of educational psychologists Samuratova, Tatigul; Khazhgaliyeva, Gulnar; Makarova, Oksana; Pronkin, Nikolay
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.v14i5.30603

Abstract

The aim of this study is to investigate the impact of art therapy on the psycho-emotional state of educational psychologists. The issue at hand is the prevalence of depression, anxiety, and emotional burnout among future educational psychologists, which can negatively affect their professional performance. To address this problem, the application of art therapy was proposed as a tool to improve the emotional health of students. The experiment involved 107 students aged 20-22 from the Yelabuga Institute of Kazan Federal University. The assessment of emotional state was conducted using the Beck Depression Inventory, the Spielberger-Hanin Anxiety Scale, and the Schreiner, Rosenberg, and Boyko tests. The results indicated that after three months of art therapy, the average level of depression decreased by 15%, anxiety levels decreased by 20%, and emotional burnout was reduced by 15%. Additionally, students’ stress resistance increased by 20%. Thus, art therapy is an effective means for reducing the emotional burden on students. It is recommended to incorporate art therapy techniques into the curricula of universities, colleges, and secondary schools. Further research is necessary to confirm the effectiveness of art therapy among students of various specializations.

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