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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 84 Documents
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Search results for , issue "Vol 14, No 6: December 2025" : 84 Documents clear
Tailoring collaborative learning with jigsaw and VARK: a case study in teaching physics with environmental protection Le, Ngan Hai My; Nguyen, Anh Thi Kim
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.32823

Abstract

Collaboration is a crucial 21st century skill, requiring learning environments that foster teamwork while leveraging students’ individual strengths. This study aimed to enhance collaboration using the jigsaw strategy, which was adapted to students’ learning styles based on the model: visual, aural, read/write, and kinesthetic (VARK). The study involved 27 tenth-grade students in Ho Chi Minh City and focused on the topic “physics with environmental protection.” Students were initially grouped by learning styles into expert groups and later reorganized into mixed jigsaw groups to collaboratively address tasks related to environmental issues. A quasi-experimental design was employed, utilizing pre- and post-test self-assessment surveys, video observations, and group discussions to assess collaborative performance. Quantitative data were analyzed using the Wilcoxon signed rank test, while qualitative data provided deeper insights. Results demonstrated a significant improvement in team support (p=0.030), suggesting that aligning learning tasks with students’ styles foster group cohesion. However, participation and contribution showed minimal improvement, with students preferring reading/writing styles facing challenges in adapting to group activities. While the integration of jigsaw and VARK proved effective in enhancing collaboration, the study underscores the need to develop strategies to accommodate diverse learning preferences. Future research should involve larger sample sizes and consider teachers’ perspectives to optimize the practical implementation of learning styles in collaborative learning environments.
Interpersonal conflicts as a predictor of academic performance among secondary school students Cherono, Abigael; Muriithi, Ciriaka Gitonga; Obura, Elizabeth Atieno
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.33799

Abstract

There is a global concern about promoting peaceful coexistence in school learning environments. Interpersonal conflicts in schools can lead to academic difficulties and violent interactions among the students. The academic performance among students in Embu East Sub-County has not been satisfactory and has become an issue of concern. The study conducted a quantitative correlational study to determine the relationship between interpersonal conflicts and students’ academic performance. A correlational research design was used, involving a sample of 357 form 2 students sampled through simple random sampling. Data were collected using the interpersonal conflict questionnaire and document analysis. The items in the questionnaire yielded a Cronbach’s alpha coefficient value of 0.759. Data were analyzed using inferential statistics, including Pearson’s correlation and simple linear regression analysis. The findings revealed a weak negative and statistically significant relationship between interpersonal conflicts and academic performance among the students (β=-0.152**, p=0.008). The study concludes that interpersonal conflict engagement among students leads to poor academic performance. Therefore, schools should prioritize integrating programs that build interpersonal and social skills among students to improve interpersonal relationships and academic performance.
Autism virtual reality education media integration in applied behavior analysis training Nie, Yunxia; Vate-U-Lan, Poonsri; Sivapirunthep, Panneepa
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34093

Abstract

This study examined the impact of autism virtual reality education (autism VR-Ed) media in enhancing college student teachers’ skills in applied behavior analysis (ABA) for children with autism spectrum disorder (ASD). A total of 40 student teachers from Guangxi College for Preschool Education, China, participated in a three-month experiment using a 9-task autism VR-Ed media. Pre- and post-tests showed significant improvement in ABA skills, with scores rising from 18.05 (SD=3.00) to 41.10 (SD=2.25), t(39)=-48.394, p<.05. All participants achieved over 60 points, confirming effective skill acquisition. A perception survey revealed positive attitudes toward the media, highlighting its ease of use, engagement, and relevance to future professional needs. These results demonstrated the potential of VR technology to bridge the gap between theory and practice in special education by offering immersive learning experiences. Autism VR-Ed media enhanced ABA training beyond traditional methods, supporting the professional growth of special education teachers. This study contributed to integrating VR technology into special education curricula and improving teacher training quality, thereby effectively supporting the rehabilitation of children with ASD. Future research should explore the long-term benefits of VR-based training and its broader applications and assess its impact on the learning outcomes of children with ASD.
Emotional intelligence in teaching: a key to performance and institutional climate in basic education Maraza-Quispe, Benjamin; Rosas-Iman, Victor Hugo; Feliciano-Yucra, Giuliana; Martinez-Lopez, Atilio Cesar; Ortiz-Corimaya, Elizabeth Katherine; Choquehuanca-Quispe, Walter; Coasaca-Hancco, Frida Karina; Nuñez-Saavedra, Luis Elfer
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34924

Abstract

This study addresses the lack of understanding regarding the relationship between emotional intelligence (EI), teaching performance, and institutional climate (IC) in basic education. As a solution, the study proposes evaluating and strengthening teachers’ EI to enhance both their performance and the school environment. Using a quantitative, non-experimental, correlational design, the research analyzed a randomly selected sample of 145 teachers. Validated questionnaires measured dimensions such as self-awareness, self-regulation, motivation, empathy, and social skills, as well as teaching preparation and IC. The results reveal significant positive correlations between EI and IC (r=0.85) and between teaching performance and IC (r=0.78). This suggests that higher EI not only improves teaching effectiveness but also fosters a positive institutional environment. The study concludes that enhancing teachers’ EI can optimize both their performance and institutional dynamics, contributing to higher-quality education. The findings support the implementation of EI training programs as a key strategy to improve teaching performance and the school climate (SC).
Factors influencing enrollment intention in private schools Ping, Lim Lee; Hee, Ong Choon; Kowang, Tan Owee; Yew, Lim Kim
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.35364

Abstract

The growth in private school student enrollment in Malaysia has prompted institutions to upgrade to stay competitive in the market. However, despite the increasing number of private schools, regrettably, only a few studies have focused on the factors that influence private school enrollment. This study examines the relationship between social influences (SI), school environment (SE), characteristics, parent-administration-teacher relationship (PAT), and private school enrolment intention in Malaysia. It uses a quantitative method and G*Power to determine the minimum sample size. Data was gathered from 135 respondents who have enrolled at least one child in private schools using questionnaire surveys. The statistical package for social science (SPSS) was used to analyze the data. The results showed that SI and school characteristics (SC) significantly and positively correlated with enrolment intention. The PAT was not significantly associated with enrolment intention. This study clearly shows that SI factors and SCs are crucial for enrolment intention in private schools. The management should develop and implement marketing strategies that effectively tackle current market challenges by focusing on SI and improving the SC. They can tailor the marketing strategy with electronic word-of-mouth (e-WOM) for SI and apply learning analytics for SC.
Digital skills for science-based teaching among Jordanian science teachers: evidence from DiKoLAN framework Alshorman, Sameera; Aldaraghmeh, Saed Y.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34453

Abstract

This study examines the digital competencies of Jordanian science teachers using the DiKoLAN framework, assessing seven key domains: presentation (PRE), documentation (DOC), data processing (DAP), communication and collaboration (COM), information search and evaluation (ISE), data acquisition (DAQ), and simulation and modelling (SIM). Employing a mixed-methods design, it integrates survey data from 164 teachers with interview insights from 14 participants. The findings show high proficiency in PRE (M=4.48) and DOC (M=4.28), but lower scores in SIM (M=3.53), reflecting limited integration of advanced tools like artificial intelligence (AI) simulations. Private school teachers reported greater access to resources and training, while public school counterparts faced infrastructural and developmental barriers. The results highlight the need for targeted, subject-specific training and equitable resource allocation to support digital integration in science education. These insights inform policy and curriculum development aimed at bridging digital competency gaps.
Students’ and teachers’ perceptions and experiences of using social media in learning foreign languages Anh, Le Thanh Nguyet; Tinh, Bui Thanh; Canh, Nguyen Van
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34732

Abstract

The benefits of social media applications have emerged as an advancement in teaching and learning foreign languages. However, it falls short of studies investigating the perspectives and experiences of educators and learners about social media usage in Vietnamese tertiary education contexts in rural areas. Therefore, this study examined the perceptions and experiences of teachers and students regarding the application of social media in foreign language learning at a university in the Mekong Delta, Southern Vietnam. The study was conducted with the participation of 199 students and 20 teachers. This study employed a mixed-methods approach, collecting data from questionnaires, and an in-depth interview. The findings showed that most teachers and students had a positive attitude towards applying this mode to teaching and learning foreign languages. However, they indicated some problems when utilizing those methods. Additionally, they suggested some measures for blending direct teaching and learning with social media based on their experience. The research results provided more insights into this field in the literature, especially in local settings.
Team up for better learning: evaluating team-based learning in anatomy education Nurhadi, Asty Amalia; Jones, Linda; Budu, Budu
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.35431

Abstract

This study evaluated the effectiveness of team-based learning (TBL) in teaching musculoskeletal anatomy compared to traditional lectures. A total of 267 second-year medical students participated. Student performance was assessed using pre- and post-tests, and results were analyzed with a paired t-test (p<.05), revealing significantly higher anatomy scores following TBL. Student perceptions were explored through a Likert-scale questionnaire analyzed descriptively, and focus group discussions (FGDs), which were transcribed and analyzed using thematic analysis. Students reported that TBL enhanced their understanding of musculoskeletal anatomy and added value by illustrating clinical relevance, encouraging active learning, promoting discussion and communication skills, improving motivation, and reinforcing class preparedness. TBL also fostered knowledge integration, critical thinking, and peer teaching. Despite its benefits, students noted challenges such as limited in-depth discourse, varying group dynamics, subjective peer evaluations, and logistical constraints like unsuitable room setups. Overall, the findings suggest that TBL is an effective alternative to traditional lectures in anatomy education, supporting both academic performance and the development of key competencies essential for future medical professionals.
Perceptions of audiovisual media in vocabulary acquisition among English learners: benefits and challenges Thi, Xuan Hong Nguyen; Nguyen, Thanh Thai
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34852

Abstract

Learning vocabulary through English audiovisual materials has long been a popular method among students. With the advancement of digital technology, this approach has gained even more attraction, leading to a growing number of studies that have investigated its effectiveness. However, there is a notable scarcity of research addressing the challenges that students face; therefore, the current study aims to explore students’ perspectives on the challenges along with the benefits of using audiovisual media as tools for learning vocabulary. This study was done through a quantitative approach using a questionnaire that included both open-ended and closed-ended questions. With the participation of 132 senior English-major students at Thu Dau Mot University in Vietnam, the study collected 117 valid questionnaires that provided valid data for analysis. Through descriptive statistics, the results reveal the improvements in pronunciation and listening skills, enhanced understanding of slang and idiomatic expressions, and increased exposure to the natural use of the target language. However, the findings also reveal that this method poses challenges for students, including misunderstandings stemming from the use of formal or informal language and an over-reliance on audiovisual media. Therefore, the study emphasizes the need for structured guidance to foster language learning outcomes.
Language learning strategies in relation to advanced Chinese vocabulary and writing proficiency Liu, Xinqin; Mai, Mohammed Y.M.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.31857

Abstract

The study investigated the relationship between the language learning strategies (LLSs) employed by international undergraduate students at universities in Qinghai Province, China, and their proficiency in advanced Chinese vocabulary and writing. Data was collected from 45 advanced-level students selected through purposive sampling, using Oxford’s strategy inventory for language learning (SILL), an advanced Chinese vocabulary knowledge test, and advanced Chinese writing test scores. The descriptive analysis revealed moderate language learning strategy usage, with a preference for speaking and listening development. This result indicates a limited strategy usage. The correlation analysis showed no significant relationship between strategy usage and advanced Chinese vocabulary or writing proficiency. However, a strong relationship was observed between advanced Chinese vocabulary and writing proficiency. The absent relationship between strategy usage and proficiency levels suggests insufficient Chinese language proficiency among the students. The significant relationship highlights the crucial role of vocabulary in enhancing Chinese writing skills. The results provide practical insights for enhancing the use of strategies and vocabulary teaching to improve advanced writing and Chinese proficiency among international undergraduate students.

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