cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
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
 4   5   6   7   8 
Search results for , issue "Vol 14, No 6: December 2025" : 84 Documents clear
Predicting Emirati student academic outcomes: school tracks and standardized tests Al-Ali, Fatima; Rice, John
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.v14i6.33951

Abstract

Global education systems apply grouping strategies to enhance academic outcomes. The United Arab Emirates (UAE) has developed school tracks to address performance gaps by offering more varied high-school tracks while also creating a local Emirates Standardized Tests (EmSAT) for measurement. This study examines the impact of educational tracks in Emirati schools and EmSAT scores on UAE university students’ academic performance. A quantitative multivariate analysis of 3,190 University of Sharjah students compared the outcomes across different high school tracks and analyzed the predictive power of EmSAT scores on university cumulative grade point average (CGPA). EmSAT scores vary significantly by tracks, with elite students performing best, followed by those in the advanced and scientific tracks. Arabic and mathematics EmSAT scores predict CGPA more strongly than English, which has a moderate effect. General track students achieve higher CGPAs compared to other tracks, even after controlling EmSAT performance and gender, suggesting a complex relationship between high school experiences and university success. The findings highlight the track model’s effectiveness, with the elite fostering strong academic pathways. However, the overlap in university achievement between the general and advanced warrants further research. The study provides insights for policymakers to refine educational strategies and enhance student outcomes.
The level of scientific research skills of the biology students in the Philippines Credo, Chillet G.; Embalsado, Justin Vianey M.; Madlambayan, Jed V.; Lim, Rich Paulo S.; Pineda, Maica S.; Salunga, Ricardo C.; Diego, Arnel A.; Credo, Tracy John A.
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.v14i6.34323

Abstract

Scientific research is essential in advancing human knowledge and in driving technological advancements. Students in the bachelor of science in biology program are expected to accomplish scientific research as a curriculum requirement. Possessing scientific research skills is essential for producing high-quality research outputs. A scale for assessing scientific research skills among senior high school students is available, however, there is an instrumentation gap in evaluating these skills at the tertiary level. In this regard, a research gap also exists in the assessment of students’ scientific research skills. Confirmatory factor analysis (CFA) using the JAMOVI software was utilized to establish the validity and reliability of the scientific research skill scale. The study included 133 officially enrolled biology students who voluntarily agreed to participate. The results provided compelling evidence that the tool effectively assesses scientific research skills in three key areas: scientific information development skills, scientific research management skills, and scientific research processing skills. This also affirmed the relevance of the three key areas in the biology program. The results also revealed that the level of scientific research skills of the students is on the average level across all three areas. This reflected an existing issue in the field of scientific research as mastery of skills is crucial in producing quality output, hence the study has significant implications for curriculum developers and policymakers of higher education institutions. There is a need to revisit the curriculum and to incorporate opportunities to enhance scientific research skills across various science subjects.
Enhancing professional skills of prospective teachers in Kazakhstan through digital technologies Assylbayeva, Zheniskul; Nurzhanova, Sazhila; Kurman, Nessibeli; Yessim, Ulzhalgas; Kudaibergenova, Maira
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.v14i6.33834

Abstract

The study’s relevance stems from the increasing integration of digital technologies (DT) in education and the growing need for future educators to develop digital competencies. As teaching methods evolve to incorporate innovative tools, understanding how DT can effectively enhance professional skills (PS) is critical for preparing prospective teachers to meet the demands of 21st-century classrooms. This study aims to investigate digital technology’s effectiveness in enhancing prospective teachers’ PS. The research sample comprised 178 prospective teachers from the Abai Kazakh National Pedagogical University. Participants in the digital training constituted the sample of prospective teachers in the experimental group (EG). The results’ correlation shows that the groups’ indicators before and after the digital training differed significantly. The beneficial dynamics of dependent variables brought about by the digital training attest to the efficacy of the current pedagogical support in terms of enhancing the PS of teacher candidates. Given the country’s ongoing educational reforms and efforts to modernize the system, this study fills a crucial gap by providing region-specific insights and offering practical insights for enhancing the PS of prospective teachers, which can be applied in pedagogical universities. These findings help to bridge the theory-practice gap by investigating the practical applications of digital tools in skill development.
Numeracy skills students profile of Riau Province: content and construct instrument-based Riau culture and evaluation results Andrian, Dedek; Nofriyandi, Nofriyandi; Wahyuni, Reni; Loska, Febri; Nurhalimah, Siti; Amir MZ, Zubaidah; Risnawati, Risnawati; Maisaroh, Siti; Dacara, Editha; Hidayat, Riyan
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.v14i6.33426

Abstract

Numeracy is an important ability of students and a foundation for future success. This research aimed to develop instruments, evaluate, and compare students’ numeracy skills of 12 regencies of Riau Province, Indonesia. The research population was every junior high school student in Riau Province with 260,787 students. The research sample is made up of some students who were taken by multiple random sampling of 1,193 students. The data collection technique of this research was the survey approach, with the main instrument being a multiple-choice test. Eight analysis data were used in this research: content validity, Cronbach alpha reliability, confirmatory factor analysis (CFA), reliability construct, descriptive, and one-way ANOVA. The content validity analysis showed that 4 items have to be revised because of the ambiguous sentences. Cronbach alpha reliability was acquired at 0.872 with the accepted category. CFA analysis showed 19 indicators as constructs were valid categories. Overall, the numeracy skills of 12 regency students of Riau Province were not a good category. One-way ANOVA analysis showed there was a significant difference in students’ numeracy skills between 12 districts in Riau Province, with a significant value of 0.000.
The components and indicators of professional learning community: the guidelines for educational quality improvement Klinthaisong, Korakeng; Ketchatturat, Jatuphum; Samat, Charuni
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.v14i6.33511

Abstract

A professional learning community (PLC) is a group of educational personnel who come together to exchange knowledge, develop, and collaboratively solve problems related to improving instructional practices and school issues. The common goal is to develop students’ competencies. PLCs have the potential to transform the quality of educational results significantly. Consequently, studying the components and indicators of a PLC and conducting confirmatory factor analysis (CFA) of PLC models can help schools understand the key factors and practices that contribute to PLC success. This knowledge can be applied to develop a strong PLC within the school. The study of components and indicators of the PLC is exploratory research. The samples consisted of 1,080 administrators and heads of the subject group from 120 schools under the Secondary Educational Service Area Office, randomized by multi-stage random sampling. The research tool was a 4-level rating scale questionnaire. Research findings indicate that the CFA of PLCs aligns with empirical evidence. All components in the PLC model have significant factor loadings ranging from 0.916 to 0.945 at the 0.01 level (p<0.01). When ranked from highest to lowest, these components are: i) supportive conditions–structures; ii) shared values and vision; iii) collective learning and application; iv) Shared and supportive leadership; v) supportive conditions–relationships; and vi) shared personal practice. All of these are essential components of a PLC and serve as an important mechanism for educational personnel to work together to improve the quality of schools.
Digital literacy and cybersecurity in higher education: the unseen power of academic librarians Baharuddin, Mohammad Fazli; Jalil, Abdurrahman; Mohd Amin, Zahari; Rahmad, Fadhilnor; Mohamed Shuhidan, Shamila
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.v14i6.34916

Abstract

The increasing reliance on digital technologies in higher education has amplified the need for students to develop digital literacy and cybersecurity awareness. However, many undergraduate students lack the competencies required for responsible and secure digital engagement, posing significant risks in the digital landscape. Academic librarians, as key facilitators of information literacy, are uniquely positioned to address these challenges, yet their roles in promoting digital literacy and cybersecurity awareness remain underexplored. The study addresses the following key issues: how do academic librarians play their roles on undergraduate students’ digital literacy and cyber security awareness; what are the challenges related to library initiatives; and, perhaps most importantly, what are the strategies do librarians employ to improve it? Using a qualitative research methodology, data were collected through interviews with six academic librarians and analyzed using thematic analysis. The findings reveal that academic librarians play critical roles in fostering digital literacy and cybersecurity by teaching information literacy, promoting ethical online behavior, and enhancing students’ digital safety practices. Challenges identified include limited resources, diverse digital skill levels among students, and difficulties in maintaining student engagement. Librarians address these issues through strategies such as faculty collaboration, integrating digital literacy programs, employing interactive learning tools, and pursuing continuous professional development. This research offers actionable insights for integrating digital literacy and cybersecurity initiatives into library services, improving librarian training, and enhancing the sustainability and visibility of academic libraries within higher education institutions.
Assessment apps to evaluate students’ reading progress in English classroom Camacho-Minuche, Gina Karina; Ulehlova, Eva; Espinoza-Celi, Verónica
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.v14i6.32907

Abstract

The traditional way to assess students’ reading progress hinders their motivation and engagement, which negatively affects their academic performance. Therefore, this study seeks to address the issue by analyzing the effectiveness of three interactive technological assessment tools: Kahoot, Quizizz, and Socrative, as alternatives for assessing English as foreign language (EFL) students’ reading comprehension, as well as exploring the students’ perceptions about the use of these technological tools. This quasi-experimental study involved mixed method approach and consider 60 senior high school students of Loja, South of Ecuador as a purposive sample. There were outlined advantages and drawbacks linked to three assessment technological tools applied; however, Socrative revealed to be the most effective. Effectiveness seemed contingent upon several variables, such as the educational goals, functionalities of the tools, and the students’ settings. Additionally, the use of technological tools provided a range of resources to enhance dynamism and engagement of learning by facilitating interaction among students. In essence, this resulted in the consolidation of new knowledge, enabling students to retain information over an extended duration.
A qualitative study on factors of management institute: alumni association contributing to the institute’s growth Sandhane, Raghav; Patil, Kanchan
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.v14i6.32690

Abstract

Institutes imparting management education in India are rising in numbers. They are struggling to keep in pace with the competition and are facing several challenges. After studying these challenges, researchers have proposed several approaches including better advertisement, having experienced faculty and attracting companies for recruitment as possible areas for improvements. One of the proposed areas that seems to address a variety of the challenges, is having a better institute-alumni association. The research conducted on the alumni-institute association thus far have highlighted only a limited number of areas. Hence, this grounded study was conducted to bring forth all the possible factors and the sub factors of association between the alumni and the institute. This is a qualitative study that uses dialogic theory as an underpinning theory to aid data collection and analysis. The 13 decision makers with minimum of 15 years of teaching/administration experience in post graduate institutes were interviewed. The empirical data was analyzed using code analysis technique. The analysis presented a model of factors and sub factors to enable better institute-alumni association. The model clearly identifies the areas to focus on for developing a strong alumni association. One of the foremost findings of the research is the identification of the need for institute’s contribution in alumni growth and the ways to make this happen. Institute risk identification is another important area for alumni contribution. The developed model serves as a ready reckoner for the management institutes in its pursuit of growth.
Adopting the principal instructional management rating scale for enhancing instructional delivery in Nigerian schools Bada, Hafsat Aliyu; Yusuf, Habibat Abubakar; Oladele, Jumoke Iyabode; Oloba, Peter Babajide
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.v14i6.34958

Abstract

This study explores the validation and application of the principal instructional management rating scale (PIMRS) for enhancing instructional leadership in Nigerian secondary schools. This was achieved by checking its content, face, construct, and reliability, with a focus on how clear the language was and how it related to culture. A sample of 100 secondary school teachers from four schools in North-Central Nigeria participated in this research. Expert reviews ensured content validity, while the instrument demonstrated high reliability, with an overall Cronbach’s alpha coefficient of 0.95. The subscales for the three dimensions achieved acceptable reliability: 0.83 for defining the school mission (DSM), 0.87 for managing the instructional program (MIP), and 0.91 for shaping the school learning climate (SLC). The results also showed strong positive relationships between the PIMRS dimensions, which supports the tool’s usefulness for evaluating how Nigerian schools handle instructional leadership. This study provides a robust foundation for further research on instructional leadership in Nigeria and offers a validated tool to improve school leadership practices, enhance instructional delivery, and ultimately foster student achievement. The adoption of the PIMRS in Nigerian secondary schools has the potential to drive systemic improvements in school effectiveness and instructional leadership. The findings suggest refining the sub-scales of monitoring halls, venues, and instructional feedback to teachers (IFT) for enhanced reliability. Additionally, capacity-building workshops for principals and integration of PIMRS into leadership training programs, as well as policy adoption for standardized evaluation, are essential for successful implementation and improved instructional leadership.
Utilization of innovative educational applications for developing the spiritual and creative potential of future educators Yeshenkulova, Elvira; Arymbayeva, Kulimkhan; Maulenberdieva, Gulzhan; Yeshenkulova, Dinara; Abdigapbarova, Ulzharkyn; Kolesnik, Kristina
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.v14i6.32125

Abstract

Contemporary training of future educators necessitates the development of not only professional but also spiritual and creative qualities. This study aims to evaluate the effectiveness of an online course utilizing a chatbot to enhance the spiritual and creative potential of students in pedagogical disciplines. The research involved 534 of 4thyear students from two universities in Kazakhstan, divided into an experimental group (n=268) and a control group (n=266). The experimental group completed six modules covering creative thinking, spiritual development, public speaking, and other aspects of self-development. Pre- and post-course surveys assessed five indicators of spiritual health: vitality, resilience, values, meaning, and openness to change. The intervention resulted in a significant improvement in three key indicators: resilience, values, and meaning. These enhancements are likely to contribute to better preparation of future educators by strengthening their resilience to professional challenges, helping them understand their values and goals, and enhancing their awareness of the significance of education for society.

Page 6 of 9 | Total Record : 84

 4   5   6   7   8 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol 15, No 1: February 2026 Vol 14, No 6: December 2025 Vol 14, No 5: October 2025 Vol 14, No 4: August 2025 Vol 14, No 3: June 2025 Vol 14, No 2: April 2025 Vol 14, No 1: February 2025 Vol 13, No 6: December 2024 Vol 13, No 5: October 2024 Vol 13, No 4: August 2024 Vol 13, No 3: June 2024 Vol 13, No 2: April 2024 Vol 13, No 1: February 2024 Vol 12, No 4: December 2023 Vol 12, No 3: September 2023 Vol 12, No 2: June 2023 Vol 12, No 1: March 2023 Vol 11, No 4: December 2022 Vol 11, No 3: September 2022 Vol 11, No 2: June 2022 Vol 11, No 1: March 2022 Vol 10, No 4: December 2021 Vol 10, No 3: September 2021 Vol 10, No 2: June 2021 Vol 10, No 1: March 2021 Vol 9, No 4: December 2020 Vol 9, No 3: September 2020 Vol 9, No 2: June 2020 Vol 9, No 1: March 2020 Vol 8, No 4: December 2019 Vol 8, No 3: September 2019 Vol 8, No 2: June 2019 Vol 8, No 1: March 2019 Vol 7, No 4: December 2018 Vol 7, No 3: September 2018 Vol 7, No 2: June 2018 Vol 7, No 1: March 2018 Vol 6, No 4: December 2017 Vol 6, No 3: September 2017 Vol 6, No 2: June 2017 Vol 6, No 1: March 2017 Vol 5, No 4: December 2016 Vol 5, No 3: September 2016 Vol 5, No 2: June 2016 Vol 5, No 1: March 2016 Vol 4, No 4: December 2015 Vol 4, No 3: September 2015 Vol 4, No 2: June 2015 Vol 4, No 1: March 2015 Vol 3, No 4: December 2014 Vol 3, No 3: September 2014 Vol 3, No 2: June 2014 Vol 3, No 1: March 2014 Vol 2, No 4: December 2013 Vol 2, No 3: September 2013 Vol 2, No 2: June 2013 Vol 2, No 1: March 2013 Vol 1, No 2: December 2012 Vol 1, No 1: July 2012 More Issue