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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 80 Documents
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Search results for , issue "Vol 15, No 1: February 2026" : 80 Documents clear
Enhancing Chinese character achievement in primary education through multimedia-assisted deep learning module Jin, Yulu; Muhammad Hanis Nek Rakami, Nik; Masran, Md. Nasir
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.36753

Abstract

Chinese character literacy is essential for developing literacy competence in primary education; however, traditional instructional methods often rely on rote memorization, limiting student engagement, and deep learning. This study examined the effectiveness of a multimedia-assisted deep learning (MADL) module, designed based on the cognitive theory of multimedia learning (CTML) and cognitive semantic theory, in enhancing primary students’ academic achievement in Chinese character learning. A quasi-experimental design was adopted with 222 second-grade students from three schools, with an experimental group (MADL, n=110) and a control group receiving traditional instruction (n=112). Academic achievement was assessed using pre-test and post-test, measuring overall scores, reading, writing, and understanding. Non-parametric Mann–Whitney U tests and Wilcoxon signed-rank tests revealed that the MADL group significantly outperformed the control group in overall post-test scores (p<.05) as well as in reading, writing, and understanding subtests. Within-group analyses further showed greater improvements in the MADL group. These findings indicate that the MADL module is an effective and pedagogically grounded tool for enhancing Chinese character learning in primary education. The study contributes empirical evidence supporting the integration of MADL strategies into early literacy instruction.
Graduate students’ competence and readiness for research Ann S. Gonzales, Marie; P. Juacalla, Merilyn; B. Juacalla, Benny
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.31938

Abstract

Research competence forms the foundation of graduate students’ academic success and their ability to contribute meaningfully to scholarly output. This study examines the relationship between research competence and research readiness among 224 graduate students from MA in education, EdD, and PhD in Laguna State Polytechnic University selected through a non- random sampling technique, specifically purposive sampling. These participants, who had all completed a research subject, responded to a validated, researcher-developed 5-point Likert scale questionnaire. The study employed quantitative methods, including mean comparison, Spearman rank correlation, and Mann-Whitney U tests, to analyze the data. Findings revealed a strong positive correlation between students’ research competence and their readiness to engage in the research process. Notably, doctoral students demonstrated higher levels of both competence and readiness compared to master’s students. While competence levels were relatively consistent across programs, readiness significantly differed. These results highlight the need for program-level interventions that provide targeted research training and support, contributing to more effective curriculum design and evidence-based policy-making in graduate education.
Development of the Arabic family relation test among school students Nasser Alrajhi, Marwa; Osman, Kamisah; Ali Alkharusi, Hussain
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.33469

Abstract

Family relationships are highly valued; therefore, their assessment is essential. Documented literature has emphasized the significance of family relationships in students’ different outcomes. However, there is a lack of psychometrically robust measures of family relationships in Arabic-speaking environments. This study aimed to develop the Arabic family relation test (AFRT) and examine its psychometric properties. The test explores six main dimensions of parent-child relationships: restrictiveness, affection, vulnerability, justice, acknowledgment, and trust. The cross-sectional quantitative design was utilized. The study sample included 601 school students (47.6% males) from grades 5, 7, 9, and 11, selected through a cluster-random sampling approach. The findings revealed a valid 60-item AFRT with a two-second-order-factor, six-first-order-factor factorial structure. Measurement invariance of the AFRT was achieved in the father-child model across groups of age and gender. However, measurement invariance was only supported across age groups in the mother-child model. The AFRT demonstrated good reliability, as indicated by Cronbach’s alpha, test-retest, split-half, and composite reliability. The researchers concluded that the AFRT is an appropriate tool for family assessment; however, further psychometric investigation is recommended. In addition, recommendations for implications and suggestions for future research were provided.
Student teachers’ technological pedagogical content knowledge: assessment in a private school Fernando, Daniel S.; Santos, Ana Linda O.; Labanon, Narlie M.
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.37374

Abstract

This study assessed the technological pedagogical content knowledge (TPACK) among student-teachers in a private school during the academic year 2025-2026. Additionally, it examined the differences in the level of TPACK among the student teachers when grouped by demographics. A quantitative descriptive-comparative research design was employed. The study was participated in by a total of 103 student-teachers. A 47-item adopted instrument was used to collect the data, utilizing a 5-point Likert scale. The descriptive and comparative analyses were employed. Mean, standard deviation, and the Mann-Whitney U test were used. The whole process of this study adhered to the ethical guidelines. Generally, the findings showed that the student teachers obtained high mean scores (M=4.10, SD=0.50) in TPACK. Notably, their technological pedagogical knowledge was rated very high (M=4.31, SD=0.50). Additionally, the results revealed no significant differences (U=380.000, p=0.340) between male and female across all components of TPACK. However, significant differences were observed in pedagogical knowledge (U=881.000, p=0.029) and pedagogical content knowledge (U=903.000, p=0.039) when grouped according to program. The findings imply that the Department of Teacher Education is encouraged to continue to strengthen the integration of technology in pedagogy and content instruction to sustain and further enhance student teachers’ technological competence.
Student leadership in Chinese higher education student union: the role of organizational climate and student engagement Hua, Lei; Hanim A. Hamid, Aida; Salwana Alias, Bity
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.36185

Abstract

Student leadership (SL) is a key driver for personal growth, organizational effectiveness, and campus governance. However, in China, less attention has been paid to the development of SL, especially within student unions, which play a central role in governance and representation. Therefore, this research explores the effect of organizational climate (OC) and student engagement (SE) on SL in college student unions and examines the moderating effect of SE. A quantitative survey was conducted, targeting 17,200 student union members in Shanxi Province, China. Data was collected from 500 respondents using online questionnaires through a convenience sampling technique. The direct effect and moderating effect were analyzed by partial least squares-structural equation modeling (PLS-SEM), which was chosen due to its suitability for analyzing complex models. The findings revealed that both OC and SE have a positive effect on SL. Moreover, SE significantly moderates the relationship between OC and SL. This research advances social cognitive theory in the Chinese higher education context. It enhances the understanding of how college climate and individual factors interact to shape SL. Practically, it suggests the importance of fostering a supportive OC and stimulating SE in SL development.
The relationship between father involvement and children’s academic achievement: a systematic review Yanjie, He; Ravindran, Latha; Limei, Luo
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.33407

Abstract

Father involvement in children’s education and its impact on children’s academic achievement has become a pertinent topic. However, there has not been a systematic assessment of the mechanisms and factors that specifically influence the impact of father involvement on children’s academic achievement. To this end, this study reviewed studies published between 2014 and 2024 and identified and analyzed 45 articles from databases such as Web of Science, Scopus, ERIC, and Google Scholar using a two-stage review protocol of automated literature search and manual screening. It was found that the multidimensionality of father involvement has a significant effect on children’s academic achievement and that this relationship is influenced by a combination of individual father factors, family factors, school factors, and socio-cultural factors. Based on the limitations of existing studies, this study constructed a structured empirical research framework to categorize the influencing factors and made recommendations for future research, including conducting longitudinal studies, considering different socio-demographic variables, conducting cross-cultural comparative studies, and exploring in depth the potential mechanisms underlying the association between father involvement and children’s academic achievement, with the aim of providing stronger support and guidance to promote fathers’ active participation in their children’s education and better promote children’s holistic development.
Beating a dead horse: investigating the continued use of ineffective assessment practices in modern education systems Awad AlAfnan, Mohammad; Fatimah MohdZuki, Siti; Mohammad AlAfnan, Shefa
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35757

Abstract

The study examines the persistence of outdated assessment practices in the education systems of Jordan, Malaysia, and Australia, utilizing the Dead Horse Theory as an interpretive lens. Despite ongoing educational reforms advocating for authentic, student-centered assessment models, traditional high-stakes and summative evaluations continue to dominate. The research adopts a qualitative multi-site case study approach, drawing data from semi-structured interviews, document analysis, and classroom observations. The 30 participants, including teachers, administrators, faculty, and policy analysts, were purposively selected across the three countries. Findings reveal three interconnected themes contributing to assessment stagnation: institutional inertia, cultural attachment to standardized metrics, and inadequate professional development. In Australia, systemic accountability pressures, such as National Assessment Program–Literacy and Numeracy (NAPLAN) and Australian Tertiary Admission Rank (ATAR) rankings, limit the innovation in assessment. In Jordan, the Jordanian High School General Examination (Tawjihi) exam significantly influences pedagogy and curriculum. In contrast, a dual reality prevails in Malaysia, with reform attempts often overshadowed by entrenched examination cultures. Teachers across all contexts expressed frustration with superficial policy changes and limited practical support, frequently engaging in performative compliance rather than genuine transformation. Applying the Dead Horse Theory highlights how education systems adopt symbolic or cosmetic reforms, ‘buying a stronger whip’ or ‘changing the rider’, instead of abandoning dysfunctional practices. The study concludes that meaningful reform requires structural and policy change, cultural shifts, and sustained teacher empowerment. The Dead Horse Theory thus serves as a powerful metaphor and diagnostic tool for identifying the illusion of progress and advocating for truly transformative educational assessment.
Perceptions and attitudes of postgraduate students toward the flipped classroom model: case study at Vinh University, Vietnam Thi Nguyen, Huong; Van Vinh, Le; Thi Hong Lam, Thai; Thi Nguyen, Nhi
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.31880

Abstract

Teaching using the flipped classroom model (FCM) is one of the methods of organizing teaching that combines (blended learning) electronic learning methods (e-learning) with traditional teaching and learning methods. The research aims to understand the perceptions and attitudes of postgraduate students at Vinh University towards the flipped classroom and analyze the benefits and difficulties that students encounter. When teaching according to FCM, thereby proposing solutions to improve efficiency when teaching according to this model. The research was conducted using a combination of qualitative and quantitative methods. Quantitative data were obtained from the participation of 121 postgraduate students in teacher training. Qualitative data was taken from the interview results of seven students who experienced the flipped classroom. Results from the survey show that the majority of students have a positive attitude toward learning in the FCM. Research also shows that the FCM positively impacts students’ attitudes toward the course through the benefits it brings. Students participating in the survey also shared the difficulties they encountered when studying in the FCM and gave some suggestions to improve the effectiveness of applying this model in the future.
Socio-emotional learning skills and teaching practices of teachers and educators A. Macarandang, Mercedes; de Leon-Abao, Ethel; Elena C. Morales, Maria; G. Prieto, Nelia; T. Dayagbil, Filomena; C. Alda, Rivika
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35363

Abstract

The COVID-19 pandemic reshaped the global educational system, mandating teachers to adapt to new modes of instruction. This shift heightened the importance of socio-emotional learning (SEL) in fostering effective teaching and learning. This study examined the socio-emotional skills of teachers and their instructional practices. A descriptive correlational design was employed, with data collected through a purposive sampling procedure. A total of 1,211 teachers from basic and higher education institutions across the Philippines were selected through stratified random sampling. Correlation analysis revealed a significant positive relationship between teachers’ socio-emotional competencies, particularly self-awareness and relationship skills, and their instructional practices. These findings highlight the need to integrate SEL into professional development initiatives. It is recommended that a competency-based training framework be developed to strengthen teachers’ socio-emotional capacities, ensuring they are well-equipped to meet the demands of post-pandemic education.
Need analysis of holistic reading literacy teaching module integrating critical thinking and character Dona, Rahma; Rahaimah Ali, Siti; Yulisinta, Florence; Ertika Latifah, Restiana
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35171

Abstract

The low levels of reading literacy and character development remain significant educational challenges among Indonesian students in the 21st century. Despite emphasizing higher-order thinking skills (HOTS) and character education in the national curriculum, elementary teachers struggle to effectively integrate these aspects into reading literacy teaching in the Bahasa Indonesia subject. This study identifies teachers’ challenges, difficult literacy topics, and the need for a structured module integrating HOTS and character. Using a design and development research (DDR) approach, an online survey of 287 grade 4 teachers from 171 elementary schools in Depok, West Java, was conducted. This study is the first to develop a grade-4-tailored holistic-HOTS-character (H2C) framework for reading literacy instruction, integrating cognitive, social, emotional, psychomotor, and moral elements. Additionally, teachers found independently retrieving and synthesizing information from multiple sources (22.30%) and teaching main ideas and supporting details (21.95%) to be the most challenging topics. Teachers strongly supported the development of an H2C teaching module (M=4.28 out of 5). The study also presents a visual H2C conceptual model to guide classroom implementation. This needs-analysis study confirms that teachers perceive a structured, holistic reading literacy teaching module as essential for enhancing student engagement, HOTS, and character development.

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