International Journal of Evaluation and Research in Education (IJERE)
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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<![CDATA[Understanding student motivation towards achieving goals among college students: an exploratory research ]]>
<![CDATA[Wines Balsicas, Nilda]]>;
<![CDATA[Rima Cabrera, Eddie]]>;
<![CDATA[Candelaria Padohinog, Elgien]]>;
<![CDATA[Bulauan, Freddie]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v15i1.33551
<![CDATA[Motivation could be the greatest currency to succeed in a student’s academic life. This study analyzed academic motivation after students were affected by the pandemic or after their two-year hiatus from active academic face-to-face activities. Moreover, this research examined whether students have influenced academic motivation in terms of gender and degree of program. Using a descriptive-sequential research design, 652 college students at St. Dominic College of Asia, Cavite, Philippines, took part in this study. A survey questionnaire adapted from the academic motivation scale (AMS-C 28) college version was used to determine the level of academic motivation of students. Open-ended questions were provided to the students relating to what motivates them to study and to which students are motivated through techniques during online learning. Findings revealed that the degree of program has a positive effect on student motivation, whereas gender does not significantly associate with motivation. Students showed appreciation for a greater convenience to study because of the technology; however, lack of interaction makes it more challenging for some. Helping students as teachers to keep track of their tasks can make them become great learners and succeed with confidence and determination through their personal and scholarly lives.]]>
<![CDATA[Organizing students’ research activities based on STEM elements in the study process ]]>
<![CDATA[Laiskhanov, Shakhislam]]>;
<![CDATA[Yerkegul, Seminar]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v15i1.35075
<![CDATA[Although science, technology, engineering, and mathematics (STEM) integration in higher education is advancing globally, its adoption in geography programs in Kazakhstan remains limited. This study examines the effectiveness of embedding selected STEM elements into the course “Geography of Aktobe Oblаst” as а means of strengthening students’ research competencies. A mixed-method design was employed, combining analysis of satellite-derived indicаtоrs, wоrk with geоspаtiаl plаtfоrms (аrcGIS Prо, EоSDа Crоp Mоnitоring, and Eо Brоwser), prаcticаl climаte-bаsed cаlculаtiоns, clаssrооm оbservаtiоns аnd cоmpаrаtive аssessment аnаlysis. The 24 students pаrticipаted in the interventiоn, cоmpleting а series оf inquiry-driven tаsks invоlving the Normalized Difference Vegetation Index (NDVI) interpretаtiоn, spectrаl reflectаnce аnаlysis аnd climаtоlоgicаl cоrrelаtiоns. Survey dаtа indicаted thаt mоre thаn 90% оf pаrticipаnts repоrted imprоved understаnding оf envirоnmentаl prоcesses, while mаny nоted gаins in аnаlyticаl reаsоning аnd dаtа-driven interpretаtiоn. Midterm perfоrmаnce results shоwed а mоdest but cоnsistent imprоvement fоllоwing the implementаtiоn оf STEM-оriented аssignments. The findings suggest thаt structured integrаtiоn оf geоspаtiаl аnd аnаlyticаl STEM tооls cаn meаningfully suppоrt the develоpment оf reseаrch skills in university geоgrаphy cоurses. By enаbling students tо wоrk with аuthentic envirоnmentаl dаtаsets, the аpprоаch cultivаtes higher-оrder reаsоning, interdisciplinаry thinking аnd sustained learner engаgement. The results highlight the pоtentiаl fоr brоаder аpplicаtiоn оf STEM-bаsed instructiоnаl mоdels in Kаzаkhstаni higher educаtiоn аnd underscоre the need fоr further lоngitudinаl аnd cоmpаrаtive studies tо evаluаte lоng-term impаcts.]]>
<![CDATA[Assessing the impact of a business-oriented educational course on the development of entrepreneurial thinking in pre-service primary school teacher ]]>
<![CDATA[Balginbayeva, Nurzhaugan]]>;
<![CDATA[Akzholova, Aktoty]]>;
<![CDATA[Baimaganbetova, Zhuldyzai]]>;
<![CDATA[Duisenbayev, Abay]]>;
<![CDATA[Yerkebayeva, Saule]]>;
<![CDATA[Smanova, Alua]]>;
<![CDATA[Aitenova, Elmira]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v15i1.36257
<![CDATA[This study aimed to assess the impact of a business-oriented educational course on the development of key components of entrepreneurial thinking among pre-service primary school teachers. The research involved 220 students from M. Dulati Taraz University. A pre-test/post-test design was used with an author-developed questionnaire. Entrepreneurial thinking was assessed both before and immediately after the course. Statistical analysis revealed a significant increase in the overall level of entrepreneurial thinking and its key components, including initiative, creativity, risk-taking, result orientation, and persistence. The course featured innovative teaching methods such as project-based learning, case studies, and business games, and was offered as an elective module on an experimental educational platform. The findings are consistent with international research, highlighting the importance of integrating entrepreneurial thinking into teacher training to enhance professional preparedness. These findings can help shape modern educational programs in Kazakhstan and the countries of the Commonwealth of Independent States, in line with global trends and the challenges of the 21st century.]]>
<![CDATA[Attention-deficit/hyperactivity disorder traits: prevalence and differential association with internet addiction ]]>
<![CDATA[Mei-Yui, Law]]>;
<![CDATA[Yan-Li, Siaw]]>;
<![CDATA[Kah-Heng, Chua]]>;
<![CDATA[Rao Appalanaidu, Sathish]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v15i1.35436
<![CDATA[Attention-deficit/hyperactivity disorder (ADHD) traits in adults have garnered global attention due to their detrimental effects on individuals’ daily functioning. To date, there has been a scarcity of studies conducted on adult ADHD traits in Malaysia, particularly among university students. Therefore, this study aimed to explore the prevalence of ADHD, examine the correlation and predictive relationship between ADHD and internet addiction, compare internet addiction between ADHD screen-positive and screen-negative individuals, and determine the gender differences in ADHD. This study adopted a cross-sectional quantitative design, involving 1,204 voluntarily participating respondents. Data were collected using the Internet Disorder Scale (IDS-15) and the Adult ADHD Self-Report Scale (ASRS) v1.1. The findings revealed that more than a quarter (27.80%) of participants screened positive for ADHD traits. Additionally, a significant positive correlation and predictive relationship were identified between adult ADHD traits and internet addiction. Furthermore, internet addiction levels were significantly higher among ADHD screen-positive individuals compared to ADHD screen-negative individuals. However, no significant gender differences were observed in ADHD traits. Effective interventions should be developed to mitigate the adverse effects of ADHD traits on the daily functioning of university students. Moreover, efforts to address internet addiction should consider the presence of ADHD traits in this population.]]>
<![CDATA[The role of digital technologies in the transformation of ethical norms in the educational process ]]>
<![CDATA[Liu, ZuoYuan]]>;
<![CDATA[Gura, Alena]]>;
<![CDATA[Pavlovskaya, Olga]]>;
<![CDATA[Antonova, Nataliya]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v15i1.32497
<![CDATA[In contemporary education, which increasingly incorporates digital technologies, the issue of adhering to ethical norms by both educators and students has gained particular relevance. This study aims to examine the impact of digital technologies on the transformation of ethical standards within the educational process. A survey was conducted among 45 educators and 345 students from three universities before and after the transition to remote learning, to assess changes in the adherence to ethical standards. The results revealed that after the implementation of remote learning, there was a significant increase in the level of adherence to ethical norms among educators (up to 98%) and students (up to 91%). Additionally, there was an improvement in academic performance, with 46% of students achieving a high level of success following the transition to remote learning. The evaluation of the impact of digital technologies on ethical transformation was found to be moderate but positive. Thus, digital technologies can serve as an effective tool for enhancing ethical standards and improving educational outcomes, particularly in the context of remote learning. These findings underscore the importance of integrating digital technologies into the educational process as a means of supporting ethical culture.]]>
<![CDATA[Expert evaluation of a web-based grammatical competence module: Fuzzy Delphi method ]]>
<![CDATA[Hidayah Md Yazid, Nur]]>;
<![CDATA[Ainil Sulaiman, Nur]]>;
<![CDATA[Hashim, Harwati]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v15i1.35355
<![CDATA[Web-based learning modules have been considered indispensable for English as a second language (ESL) learners to utilize autonomously. However, there are still not many reputable grammatical competence modules designed for the transition between secondary school and undergraduate levels. Thus, this study aimed to ascertain expert consensus on developing a web-based grammatical competence module for pre-university ESL learners. The Fuzzy Delphi method (FDM) was employed in this study to create the module. Four broad constructs, which are the design, technical aspects, content, pedagogy of the website were used as references in developing a survey as the instrument for the study. The features in the survey were evaluated by six selected experts based on established criteria for high-quality language learning websites. Data analysis was undertaken using a 5-point fuzzy scale and the Fuzzy Delphi approach Logic Software (FUDELO 1.0). Supported by the findings and a consensus rate of over 75%, a cut-off value (d) of ≤0.2, and a fuzzy score (A) of ≥α-cut value=0.5, expert consensus was reached for the four constructs. The findings support that the module is fitting for pre-university ESL learners and can be used as a supplementary grammar learning module. Empirical studies related to learner performance and engagement outcomes in the future must continue assessing the long-term effectiveness of the module and ensure its long-term efficacy in ESL learning.]]>
<![CDATA[Evaluating teaching proficiency among teacher preparation diploma graduates based on InTASC standards ]]>
<![CDATA[M. Al-Anati, Jehad]]>;
<![CDATA[A. Hamaidi, Diala]]>;
<![CDATA[M. Arouri, Yousef]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v15i1.36245
<![CDATA[This study aimed to evaluate teaching proficiency of graduates from the higher diploma in teacher preparation program (HDTPP) in Jordan based on the interstate teacher assessment and support consortium (InTASC) standards. To achieve the study objectives, a descriptive quantitative analytical approach was employed. Further, a rating scale was developed covering four domains: learner and learning, content, teaching practices, and professional responsibility. After verifying the validity and reliability of the study instrument, it was distributed to a sample of 686 teachers. The findings revealed that overall teaching proficiency was medium. Further, teaching proficiency across the key domains (learner and learning, content, teaching practice, and professional responsibility) were medium. No statistically significant differences were related to gender. However, there were significant differences related to specialization. Mathematics teachers showed the lowest levels of proficiency. Priorities for improvement were revealed in the “learning differences” standard. The study recommends strengthening teachers’ understanding of individual differences and cultural diversity and applying this knowledge to foster inclusive classrooms. This can be achieved by designing ongoing professional training programs that focus on differentiated teaching strategies and managing diverse learning environments. This will contribute to increasing teaching efficiency and effectively meeting the needs of all learners.]]>
<![CDATA[Improving international students’ acculturation and Chinese vocabulary through problem-based learning with augmented reality ]]>
<![CDATA[Jiang, Yirong]]>;
<![CDATA[Tri Prabowo, Thoriq]]>;
<![CDATA[Ratana-Olarn, Thanin]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v15i1.34040
<![CDATA[The integration of problem-based learning (PBL) and augmented reality (AR) has emerged as a promising approach to improve language learning and acculturation. This study aimed to develop and evaluate a problem-based learning and augmented reality (PBLAR) instructional model to enhance international students’ acculturation and Chinese vocabulary. The study used a quasi-experimental design with 70 first-year international students randomly assigned to an experimental group (EG) (PBLAR, n=35) or a control group (CG) (traditional teaching method, n=35). The intervention lasted two weeks, and both groups completed a pre-test to ensure baseline comparability. The EG achieved significantly higher post-test scores in Chinese vocabulary (F=296.65, p<0.001) and acculturation (F=840.62, p<0.001). In this context, PBLAR demonstrated stronger short-term outcomes in Chinese vocabulary and acculturation; it should be viewed as a complementary pedagogy that highlights the value of integrating PBL and AR. Findings highlight PBLAR’s potential for immersive, problem-driven language instruction that bridges technology and pedagogy in multicultural contexts.]]>
<![CDATA[Key drivers of student satisfaction in public higher education institutions in Pahang, Malaysia ]]>
<![CDATA[Bahari, Noraine]]>;
<![CDATA[Nur Aliah Zahir, Siti]]>;
<![CDATA[Hussain, Suhaidah]]>;
<![CDATA[Hafiz Rosli, Mohamad]]>;
<![CDATA[Ashraf Fauzi, Muhammad]]>;
<![CDATA[Mohamad, Arifha]]>;
<![CDATA[Abd Mubin, Najaa]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v15i1.36278
<![CDATA[In today’s educational landscape, understanding key student satisfaction is essential for institutions striving to enhance educational quality and foster positive student experiences. The sustainability of public higher education institutions (PHEIs) depends heavily on students’ enrolments. In an effort to attract and retain students, factors contributing to student satisfaction should be taken into consideration from each educational institutions to make the academic program are kept relevant throughout the time. This study aims to examine the factors influencing student satisfaction in PHEIs in Pahang, Malaysia. A quantitative survey was conducted among 120 students from various public universities in Pahang, Malaysia. Descriptive statistics, correlation, and multiple regression analysis were conducted using SPSS 26 to assess their perceptions of three key factors: quality of teaching and learning (QT), quality of facilities and infrastructure (QF), and quality of career and future opportunities (QC). The findings reveal that QT has a significant negative effect on student satisfaction (β=–0.468, p<0.001), while QC show a significant positive effect (β=0.327, p=0.015). In contrast, QF has no significant influence (β=0.125, p=0.301). Therefore, this study provides insights for educational policy makers to enhance student satisfaction strategy in PHEIs especially in focusing on career opportunities of students.]]>
<![CDATA[Validation of a culturally adapted SACQ in Vietnamese higher education: evidence from a technological university ]]>
<![CDATA[Hoang Thi Quynh, Lan]]>;
<![CDATA[Pham Hong, Hanh]]>;
<![CDATA[Tran Thi Thanh, Ha]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v15i1.35878
<![CDATA[Grounded in Tinto’s theory of student integration, this study examines the structure of the student adaptation to college questionnaire (SACQ) in Vietnam higher education context, employed a cross-sectional quantitative approach. Data from 363 students at a technological university in Northern Vietnam were analyzed using exploratory and confirmatory factor analyses. Results yielded a refined 29-item scale (SACQ-29) with a five-factor structure, diverging from the original four-factor model. Most notably, social adjustment (SA) is separated into two distinct factors: one comprising positively worded items and another consisting predominantly of reverse-coded items, suggesting distinct adaptation mechanisms in digitally enhanced learning environments. Results revealed that students adapted most effectively to academic demands (M=5.77), but showed weak institutional attachment (IA) (M=3.14). Male students demonstrating significantly better overall adaptation than female students, and living arrangements also influenced adaptation levels, with students living with family showing poorer adaptation compared to others. Comparative analysis revealed high consistency between the SACQ-29 and the original SACQ-67 (r=0.925**). This study provides first validated Vietnamese SACQ, offering a practical tool for early identification of at-risk students and intervention design in contemporary higher education contexts.]]>
