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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 80 Documents
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Search results for , issue "Vol 15, No 1: February 2026" : 80 Documents clear
Bangladeshi university EFL teachers’ vision for the future role of artificial intelligence in teaching and teachers’ new identity Hasan, Md. Mahadhi; Fatema, Kaniz; Mahmud, Rashed
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.v15i1.33638

Abstract

Global education has seen the rapid integration of artificial intelligence (AI). However, its adoption in Bangladeshi universities has been limited, raising questions about the perceived value and future applications of AI among English language teachers. This study examines how English as a foreign language (EFL) teachers at Bangladeshi universities envision a future role for AI in language instruction and discusses how the integration of AI might redefine their professional identity. The data were collected through a survey of 123 EFL teachers from 20 universities, using simple random sampling, and in-depth interviews with five teachers selected through purposive sampling, following a mixed-method approach. Quantitative analysis, supported by descriptive statistics, multicollinearity tests, and multiple regression, revealed that perceived usefulness has a significant impact on teachers’ attitudes toward AI, with a coefficient of 0.643 and a p-value of less than 0.001. In contrast, perceived challenges do not significantly influence attitudes, with a coefficient of 0.032 and a p-value of 0.665. Qualitative findings further illustrate the evolution of professional identity, where teachers acknowledged the potential of AI to change practice through task automation and personalization; however, concerns remain about changes in roles and gaps in skills. Piloting and expert review, together with rigorous statistical procedures, were used to ensure the reliability and validity of the research. The study concludes by stating that the effective integration of AI requires demonstrating its practical benefits and addressing the barriers, thereby providing valuable insights for policy and practice in Bangladeshi universities.
Profiles of design-based learning experiences among undergraduate engineering students in an application-oriented Chinese university Chen, Fang; Rasben Dantes, Gede; Rihendra Dantes, Kadek; Seri Wahyuni, Dessy
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.v15i1.37803

Abstract

Design-based learning (DBL) is widely promoted in engineering education, yet there is limited evidence on how students experience DBL when a common framework is implemented across multiple programs. This study examined support for four DBL phases—problem exploration (PE), design generation (DG), prototype iteration (PI), and reflection and evaluation (RE)—in undergraduate engineering programs at an application-oriented university in China. A 12-item DBL phases scale was developed from this framework and prior work in design-oriented engineering education and was completed by 407 students who had taken at least one DBL-based course in 12 programs. Partial least squares confirmatory factor analysis supported a four-factor structure with satisfactory reliability and convergent validity. To capture heterogeneity that is often obscured by average scores, a person-centered profiling approach was adopted. K-means cluster analysis of the four phase scores yielded three DBL experience profiles—high, moderate, and low intensity—that differed mainly in level rather than in shape across phases and were distributed across all programs and year levels. Grounded in engineering design and experiential learning perspectives, the phase-based scale and profiles offer a pragmatic tool for monitoring DBL implementation and for targeting professional development where students most often report low-intensity DBL.
Neuroeducation and teaching perception: a systematic review from the qualitative approach Valdés-Villalobos, Belén; Lazzaro-Salazar, Mariana
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.v15i1.29451

Abstract

Neuroeducation is a discipline that considers aspects contributed by the natural sciences, including cognitive abilities, brain functioning, and the emotional system, among others, as topics derived from knowledge in fields such as neuroscience, cognitive science and psychology, and which are articulated in the social domain. The aim of the present review was to learn about teachers’ perceptions of neuroeducation and to determine which qualitative methods are most commonly used in this field of research. The review followed the guidelines of the preferred reporting items for systematic reviews and meta-analyses (PRISMA) method, searching the databases with the highest impact between 2015-2023. The selection process yielded nine eligible studies and they were analyzed in terms of the type of knowledge studied and the methods used in neuroeducational research. The results discuss the most frequently developed qualitative methodologies in the neuroeducational discipline, offering recommendations from the methodological cluster to strengthen future research in the discipline. Therefore, this study promotes neuroeducational research from a qualitative approach will improve the resonance between neuroeducation experts and teachers. Furthermore, it highlights the importance of proposing situated research, using descriptive methodologies in the field, which communicate in a language appropriate to educators and their context.
The effectiveness of problem-based learning approach in science subject Hazwani Shamsudin, Nurul; Azmi, Izzati; Idzuan Wahab Abdul Rahman, Shahrizal; Hanis Zuraihan Rahimi, Nik; Subramaniam, Yuvenitha A/P
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.v15i1.29983

Abstract

The study was conducted to investigate the effectiveness of problem-based learning (PBL) on the achievements of Form one science students in Klang. Malaysia’s low ranking in scientific knowledge, as highlighted by the Programme for International Student Assessment (PISA), underscores the need for innovative teaching methods. Therefore, this study investigates the impact of PBL intervention on science subjects among 60 Form one students consisting of 30 treatment group and 30 control group students. The research instruments used were pre-test and post-test designed by the researcher. The pre-test was conducted using both treatment and control group students. The treatment group was exposed to PBL intervention for eight weeks before post-tests were given to both groups. Data was analyzed by using the independent t-test and paired t-test for pre-test and post-test. The research findings showed that the treatment group demonstrated significantly higher post-test scores than the control group. The findings suggest that the PBL approach positively impacts students’ learning achievements. Therefore, the study supports the adoption of PBL to enhance science education among Form one students.
Vietnamese EFL students’ use of grammar learning strategies: patterns, performance, and pedagogical implications Duc Thuan, Pham; Thi Tam, Pham
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.v15i1.35922

Abstract

There is a scarcity of research regarding the application of grammar learning strategies (GLS) in English-as-a-foreign-language (EFL) contexts. This study evaluates the use of GLS among 257 Vietnamese EFL students by analyzing their preferences, differences, and correlations with grammar performance. Data for the study were collected using the grammar learning strategy inventory (GLSI) and a grammar test. Descriptive statistics, independent samples tests, and Pearson correlation tests were utilized to examine strategy usage levels, gender and year-level differences, as well as correlations with grammar test scores. The results indicate a significant prevalence of GLS usage (overall mean of 3.5811) and social strategies were identified as the most frequently employed with a mean of 3.7245. No notable differences in strategy utilization were observed between genders or academic year levels, indicating a uniformity within the Vietnamese educational framework. Weak yet statistically significant correlations were observed between grammar test results with metacognitive strategies (r=0.179, p<0.01), affective strategies (r=0.123, p<0.05) and social strategies (r=0.114, p<0.05), suggesting that GLS contribute to grammar mastery, although they are not the sole determinants of success. Findings suggest integrating collaborative and metacognitive strategies into English grammar instruction to help foster more strategic and independent grammar learning habits among university learners.
Motivation and generative artificial intelligence: perceived benefits among advertising and multimedia students Tomaylla-Quispe, Ygnacio; Paredes-Quispe, Fanny; del Pilar Ponce, María; Melgar-Amado, Luis
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.v15i1.36429

Abstract

This study aimed to examine how intrinsic and extrinsic motivation, along with the use of and exposure to generative artificial intelligence (GenAI), influence the educational benefits perceived by students in disciplines linked to digital creativity and visual communication, namely graphic design, advertising, and multimedia. A quantitative, correlational and non-experimental design was used. The data was collected online during the 2024 academic year through a validated survey administered to 203 college students selected by convenience sampling. An instrument based on and adapted from previous studies was used to measure intrinsic and extrinsic motivation, perceived benefits, and creative use of GenAI tools. The answers were collected with a five-item Likert scale. The relationships between the variables were analyzed with the partial least squares structural equation modeling (PLS-SEM) procedure using the SmartPLS 4. The results indicate that both intrinsic and extrinsic motivation positively influence perceived benefits. These findings highlight the educational impact of GenAI on creative disciplines and highlight the need for academic programs and education policy directors to promote its responsible adoption, ensuring that students gain the skills and confidence to use these technologies effectively.
The effect of rapid automatized naming on foreign language anxiety among dyslexic students Abdelfattah Elfeky, Abdelaziz; Fathi Alholah, Abdulhamid; Saeed Al-Budaiwi, Afaf; Hassan Yacoub, Radwa; Ragab Ibrahim, Ashraf; Ali Nemt-allah, Mohamed
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.v15i1.35729

Abstract

This study examined whether rapid automatized naming (RAN) training—a cognitive intervention focused on improving the speed and accuracy of naming visual stimuli—could effectively reduce foreign language anxiety (FLA) among dyslexic learners. Using a single-group pretest-posttest design with follow-up assessment, a 10-week RAN training intervention was implemented with 30 dyslexic students (18 males, 12 females; aged 13-14 years) from Egyptian preparatory institutes. The intervention consisted of individual 30-minute sessions conducted 3 times per week, systematically progressing from basic single-category naming tasks to complex mixed-category combinations designed to enhance processing fluency and automaticity. Using the foreign language classroom anxiety scale (FLCAS), anxiety levels were measured before intervention, immediately after, and at 8-week follow-up. Results revealed significant reductions in overall FLA (partial η²=.32), with particularly notable improvements in communication apprehension (partial η²=.33) and anxiety in the English classroom (partial η²=.29). Test anxiety showed initial improvement but returned to near-baseline levels at follow-up, while fear of negative evaluation remained largely unchanged. Results suggest that RAN training may be associated with reductions in FLA among dyslexic students, though causal relationships cannot be established without a control group.
Saudi female EFL learners’ task engagement: the role of agency and self-regulation Khalifa Al Sultan, Hajar
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.v15i1.36140

Abstract

Despite governmental reforms promoting independent learning, Saudi English as a foreign language (EFL) classrooms continue to use teacher-centered methods that limit learners’ autonomy and ability to self-regulate. This study uses a sociocultural framework and a qualitative design that includes semi-structured interviews and classroom observations of first-year Saudi female students enrolled in a university listening and speaking course. It aims to address the lack of qualitative evidence on how learner agency and self-regulation influence task engagement, and to examine how these factors affect student engagement in university-level language classrooms. Thematic analysis (TA) revealed that scaffolded autonomy and emotionally supportive classroom environments were especially influential in reducing anxiety and fostering confidence and independence. Findings show that engagement increases when students are offered structured opportunities to make choices, self-regulate, and learn in emotionally safe environments. Learners demonstrated agency through task choice, role negotiation, and alignment of assignments with personal preferences. Simultaneously, self-regulation was enacted through planning, emotional control, self-monitoring, and adaptive strategies such as peer observation and anxiety management. These findings illustrate that agency and self-regulation are socially constructed processes that flourish through interaction, guided support, and student-centered pedagogy. Addressing gaps in experimental research, the study presents how agency and self-regulation develop in real Saudi EFL classrooms
Development of interactive e-content to enhance listening skill and language comprehension among secondary school students Varghese, Nitha; Andrew Thomas, Kennedy
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.v15i1.33599

Abstract

The present study aimed to develop interactive e-content, conduct expert validation, and examine the appropriate level. The researchers used a purposive sampling technique to select the sample of 100 secondary school students and 35 teachers from the Kerala state scheme. The researchers adopted the analysis, design, development, implementation, and evaluation (ADDIE) model to develop interactive e-content. The study employed two quantitative methods. Firstly, the study administered expert validation sheets to three content and two media experts to validate developed interactive e-content. The study utilized the percentage analysis to evaluate the results of the expert validation sheets. Secondly, the study administered a survey questionnaire to 100 secondary school students and 35 teachers to examine the appropriate level of interactive e-content. The study employed the correlation method to analyze the questionnaire results, examining the strength and direction of relationships between variables. The average score of content expert validation is 95.5% and media expert validation is 91.5% confirm that the developed interactive e-content is highly valid and appropriate. A major challenge for the researchers was the insufficient internet speed in rural areas of Kerala. The study recommends that teachers have to develop interactive multimedia teaching-learning aids to improve listening, speaking, reading, and writing (LSRW) among students.
Evaluating perceptions of Arabic teaching and curriculum integration of dialect Mohammed Farghal, Tariq; Abed Latif Mohammad Smadi, Mohammad; Yousef, Hadieh; Tamimi, Sara; Afara, Sireen
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.v15i1.34541

Abstract

This study investigates the attitudes of foreign students at Amman Arab University (AAU) in Jordan toward learning Arabic, shedding light on the teaching approaches of Arabic dialect, particularly Jordanian Arabic (JA), while exploring their perspective on Arabic diglossia. The study examines faculty member’s academic views specifically those of the English department and basic sciences, incorporating linguistics, translation scholars, and Arabic lecturers. The findings show that while students stigmatize the Jordanian dialect, recognizing its grammar inferiority to modern standard Arabic (MSA), they contradictorily express a keen interest in learning the dialect due to its cultural and practical relevance to Arabic-speaking societies. Contrarily and strikingly, faculty members, despite their tolerance of the vernacular in informal contexts, hold an opposing opinion that prevents the inclusion of an Arabic curriculum for non-native speakers. Moreover, the study affirms the divergence in perspectives which showcases the tension between the traditional view of H variety being the “proper” variety of the language and the practical demand of the dialect for effective communications in the Arab world. While emphasizing the significance of presenting these contradictions in Arabic language pedagogy, the study introduces the integration of dialect teaching alongside MSA to simply align with students’ linguistic needs.

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