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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 76 Documents
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Search results for , issue "Vol 15, No 2: April 2026" : 76 Documents clear
Academic self-regulation as a bridge between mindfulness and emotional self-efficacy among undergraduate students Hadi, Samer Adnan Abdel; Alquraan, Mahmoud
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38258

Abstract

The research investigated the function of academic self-regulation as a mediator in the correlation between mindful attention awareness and emotional self-efficacy. A quantitative questionnaire-based study approach was used. A total 647 undergraduate participants (77.1% female), aged 18–24 (74.5%), completed self-report questionnaires, including the mindful attention awareness scale (MAAS), the academic self-regulation scale (ASRS), and the emotional self-efficacy scale (ESES). The proposed model demonstrated acceptable global fit based on the two-index criteria applied in this study, with RMSEA meeting the ≤0.06 threshold and SRMR meeting the ≤0.09 threshold; based on the data, the model appears to be suitable. The findings indicated statistically significant relationships between mindfulness and the subscales of academic self-regulation: self-instruction and self-evaluation. Academic self-regulation showed significant path coefficients with emotional self-efficacy: self-planning, self-monitoring, and self-reaction were statistically significantly associated with using and managing one’s own emotions and perceiving emotions through facial expressions. Self-planning and self-monitoring were statistically significantly associated with dealing with emotions in others. Self-planning, self-monitoring, self-instruction, and self-reaction were statistically significant in their association with identifying and understanding one’s own emotions. Academic self-regulation elucidates the correlation between mindfulness and emotional self-efficacy. Emotional self-efficacy and well-being can be bolstered by improving mindfulness and self-regulation.
Teachers’ persistence in resource-constrained and conflict-affected communities in the Philippines Pregoner, Joseph Dave M.; Alipio, Mark M.; Lantajo, Grace Meroflor A.; Ganancial, Ivy Joy D.; Sedo, Flordelis A.; Lindo, Maria Rizalie S.; Galvez, Mildred P.; Lozada, Lilibeth R.; Leopardas, Reanne D.
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37120

Abstract

This study interrogates why teachers persist in the Philippines’ resource-constrained, conflict-affected “last-mile” schools, reframing retention beyond deficit narratives of burnout and attrition. Using a descriptive phenomenological design guided by Colaizzi, we conducted semi-structured Zoom interviews with 15 public-school teachers in geographically isolated municipalities of Lanao del Norte and Lanao del Sur between September and November 2024, supplemented by brief reflective journals and supported by member checking and an audit trail to secure trustworthiness. Analysis reveals persistence as a moral-relational practice braided from duty to students’ futures, faith-inflected vocation, thick bonds of belonging with colleagues and communities, and a professional identity sustained by visible learner impact and craft growth, continually negotiated against material scarcity, bureaucratic load, and ambient insecurity through pragmatic coping and family responsibility. These findings challenge rational-choice explanations by showing that staying endures less through marginal incentives than through reinforced meaning infrastructures and everyday dignifying leadership. The study contributes a humanistic account of professional endurance in fragile settings and suggests policy directions that prioritize localized psychosocial support, recognition, and paperwork rationalization to strengthen the ecologies that already hold teachers in place.
Determinants of financial literacy among Thai undergraduates for digital and adaptive learning design Boonkrong, Pichit; Masae, Makusee; Simmachan, Teerawat; Nuansomsri, Chuleekorn
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.36574

Abstract

This study examines the relationship between academic performance and financial literacy among 618 undergraduate students at Rangsit University, drawn from a population of 28,068 students using convenience sampling between June and December 2024. A mixed-methods design was employed, integrating Organisation for Economic Co-operation and Development (OECD-aligned) questionnaires with in-depth interviews of 10 students to capture both quantitative patterns and qualitative perspectives. Statistical analyses at the 0.05 level indicated that academic year, grade point average-cumulative (GPAX), field of study, financial education background, income source, and income level significantly predicted financial literacy outcomes. Students with higher GPAX showed stronger financial knowledge and behavior, although financial attitudes were slightly weaker. Health-science students demonstrated the highest literacy levels, followed by those in business, engineering, and social sciences. Income level influenced financial behavior but showed limited effects on attitudes, while prior financial education modestly improved knowledge with minimal behavioral impact. More than half of participants exhibited weak understanding of compound interest, limiting long-term saving capability. Insights from interpretative phenomenological analysis (IPA) and digital-learning perspectives underscore the need for context-responsive and technology-enhanced financial education. Therefore, the findings highlight how academic and socioeconomic factors shape financial literacy and offer guidance for developing personalized curricula and digital interventions aligned with sustainable development goals (SDGs) 1, 4, 8, and 10.
Teaching queer literature to foster gender diversity awareness Bañez, Richard M.; Guia, Aimee M.
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38210

Abstract

This qualitative study explores how literature educators in higher education design and implement pedagogical practices for teaching queer literature to foster gender diversity awareness in a Philippine state university context. Drawing on focus group discussions (FGDs) with 22 educators across multiple campuses, guided by data saturation and reflexive practices, the study identifies a framework comprising four interrelated domains: literary selection, teaching model integration, learning activities, and assessment strategies. Educators purposefully select authentic and culturally relevant queer texts, employ integrative language, cultural, and personal growth models, and design aesthetic, analytical, and reflective learning tasks that engage students cognitively, affectively, and performatively. Teaching through this framework supports students’ critical interrogation of norms, reflexive meaning-making, and negotiation of identity and difference, operationalizing queer theoretical concepts such as heteronormativity, performativity, and power dynamics. The study advances queer pedagogy by positioning literature as a transformative mechanism for critical consciousness, inclusivity, and identity awareness. Implications are discussed for curriculum design, teacher education, and inclusive policy in culturally conservative contexts.
English for specific purposes culture in Moroccan higher education: realities and challenges Alaoui, Ayoub Ismaili; El Moussaddar, Jihane; Marjane, Driss
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.35296

Abstract

In some educational contexts, English for specific purposes (ESP) is perceived to better align with learners’ specific goals compared to general English (GE). In Morocco, higher education institutions have been increasingly offering ESP courses despite the little research on the extent to which those courses actually reflect an ESP culture. This research has so far focused only on individual initiatives or particular institutions. This study, however, set itself the more ambitious aim of investigating the existence of an ESP culture in six different Moroccan higher education institutions and identifying the constraints that hindered the development of this culture. The study used document analysis and semi-structured interviews as data collection instruments. A total of 63 English course documents from students were subjected to qualitative content analysis, followed by a thematic analysis of data collected from six interviews with English instructors. The data identified both ESP and GE approaches across the institutions in the study. However, ESP seemed to be higher in highly competitive and interdisciplinary institutions, whereas GE was higher in less competitive institutions with similar majors. GE practices persisted due to revealed challenges that hamper effective ESP implementation. These findings suggest that Moroccan higher education institutions generally lack a strong ESP culture. The apparent importance of ESP in Morocco does not extend to the level of adopting an explicitly articulated ESP curriculum.
Development and psychometric validation of the student mathematical commitment scale Sangco, Retchelle P.; Tandog, Leorence C.; Pimentel, Jonald L.
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37210

Abstract

Commitment plays a significant role in shaping engagement and self-regulation in learning, yet no standard tool exists to measure students’ learning commitment, especially in mathematics. This study aimed to develop the first validated scale for mathematical commitment. Using an exploratory-sequential mixed methods design, the study began with qualitative in-depth interviews (IDIs) to create the first version of the student mathematical commitment scale (SMCS) with 79 items. The quantitative phase employed exploratory and confirmatory factor analyses to establish the scale’s validity and reliability, resulting in a refined 24-item version, with four confirmed dimensions. These dimensions: strategic learning engagement (SLE), affective learning engagement (ALE), learning engagement resilience (LER), and positive learning mindset (PLM) provide a holistic view of mathematical commitment, encompassing the cognitive, emotional, and psychological aspects of students’ learning behavior. The findings provide a foundational understanding of mathematical commitment, suggesting the practical use of the scale in curriculum design, interventions, and student support with the goal of improving student learning outcomes.
Theoretical models of AI in student-centered education: a systematic literature review Zeng, Meiyu; Abdullah, Zuraidah; Cheah, Kenny S. L.
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.36250

Abstract

The use of artificial intelligence (AI) in education has garnered heightened interest, particularly in facilitating student-centered learning. This research conducts a thorough evaluation of theoretical models and empirical investigations about the implementation of AI in secondary education from 2020 to 2025. The 15 high-quality publications were selected from the Scopus and Web of Science (WoS) databases according to the preferred reporting items for systematic reviews and meta-analyses (PRISMA) procedure and analyzed thematically. The findings indicated that the present incorporation of AI in education predominantly depends on 11 fundamental theoretical frameworks, such as self-determination theory (SDT), theory of planned behavior (TPB), technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT), and sociocultural theory (SCT). For example, SDT emphasizes students’ motivation and psychological needs, the TPB explains behavioral intentions for using AI, and TAM/UTAUT is used to explain students’ willingness and behavior in using AI tools. However, the application of AI still faces numerous challenges, including anxiety and ethical dilemmas. This study clarifies the correspondence between theory and practice, providing a theoretical foundation for educators to conduct instructional design and support work, and offering a reference for policymakers to develop AI education standards and allocate resources.
Socioscientific issue and digital comic in problem based learning enhances student ecoliteracy toward UNESCO Global Geopark conservation Rosdiana, Erika; Suyanti, Retno Dwi; Manurung, Binari
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37812

Abstract

The Toba Caldera region, designated as a UNESCO Global Geopark, requires continuous efforts to preserve its environment and strengthen the ecoliteracy of its community. This study investigated improvements in students’ ecoliteracy, including knowledge, environmental caring attitudes, and pro-environmental behaviors, through the use of problem based learning (PBL) integrated with geopark socioscientific issues (GSSI) presented in a digital comic (Comdigi) format. A total of 156 junior high school students in the Toba Caldera area participated in the study. A total of 78 students learned through direct instruction (DI), and 78 received PBL with GSSI in Comdigi. Ecoliteracy knowledge was measured using a 30-item test, while caring attitude and pro-environmental behavior were assessed using questionnaires with 15 items each. The results showed that PBL integrated with GSSI in Comdigi significantly outperformed DI in enhancing ecoliteracy knowledge 39.80%, caring attitudes 49.8% and in pro-environmental behaviors 12.50% with N-gain score of 0.71. These findings confirm that incorporating GSSI in a Comdigi based PBL model effectively strengthens students’ ecoliteracy related to the Toba Caldera UNESCO Global Geopark (TCUGGp).
Integrating generative AI in higher education for lifelong learning Chowdhury, Mozaffar Alam; Sam, Toong Hai; Rana, Md. Sohel; Ali, Khan Sarfaraz; Wong, Whee Yen; Tushar, Hasanuzzaman
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.36796

Abstract

This study investigates the impact of generative artificial intelligence (GenAI) on learning outcomes (LO) and lifelong skills (LLS) within higher education, emphasizing ethical considerations. Employing a quantitative approach, data was collected from 180 students via a questionnaire, examining their AI usage in education. Structural equation modeling (SEM) using SmartPLS 4.1.0.9 was used to analyze the relationship between GenAI use, LO, and LLS. Findings reveal that GenAI can enhance LO, personalize learning experiences, and contribute to developing crucial LLS. However, the study highlights the importance of ethical guidelines to prevent academic dishonesty. This research contributes to the existing literature by exploring the link between GenAI use, LO, and the development of LLS. Practically, it demonstrates that ethical GenAI use promotes both LO and LLS among higher education students, aligning with the sustainable development goals (SDGs) of inclusive and equitable quality education and lifelong learning opportunities.
Effectiveness of systematic didactic workshops in improving university students’ communicative competencies Melgarejo, Teófilo F. Valentín; Cervantes, Daniel J. Pariona; Calderón, Isabel A. Delzo; Campos, Nora E. Hinostroza; Basilio, Dionicio L.; Melgarejo, Pablo L. Valentín; Dávila, Víctor L. Albornoz; Lovatón, Raúl M.; Vivar, Pablo L. La Madrid; Leandro, Josué C.; Rojas, Shuffer G.; Ruiz, Flaviano A. Zenteno
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38440

Abstract

The study examined the effectiveness of structured didactic methods in improving communicative competence among 26 undergraduate university students using a pretest–posttest experimental design. The intervention consisted of guided oral presentations, structured debates, dialogic interaction, guided writing with drafting–revision cycles, and scaffolded reading activities based on inferential and critical questioning. These techniques were implemented through a sequence of instructional workshops organized into baseline assessment, didactic intervention, and post-intervention evaluation phases. Data was analyzed using descriptive and inferential statistics, including paired-sample t-tests, effect size estimation (Cohen’s d), normalized gain (Hake’s g), and 95% confidence intervals (CI) to determine the magnitude and reliability of learning outcomes. The results revealed substantial improvements across all communicative domains after the intervention. At baseline, performance was low to moderate across competencies. In particular, 0.0% in writing indicates that no student met the predefined proficiency threshold at pretest, while reading comprehension showed 11.5% proficiency, and oral expression 19.2%. The performance increased markedly followed by intervention, with posttest scores were 80.8% in oral expression, 69.3% in writing, and 73.1% in reading. Such gains were statistically significant (p<0.001) and had high effect sizes (Cohen’s d=2.17 to 2.31). Normalized gain scores (g=0.56-0.62) reflected medium-to high-level instructional effectiveness on all competencies. The overlap of statistical results, effect sizes, and learning patterns prove that the intervention is pedagogically effective, and it is relevant to be used in the context of higher education to reinforce the oral, written, and reading abilities with the help of evidence-based teaching methods.

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