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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 2,123 Documents
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Exploring new feedback practices paradigm in higher education: students’ perspectives Genisa, Marlina Ummas; Rizal, Haryanti Putri; Hasri, Hasri; Agussalim, Andi
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.29819

Abstract

Feedback has recently shifted from being received to being an interaction process, raising considerable interest among educators. This study aims to examine whether current feedback practices in higher education have led to active student interaction processes, and how individual and contextual factors are considered in practice based on gender and university perspectives. An online questionnaire was used to collect data from 418 students from three Indonesian universities, Universitas Negeri Makassar (UNM), Universitas Muhammadiyah Palembang (UMP), and Universitas Sulawesi Barat (USB). The data was analyzed descriptively-quantitatively. Results indicate that current feedback practices do not adequately direct students to actively participate in the processing feedback. The feedback received is dominated by general feedback (UNM and USB), while detailed and discussed feedback is generally received by UMP students. Additionally, the expected and effective feedback obtained the same pattern that individuals and groups must interact which is in line with the new paradigm. The results also showed the ideal time for providing feedback is 5-10 days for various types of assignments and 15-20 days for theses. These results provide educators with information on strategies and approaches in feedback practices that are relevant and effective in enhancing student learning based on the new paradigm.
Drama-based strategies for vocabulary development in young English learners in the western region of Saudi Arabia Alelyani, Abdulaziz Ali Fayz; Alharbi, Mohammed Salim
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31236

Abstract

This study investigates the efficacy of drama-based methodologies in English vocabulary acquisition among young learners in Saudi Arabia, addressing a significant gap in the Saudi English as a foreign language (EFL) context. Employing a descriptive, quantitative research design, the study surveyed 137 English language instructors from the Jeddah Educational Directorate. The findings reveal that diverse dramatic activities yield substantial benefits in English language learning, particularly in vocabulary acquisition. Key advantages include enhanced motivation for contextual vocabulary usage, improved learner engagement, increased self-confidence, and enhanced communication skills. The study highlights the superiority of varied and engaging drama-based techniques, such as role-playing, over traditional methods in fostering a dynamic and conducive learning atmosphere. While acknowledging challenges like increased teacher preparation time and students’ initial reluctance towards active participation, the research concludes that drama-based instruction represents an effective pedagogical approach for teaching English vocabulary to young learners. The study proposes significant implications for educational policy, recommending the integration of drama-based English textbooks into the curriculum and the incorporation of drama techniques in teacher training programs. This research contributes valuable insights to ongoing discourse on innovative EFL teaching methodologies in the Saudi Arabian context.
Understanding the challenges faced by Orang Asli students in solving mathematics problems Abd Jalil, Abdul Hakim; Abdullah, Abdul Halim
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.29206

Abstract

The educational attainment of Orang Asli students, a minority group in Malaysia, particularly in mathematics, has been a persistent concern. Despite this, research on Orang Asli mathematics education, especially in the southern region of Peninsular Malaysia, remains scarce. This study scrutinized the academic performance of Orang Asli students in whole numbers and operations at level 2 of primary school, focusing on their challenges in solving word problems in mathematics. A total of 22 Orang Asli students from year 4 and 5 in two Orang Asli primary schools participated, undertaking a mathematics test comprising five-word problems. The study identified five prevalent errors among Orang Asli students: i) failure to comprehend the question; ii) misconceptions; iii) inability to grasp specific terms in the question; iv) carelessness; and v) poor reading skills. The findings are thoroughly discussed, and strategies to enhance Orang Asli students’ mathematical problem-solving abilities are proposed.
Strategies and techniques for creating educational programs for teachers of natural science subjects Nurmukhamedova, Zhanara; Nurbayeva, Dilara; Yerzhenbek, Bulbul; Nassirova, Diana
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.28905

Abstract

The relevance of the study is based on the current educational reforms in the Republic of Kazakhstan, which is implemented under the conditions of humanization and integration at different levels. This is based on the development of the informatization and technologization of current science and practice, the trend towards the interpenetration of certain fields of knowledge into others, the exploration of interdisciplinary approaches in explaining the current world view, which is itself multidimensional, persistent, impartial and integrative. The purpose of this study is to provide a theoretical framework, developing a model for the training of modern natural science teachers and investigate the main stages of curriculum development for future teachers. The objectives of the study are aimed at disseminating knowledge about the development of effective educational programs. Objective methods included theoretical analysis, analysis of future teachers’ activities, synthesis of philosophical and educational psychology literature, modelling and observation. The study investigated and systematized approaches to the methodological design of educational programs and identified all types of professional competence using the method of analysis.
Factors influencing teacher performance in Shanghai high schools in COVID-19 pandemic Jiang, Yuan; Yusof, Mat Rahimi; Kasa, Muhamad Dzahir
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31992

Abstract

The performance of teachers in schools has become a questionable phenomenon during COVID-19 due to changing landscape of teaching. Since the performance of teachers is linked to performance of students, it is imperative to investigate the influencing factors for teachers’ performance. This study is conducted to examine the relationships between instructional leadership (IL), teaching autonomy (TA), school resources (SR), teacher self-efficacy (TSE), teacher performance (TP) and teaching workload (TW). A sample of 321 responses was collected using a Likert scale questionnaire. Partial least square–structural equation modeling (PLS-SEM) was used to analyze the data using Smart PLS 3. The findings of the study confirmed that TA, IL, and SR are significant antecedents of TSE. The study reports that TSE is a significant predictor of TP. The study reports that TSE is a significant mediator and TW is a significant moderator. The study suggests that TP can be improved with TSE which is improved by IL, TA, and SR. The school education administration in China is required to develop policies in line with this research to contribute to knowledge. The study recommends that the policymakers and practitioners should focus on school’s resources, IL and TA which significantly will improve the performance of teachers in China.
Investigation of the factors affecting students’ self-directed learning readiness in the blended learning model Bich, Nguyen Thi; Thuy, Kieu Phuong; Mai Huong, Vu Thi; Binh, Pham Thi
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31398

Abstract

Many factors influence the level of readiness for self-directed learning. This study seeks to examine the relationship between learners’ personal characteristics (gender, major, academic year), external factors (facilities, self-study time, peer influence, teacher support), internal factors (cognitive skills, metacognitive skills, attitudes, motivation), and self-directed learning readiness in a blended learning model. The aim is to identify the decisive influencing factors to promote learners’ readiness for self-directed learning and improve blended teaching effectiveness. A survey was conducted with 1,276 students participating in the blended learning model at Hanoi National University of Education in Vietnam. The data were quantitatively analyzed using structural equation modeling with the partial least squares approach in SmartPLS 3, as well as regression analysis in SPSS 20. The findings showed that external factors accounted for 68.7% of the variation in internal factors and 41.6% of the variation in self-directed learning readiness. The study also found that factors such as major and academic year had significant impacts on self-directed learning readiness, as evidenced by statistically significant differences with p-values less than 0.05. These results suggest strategies for educators to effectively address these factors to enhance students’ self-directed learning readiness in blended learning environments.
Exploring AI-powered personalized learning in universities Agatova, Olga; Latipova, Liliya
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.29899

Abstract

The study examines the problem of implementing and developing personalized learning with the help of artificial intelligence (AI) tools in universities. To solve this problem, the following goals were set: identifying the opportunities for personalized learning based on learning tools powered by AI according to university teachers; examining the current state of AI-powered learning technologies using the example of two developing countries; and clarifying the existing challenges and prospects. The study uses a survey and an interview. The results indicate that 82% of the respondents were generally aware of AI and personalized learning. The findings show that 89% of the teachers disagreed with the idea that AI and personalized learning have the potential to replace traditional educational strategies. The teachers identified several challenges, such as the lack of personal communication and difficulties with recognizing emotions, in the proposed strategies. Thus, 43% of the respondents suggested integrating AI into the educational process as a supplement to the traditional teaching methods. The analysis of interviews revealed that 85% of the teachers were positive about the implementation of AI and personalized learning in universities. Nevertheless, educators report that AI-generated tools are still underdeveloped and cannot replace all functions of teachers.
Impact of external demands problems on students’ psychological well-being: systematic literature review Setiawan, Muhammad Andi; Estimurti, Endang Sri; Pantiwati, Yuni; Latipun, Latipun; Bulkani, Bulkani; In'am, Akhsanul; Hudha, Atok Miftachul
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30128

Abstract

Students’ well-being is often disturbed by external demands, such as academic pressure, family expectations, and social expectations. These demands can impact students’ mental and emotional well-being. This research aims to explore the problems of external demands for students’ psychological well-being. This research used the systematic literature review (SLR) method to investigate the impact of external demands on students’ psychological well-being. Data were collected from articles published between 2018 and 2023 from the Scopus database. Of the 93 articles, 26 articles were obtained after screening. Data mining and analysis were conducted with the help of Publish or Perish, Biblioshiny, and ATLAS.ti. The results show the complexity of external demands, with factors such as internal and external support, job control, social media use, and individual differences in emotion regulation playing essential roles. The long-term impacts of these demands can include increased levels of stress, anxiety, and depression in students. Therefore, it is essential to manage external demands strategically to create a learning environment that supports students’ psychological well-being. This research highlights the need for joint efforts between schools, families, and communities to address external demands on students. Effective interventions are needed to reduce the negative impact of external demands.
Predicting personalized mathematics learning among pre-university students in the Maldives Mohamed, Mausooma; Ayub, Ahmad Fauzi Mohd; Yasin, Maizura; Nawi, Nur Raihan Che
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31174

Abstract

The use of learning management systems (LMS), such as Moodle, for personalized mathematics learning (PML) is successful; nonetheless, its performance depends on several factors. This study investigates the factors influencing the utilization of LMS for PML at the Maldives National University (MNU). A correlational study was conducted involving 120 randomly selected pre-university students using an online questionnaire to measure performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), and student commitment (SC) toward LMS usage behavior (UB). Data analysis with IBM statistical package for the social sciences (SPSS) statistics version 25.0 revealed significant positive relationships between LMS UB and PE (r=0.624**), EE (r=0.644**), FC (r=0.533**), and SC (r=0.696**), with SC being the strongest predictor. SI showed a weaker positive relationship (r=0.204). The study also discovered a multiple correlation (R) value of 0.807 and an analysis of variance (ANOVA) (F (5, 114)=42.497, p=0.000). The study’s findings underscore the significance of these factors in promoting LMS adoption and effective use concluding that focusing on these key predictors can enhance PML and improve student engagement and performance.
Anxiety and self-belongingness of inclusive learners: the stance, facet overcoming G., Panneerselvam; Wiselet S., Bella
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.29993

Abstract

It was inevitable that young learners at this time would have to pay special attention to both prosaic life and their schoolwork. It is also acknowledged that the majority of learners live in a multi varied situations. This study focuses on and analyses academic anxiety and self-belongingness in learners in an inclusive setup. Academic anxiety is related to distinct characteristic of learner, including gender, venue, instructional media, and family structure. The study focused on these four personal characteristics, and an experimental design technique was used to perform the analysis. This was accomplished using a convenience sampling procedure, which yielded 284 samples. The descriptive analysis is assisted to examine the collected data. However, there is a significant variance regarding their locality of residency. As a result, there is an essential geographical divide between them. The study outcomes also revealed a correlation between learners’ academic concerns and sense of belonging. Significant differences in personnel parameters, such as the residential location of learners, were observed.

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