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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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The readiness of mathematics teachers as agents of change: a recent comprehensive review Abu Talib, Sharida; Mohamad Nasri, Nurfaradilla; Mahmud, Muhammad Sofwan
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.v14i2.30291

Abstract

This study scrutinizes the role of mathematics teachers as pivotal agents of change in the evolving educational landscape, focusing on their readiness to embrace pedagogical reforms. The review aims to reveal the current patterns and trends in mathematics teachers’ readiness literature discussed in recent studies. Utilizing the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, this study analyzed 31 empirical articles from the Scopus and Web of Science databases in 2023. The review process for chosen articles is examined, encompassing aspects such as publication criteria, eligibility and exclusion standards, databases, and the progression of review stages. The most striking result from the analysis is that mathematics teachers’ readiness is closely related to teaching strategies and pedagogy. Moreover, inconsistencies in practice and constraints such as inadequate resources, insufficient institutional support, and teacher training program gaps hinder their ability to implement change effectively. The implications of this study extend to various stakeholders in the education ecosystem, including policymakers, educational institutions, teacher training programs, and practitioners. This review suggests strategies to enhance teachers’ professional development and serve as preliminary work toward developing a pedagogy model. In conclusion, this systematic review consolidates the existing knowledge on the readiness of mathematics teachers as agents of change.
Enhancing mathematics learning in phase E: assessing Wordwall effectiveness Rezeki, Sri; Amelia, Sindi
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.v14i2.30051

Abstract

The use of technology, classroom atmosphere, facilities, and learning resources can support quality learning outcomes in students. Wordwall, as a gamification tool, has been proven to be effective for elementary and junior high school students in mathematics. However, the effectiveness of Wordwall in enhancing senior high school students’ cognitive abilities in mathematics learning has not been investigated. Previous studies have only shown its effectiveness in improving affective abilities. Therefore, this study endeavors to evaluate the effects of using Wordwall on the mathematics learning outcomes of senior high school students in phase E. Through quasi-experimental research with pre- and post-test group design, 38 experimental class students and 37 control class students were selected as samples in this study. The study found a statistically significant difference (sig. 0.000<0.05) in the mean learning outcomes of students who used Wordwall compared to those who did not. Descriptively, the experimental group displayed superior average mathematics learning outcomes compared to the control group, demonstrating a moderate level of effectiveness (ES=0.57). The strong effect of Wordwall can be realized if it is used not only as an exercise tool within the classroom but also as an instrument for knowledge transformation, incorporating consideration of students’ learning styles.
Predicting students’ intentions for post-COVID-19 face-to-face classes Quah, Wei Boon; Gopal, Krishnavehni
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.v14i2.29737

Abstract

The COVID-19 pandemic led to community college closures, with reopening being considered as a potential strategy to enhance learning outcomes. However, existing literature lacks insights into the factors that determine students’ intention to attend limited face-to-face classes. To address this gap, a study was conducted to explore the intentions of 122 English students at a Malaysian community college regarding attendance in such classes post-reopening, using the theory of planned behavior as a framework. Results indicated a moderate level of intention to attend. Perceived behavioral control (PBC) and subjective norm positively predicted students’ intentions, while attitude did not significantly contribute. These findings highlight the critical role of PBC and subjective norms in shaping students’ intentions. As many community colleges prepare for phased reopening, understanding students’ diverse perspectives is crucial for informed decision-making regarding in-person instruction. Institutions must consider these factors to gain nuanced insights into students’ inclinations towards face-to-face classes, thereby facilitating effective planning amidst ongoing uncertainties.
Quizizz-online gamification on learning engagement and outcomes in English lecturing process Rokhaniyah, Hesti; Ardiyanti, Dwi; Hidayat, Nurul
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.v14i2.29992

Abstract

Gamification entails incorporating elements of games into non-game settings with the goal of motivating learners to actively participate in learning. Much literature highlighted the potential of gamification in enhancing learning interest; however, very few researches delved gamification of Quizizz online for learning grammar. This research explored the effects of Quizizz on learning engagement and outcome while studying grammar. This study involved English lecturer and 68 learners in the second semester of a private university in Ponorogo, Indonesia. The data in this research was analyzed using a qualitative approach through classroom-based ethnography, including lecturer interviews, observations, and scrutiny of Quizizz test performances. The interpretation involved examining trends in learners' engagement and mean scores of Quizizz tests. The results of the research indicated that the competitive features in Quizizz such as rankings and limited time enhanced their engagement, marked by increased discipline and active involvement. Nevertheless, the fluctuation in learning outcomes was observed due to variations in topic difficulty, particularly evident with topic 1 (conjunction) being less challenging compared to the more difficult topics 2 (subject-verb agreement) and 3 (passive voice). Topic 2, characterized by its complexity, posed the greatest difficulty, emphasizing the importance of customizing quiz difficulty levels to optimize the effectiveness of Quizizz in the learning process.
Influence of social networks on the mental health of university students in Huancayo, Peru Galarza, Nilton David Vilchez; Espejo, Luis Angel Huaynate; Echevarría, Carmen Rocío Ricra
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.v14i2.31094

Abstract

Since the appearance of signed social networks (SSNs), their use has increased steadily among young people, not only in terms of the number of users but also in terms of the time they devote to managing the platforms, a situation that may be influencing their behavior. This study aimed to analyze the influence of the use of social networks (SNs) on the mental health of young university students. For this purpose, a quantitative, basic, and correlational study was carried out. We worked with a sample of 361 undergraduate students in health careers at a university in Huancayo. The PERMA-Profiler scale for mental health and the brief social network addiction questionnaire were used as data collection instruments to evaluate the use of SNs. The results indicate that there is a statistically significant influence of the use of SNs on the mental health of students, which explains a variability of 53.5% to 79.9%, according to the values of the Nagelkerke Pseudo X2 calculation for SNs. This suggests that the use of SNs hurts students’ mental health.
Validating the factor structure of school principals’ transformational leadership scale in Vietnam Tran, Van Dat; Trang Bui, Le Diem; Le, Minh Tuan Lam; Huynh, Thi Cam; Nguyen, Huynh Thuan
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.v14i2.30092

Abstract

Recently, there has been a growing emphasis on investigating the factor structure of the transformational leadership style due to its significant impact on teachers’ outcomes and school-related factors such as organizational citizenship behaviors, organizational commitment, work dedication, creativity, and school innovation. However, the existing literature reveals a lack of studies focusing on the dimensions of transformational leadership style in Vietnam. The present study, therefore, aims to validate the factor structure of the 20-item transformational leadership scale, derived from the 45-item multifactor leadership questionnaire (MLQ), which was translated into Vietnamese and administered to 375 high school teachers. The results of both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) confirmed the suitability of the original MLQ’s five-factor structure of transformational leadership, which includes idealized influence attributed (IIa), idealized influence behavioral (IIb), inspirational motivation (IM), intellectual stimulation (IS), and individualized consideration (IC). The fit indices of the model (χ2/df=1.57, p=0.000, TLI=0.91, CFI=0.90, and RMSEA=0.067), and Cronbach’s alpha values of all subfactors (α≥0.73) were satisfactory. The findings recommend that high schools might utilize the MLQ in evaluating teachers’ views of transformational leadership within the context of Vietnamese high school education to improve the leadership practices of principals.
Assessing self-regulated learning abilities of Indonesian students using cognitive diagnostic model Nusantara, Bayuk; Hadi, Samsul; Retnawati, Heri
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.v14i2.29969

Abstract

This study has two objectives: to find out which cognitive diagnostic model (CDM) is suitable for extracting diagnostic information from non-diagnostic measurement data of Indonesian students’ self-regulated learning abilities; and to find out the attributes of self-regulated learning (SRL) abilities that have not been mastered by Indonesian students. This study used a quantitative research method with a retrofitting approach (post-hoc analysis). There were 3,874 respondents, besides there were 22 items of Q-matrix that measure four attributes of SRL ability. The data were analyzed and empirically validated using the R program with the generalized deterministic input and gate (GDINA) package. The results showed that the GDINA model is the most appropriate model for extracting diagnostic information regarding the SRL abilities of Indonesian students. In addition, most Indonesian students have not been able to master the four SRL ability attributes where the planning attribute (A1) is the most difficult attribute for Indonesian students to master.
Multiple intelligence based tasks for enhancing reading motivation of university students in Ethiopia Gebremeskel, Teshale Alemu; Bachore, Mebratu Mulatu; Bushisso, Elias Woemego
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.v14i2.30195

Abstract

The purpose of the study was to investigate the effectiveness of multiple intelligence-based tasks in enhancing students’ motivation towards reading. It employed a quasi-experimental design. A total of 60 communicative English class university students, who were selected purposefully participated as treatment and comparison groups. The research process was carried out with reading tasks that were designed based on a model for teaching using multiple intelligence-driven tasks for the treatment group while the comparison group followed the conventional approach for 12 weeks. English-reading motivation questionnaires and focused group discussions were used to gather data. Data normality check was carried out using Shapiro-Wilk tests, and a p value of 0.05 was used to determine the level of significance. T-tests were used to compare the scores between the two groups. It was found that multiple intelligence-based reading tasks (MIBRT) brought a significant difference in the students’ motivation, with the effect size value ranging from low (for importance), moderate (for efficacy and for extrinsic), and strong (for intrinsic). It was suggested that university teachers should use multiple intelligence-driven reading tasks as an alternative scaffolding tools to raise the motivational levels of struggling readers in the context of the study.
Emotional education in post-pandemic times: emerging needs and educational response González-Herrera, Ana Isabel; Yanes-Rodríguez, Laura; Reyes-González, Natalia; Alonso-Rodríguez, Isabel; Pérez-Jorge, David
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.v14i2.28204

Abstract

COVID-19 has provoked a rapid adaptation in the post-pandemic period, posing a great challenge for all areas, particularly education. This paper presents an action-research study in a Spanish educational institution, aiming to determine the emotional impact that COVID-19 has left on primary school students, with special attention to students with specific educational needs (SEN). In addition, the aim was to articulate a proposal for improving emotional education addressed at school. As a result of this study, the socio-affective needs of the pupils and the benefits of psychomotricity and artistic education for strengthening emotional development have been discovered. As a result, an innovative project has also been proposed for educational guidance and tutoring at CPEIPS La Salle La Laguna, based on the programming of cross-cutting units in various subjects to optimize the socio-emotional and psychomotor development of the students.
Adaptation and validation of academic resilience scale in Bengali Ahmed, Riya; Panda, Bijoy Krishna; Sinha, Muktipada
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.v14i2.30113

Abstract

The purpose of the current study was to adapt and validate the Academic Resilience Scale (ARS-30) in the context of West Bengal and other Bengali-speaking regions. The research included a total of 628 participants. The data analysis occurred in three stages. Initially, confirmatory factor analysis was employed to assess the factorial validity of the Bengali version of ARS-30 scale, revealing a poor fit for the original three-factor model. Subsequently, further exploratory factor analysis (EFA) suggested a more suitable two-factor structure. In the third stage, this newly derived two-factor structure was validated through confirmatory factor analysis (CFA) with an independent sample. The adapted scale, renamed ARS-19, measures two factors related to academic resilience: negative affect and emotional response (6 items) and positive adaptation (13 items). Results from validity and reliability analyses indicated that the ARS-19 is a valid and reliable tool for assessing academic resilience in the aforementioned context. This study contributes to the literature by proposing a valid and reliable academic resilience measurement for West Bengal as well as other Bengali-speaking regions, facilitating practitioners in assessing academic resilience among higher education students.

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