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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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Factors affecting pre-service teachers to adopt augmented reality in science learning Rizki, Iqbal Ainur; Suprapto, Nadi; Awwalina, Denissa Putri; Wanti, Wilujeng Trismaya; Sabrina, Nadya Mazayu Nur
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.v14i2.30359

Abstract

The advancement of augmented reality (AR) technology and its application in education presents an opportunity for pre-service teachers to incorporate it into the learning process, particularly in science subjects with abstract and microscopic materials. However, the adoption of AR technology among pre-service teachers remains suboptimal. Therefore, this study aims to analyze the factors influencing pre-service teachers’ adoption of AR in science learning. By employing partial least squares structural equation modeling, we gathered 211 responses through a questionnaire. The developed model has met the criteria of validity and reliability. The study’s findings reveal that perceived control and learning content significantly influence behavioral intention, while visual attraction and knowledge-ability do not. Clearly, their focus is on pedagogically implementing AR technology rather than visually developing it. Thus, it is recommended to provide training for pre-service teachers to apply AR science because many of them need an understanding of integrating this technology as a science learning media. This research implies offering insightful analysis and practical suggestions for the successful integration of AR technology into science learning, especially by addressing the variables affecting its uptake.
Exploring university students’ engagement and motivation: critical factors Ghanem, Reham; Abdelhameed, Hoda; Abdulmonem, Mona; Alfrehat, Rawan; Altaisan, Reem; Soliman, Mona; Hameed, Hager Abdel; Abduljawad, Rania; Alrashed, Yousef; Nasr, Nahed
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.v14i2.30300

Abstract

The study aimed to investigate the critical factors for success students' motivation and their engagement in their learning of Jordan's universities. The quantitative method was employed using a survey questionnaire as the research method to measure students' evaluation of factors. Simple sampling was used to obtain a group of university students. The questionnaire was distributed to 265 university students in Jordan. Data analysis was performed using several analyses such as descriptive analysis, Pearson correlation and regression analysis. The results of the study partially supported several factors influencing students' motivation. The results evidenced that assessment, teaching/learning strategy and students attitudes significantly influenced students learning motivation. The results of this have implications to literature, academicians and decision makers to review and discover the proper methods to invest the necessary tools that can enhance the quality of students learning in the higher education institutions.
Training of social educators on prevention of the propensity of adolescents to victim behavior Murzagulova, Meiramkul; Atemova, Kalipa; Kudaibergenova, Aliya; Bayarystanova, Elmira; Sembayeva, Ardak; Massimbayeva, Aiym; Zhanybekova, Ltifat
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.v14i2.30234

Abstract

This study focused on assessing the impact of a specialized training program in dealing with victim behavior among teenagers. A total of 200 social educators from Kazakhstan participated in the study, evenly divided into an experimental group, which underwent training, and a control group, which did not receive training. A 100-point test was used in the study to evaluate pre-and post-training assessments. The average score on the pre-tests in both groups was 43. After the training, a significant increase in scores was observed in the experimental group, averaging 75.74, indicating the effectiveness of the training. The control group showed a slight increase with an average post-test score of 48.73. Statistical analysis underscored the impact of the training. Paired sample t-test for the experimental group revealed a significant mean difference with a significant value (p<0.001). The change in the control group was also significant but small (p<0.001). Independent samples t-test between the group results after testing indicated that the success of the experimental group was significantly higher (p<0.001). These results demonstrate the value of targeted training to enhance the capabilities of social educators in managing the behavior of victimized adolescents, emphasizing the need for such specialized programs in educational institutions.
Online teaching style: insights of faculty and students’ perspectives and student engagement Padmaja Goteti, Venkata; Malay, Jhancy; Sultana, Juveria; Rangraze, Imran Rashid; Harshita, Chilakalapalli Ramya
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.v14i2.30214

Abstract

Medical education had a paradigm shift to online learning during COVID 19 pandemic. The studies conducted identify the benefits and limitations of online learning but not much studies on the faculty and students’ perceptions of faculty online teaching style and the degree of online student engagement. The study was done at Kakatiya Medical College, India. At the end of one year of online teaching to the novice foundation year students during lockdown period, the faculty and students’ perceptions on faculty’s online teaching styles and degree of student engagement were recorded using teaching style inventory (TSI) and online student engagement questionnaire. The study found that 60% of the faculty and 42% of the students perceived that the faculty adopted collaborative teaching style, thus the perception difference was significant (p=0.05). The perception of other teaching styles such as suggestive, assertive, and facilitative among faculty and students were different but statistically not significant. Students positively engaged when faculty practiced facilitative and collaborative teaching styles. To conclude, facilitative, and collaborative, teaching methods help medical students’ motivation for online engagement. Medical students were better engaged with online instruction when instructors gave prompt responses to questions, insightful criticism of work, and individualized coaching. 
How teachers’ AI readiness affects AI integration: insights from modeling analysis Chuyen, Nguyen Thi Hong; Vinh, Nguyen The
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.v14i2.28242

Abstract

This study examined the dynamic relationships among professional development and training, resources and accessibility, attitudes and perceptions, pedagogical knowledge and expertise, teachers’ artificial intelligence (AI) readiness, and the integration of AI in teaching practices. The study employed a non-random purposive approach and utilized the structural equation modeling (SEM) method. Five hypotheses were meticulously formulated and subsequently subjected to empirical scrutiny, involving a cohort of 224 participants. Data were collected via Google Form and subjected to analysis to assess the goodness of fit of the proposed conceptual model. The findings revealed a positive relationship between teachers’ AI readiness and the integration of AI in teaching practices. Additionally, attitudes and perceptions, as well as pedagogical knowledge and expertise, exhibited positive effects on teachers’ AI readiness. However, the associations between teachers’ AI readiness and resources and accessibility, as well as pedagogical knowledge and expertise, were found to be relatively weak and statistically insignificant. The proposed conceptual model accounted for 55.3% of the variance, underscoring the significance of these established relationships for instructors, policymakers, and educators in devising practical intervention strategies to effectively harness the potential of AI.
A qualitative case study of constructivist teaching at a high school in a northern area of Vietnam Oanh, Pham Thi Kieu; Van-Trao, Nguyen; Thi Mai, Nguyen Huong
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.v14i2.32123

Abstract

This study aims to identify the English high school teachers’ beliefs at a high school in the northern region of Vietnam regarding constructivist teaching (CT) and their actual classroom practices (CP). This paper summarizes results from a five-year Ph.D. study conducted with seven high-school English teachers within a qualitative case study research design with the help of three data collection instruments, including semi-structured and Stimulated recall interviews and direct classroom observations. Thematic analysis using MAXQDA was chosen for data analysis. The findings uncovered themes that emerged from the data, which might lay the foundation for classifying teachers into three groups: adaptive originators (AOs), neutral pragmatists (NPs), and traditional conservers (TCs). Most TCs’ teaching philosophies were teacher-centered and supportive of conventional teaching techniques. Still, the NPs acknowledged that instructional strategies needed to be changed. The AOs sought to change how teachers used CT; they actively put strategy into place to bring about meaningful change. These results were valuable references for high school teachers to assist their students with better constructivist instruction, thus enhancing the quality of teaching and learning English in the 4.0 era.
Integrating energy literacy into science education: a comprehensive systematic review Nik Abdul Majid, Nik Aida Mastura; Osman, Kamisah; Siok Yee, Tan
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.v14i2.31873

Abstract

Energy literacy is vital for preparing future generations to tackle global energy issues and advance sustainable development. However, integrating energy literacy into science education faces challenges due to diverse pedagogical approaches and educational contexts. This systematic literature review synthesizes current research to identify effective strategies for embedding energy literacy in science education. By employing advanced search techniques and preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, a thorough search across Scopus, Web of Science, and ERIC databases yielded 30 relevant studies meeting inclusion criteria. Findings indicate that interdisciplinary approaches, hands-on experiments, and innovative teaching tools like virtual and augmented reality (VR-AR) effectively enhance students’ understanding and attitudes toward energy, particularly renewable energy. Notably, project-based learning and science, technology, engineering, and mathematics (STEM) integration significantly improve problem-solving skills and creativity. Despite these positive outcomes, challenges such as high cognitive load in interdisciplinary courses and the need for ongoing teacher training persist. The review concludes that standardized curricula and professional development programs are necessary to further support teachers. Future research should focus on longitudinal studies to assess the long-term impact of these educational interventions and explore scalable models for diverse educational settings. This review provides valuable insights for educators, policymakers, and researchers aiming to enhance energy literacy through science education.
Recommended improvements for online learning based on Omani students’ experiences and perspectives AL-Busaidi, Zakiya Nasser; Rajesh, Preethy
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.v14i2.30026

Abstract

The outbreak of COVID-19 prompted a worldwide transition to online education in academic institutions, which had a profound effect on both instructors and learners. This study aims to investigate the perspectives and experiences of students who have undergone emergency remote learning at the University of Technology and Applied Sciences (UTAS) in the Nizwa branch. The study explored students’ experiences in four areas: i) the impact of online learning on academic performance, learning skills, communication, health, and motivation; ii) students’ preferences; iii) the challenges they faced; and iv) the suggestions they have for enhancing the online learning environment. An online survey was conducted with 447 students, and the data collected were analyzed both quantitatively and qualitatively. This study shows that online learning has impacted students’ academic performance, communication, health, and motivation. The findings revealed that students preferred live online lectures and exams but were dissatisfied with the online learning system overall. Content analysis revealed that the most significant challenges faced by students were technical issues, study-related concerns, and learning difficulties. These findings highlight the necessity of enhancing the infrastructure, fostering communication, and implementing effective teaching methods to create a more engaging and productive online learning environment.
Shaping competence of intercultural communication during the COVID-19 Ayazbayeva, Saya; Mukushev, Bazarbek; Yessekeshova, Maral
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.v14i2.29636

Abstract

Shaping intercultural communication competencies during the educational process in higher education institutions is a crucial criterion for modern global education. This study considers using digital learning technologies in foreign language teaching as an efficient pedagogical strategy for developing intercultural communicative competence during the COVID-19 pandemic. The research methodology was based on a pedagogical experiment. A total of 43 students from the People’s Republic of China, Kyrgyz Republic, Republic of India, and Turkmenistan participated in three study groups. Before the experiment, the indicators of digital competence and willingness to engage in intercultural communication were low, with a high correlation between them. During the one-year academic experiment, the students studied foreign languages using digital technologies. They were involved in cultural immersion programs, master’s classes on intercultural communication, language exchange programs, virtual intercultural events, and online cultural resources. This contributed to improving intercultural communication and, at the same time, students’ digital competence.
The influence of virtual laboratories on students’ interest in STEM fields: a longitudinal study in secondary education Karimova, Batesh; Zhumabekova, Bibigul; Hamzina, Sholpan
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.v14i2.30505

Abstract

The objective of this article is to investigate the impact of virtual laboratories (biology, chemistry, physics, and mathematics) on students’ interest in science, technology, engineering, and mathematics (STEM) fields over six months of study. The study involved 317 participants from Alkey Margulan Pavlodar Pedagogical University (Pavlodar Region, Kazakhstan), who were divided into experimental and control groups. An experimental approach was employed, wherein participants underwent training using virtual laboratories for six months. Statistical methods, specifically t-tests for paired and independent samples, were employed to analyze the results. The experiment revealed a statistically significant positive influence of virtual laboratories on students’ interest in STEM fields. Participants in the experimental group exhibited an increased interest in biology, chemistry, physics, and mathematics compared to the control group. The research findings hold important practical implications for enhancing STEM education. The implementation of virtual laboratories may contribute to an increase in students’ interest in studying STEM disciplines, which is crucial for shaping the future generation of specialists in these fields. Future considerations should involve exploring various types of virtual laboratories, taking into account sociocultural context, and addressing individual differences among students. Additionally, it is essential to investigate the longer-term effects of using digital technologies in STEM education.

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