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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
 174   175   176   177   178 
Bridging technology and humanity: humanizing online pedagogy in digital environments Razak, Nor Asiah; Zulkifli, Che Zalina; Abdullah, Yusri; Khairuddin, Ahmad Zulfadhli; Misron, Aervina; Somasundram, Piriya; Shakirdjanovna, Azizova Gulnora
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.31937

Abstract

Comprehensive analyses on incorporating the intersection of online education, humanizing teaching approaches, and digital tools remain scarce. To the best of the authors' knowledge, limited comprehensive studies integrate online pedagogy and digital tools to humanize teaching methods, enabling students to become engaged and personalized learners, while fostering empathy among educators. A systematic literature review (SLR) was conducted, utilizing databases from the Scopus, Web of Science (WoS), and Google Scholar. The study employed content and comparative analysis and advocated a grounded theory approach to inductively analyses and navigate the articles’ data for addressing three research questions. Based on a set of criteria for inclusion and exclusion, 34 research articles written in English between 2010 and 2024 were reviewed. Results indicated the community of inquiry (CoI) framework has been prominent over the past two decades and is considered suitable for integration with any digital tools when investigating pedagogical strategies at all education levels, aiming to make online learning student-centered or human-centered with the principle of ‘no child left behind'. The review offers significant implications for humanizing online learning to the educational technology community, particularly for policymakers and practitioners, to strategies, reflect on, and, if necessary, improve their practices for future sustainable education and efficient pedagogical performance. 
Pioneering educational frontiers: South Korea-ASEAN synergy in big data integration and future innovations Escuadra, Catherine Joy T.; Ponce, Ella Joy Avellanoza
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.31828

Abstract

This study examines the evolving trends in publication collaboration and research topics related to big data and education in South Korea and the Association of Southeast Asian Nations (ASEAN) region, analyzed through the lens of international relations (IR). Using scientometric methods, the study analyzed 2,427 publications from Web of Science (WoS) through R Studio and VOSViewer, highlighting a marked increase in publication volume, citation, and collaboration in recent years. The research focuses on key areas such as the integration of big data in teaching and performance assessment, the intersection of big data with artificial intelligence (AI), and the varying implementation frameworks across different countries. The findings reveal that while significant progress has been made, there is a need for more structured collaborative efforts. To enhance future research output and collaboration, the study recommends establishing international research networks, organizing joint projects, facilitating exchange programs, and investing in necessary infrastructure. Additionally, it suggests developing policy frameworks and securing funding to support these initiatives. Engaging industry partners and expanding collaborative networks are crucial for advancing the field and optimizing the application of big data in education.
Innovative technologies and educational quality: insights from Mongolia and Kazakhstan Kabassova, Kanziya; Nyamsuren, Khosbayar; Miller, Antony D.; Piven, Iurii; Kravtsov, Yuriy
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32777

Abstract

The study explores the digital potential and prospects of advanced innovative technologies in higher education institutions, compared to global practices. The research is situated within the theoretical framework of socio-constructivist learning theory, emphasizing the role of digital technologies in facilitating collaborative learning environments. Findings indicate that digitalization and inclusive educational practices are evolving into central elements of educational strategies. This study highlighted specific case studies, such as the implementation of virtual reality and e-learning platforms at Otgontenger University, demonstrating their significant impact on enhancing student engagement and learning outcomes.
Primary school teachers’ competences in constructing quality multiple-choice questions in Tanzania Kyaruzi, Florence; Kisamo, Kingtin
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30825

Abstract

Multiple-choice questions (MCQs) are highly used in assessing students’ learning outcomes due to their versatility in promoting test content validity. Nevertheless, teachers experience psychometric challenges in constructing quality MCQs. This study investigated primary school teachers’ competence in constructing quality MCQs in Dar es Salaam Region, Tanzania. Specifically, we examined teachers’ competence in constructing quality MCQs, analyzed the types of item-writing flaws (IWFs) found in teacher-made MCQs, and examined the challenges that teachers encounter in constructing quality MCQs. The study was guided the by classical test theory (CTT) and it employed a mixed-method research approach. In particular, data collection and analysis were conducted using a concurrent triangulation design. A total of 213 MCQs constructed by 20 teachers from ten primary schools were collected and analyzed. The results indicated that primary school teachers were less competent in constructing quality MCQs as 156 (73.2%) of the teacher-made MCQs assessed lower levels of Bloom’s cognitive domain. Similarly, most of the MCQs had IWFs, with 274 (69.2%) having test wiseness flaws and 122 (30.8%) having irrelevant difficulty flaws. The findings call for capacity building to promote teachers’ competence in constructing quality test items.
Factors affecting engineering students’ self-perceived employability in Morocco Sabri, Zineb; Remaida, Ahmed; Abdellaoui, Benyoussef; Ait Madi, Abdessalam; Qostal, Aniss; Chadli, Fatima Ezzahra; Fakhri, Youssef; Moumen, Aniss
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.31797

Abstract

In a dynamic socio-economic world, perceiving a career opportunity and job prospects has become complex. The number of unemployed individuals is rising despite the increasing number of students pursuing higher education. This study is suggested to enhance students’ professional insertion, guide their career development initiatives, and help them acquire the skills demanded by prospective employers, thereby increasing their likelihood of employment. For this goal, this study investigates the determinants impacting self-perceived employability (SPE) among engineering students. Following a quantitative approach to explain how personal and contextual factors impact perceived employability, more than 350 Moroccan engineering students responded to a questionnaire for data collection, which had an internal consistency of 0.90. Data analysis employing advanced statistical techniques using structural equations modeling (SEM) to conduct descriptive, regression, and mediation analysis. The findings highlight that academic performance, university contribution, and personal circumstances significantly influence perceived employability, while generic skills have a minor effect. Furthermore, personal determinants are identified as stronger than contextual ones. The results provide several recommendations to stakeholders such as university administrations, teaching staff, employers, the Ministry of Education, and graduates. Additionally, they offer an insightful exploration of the intricate interactions among factors that enhance employability.
Leveraging active learning practices for effectiveness of higher education: performance based investigation Kirubakara, Vignesh Saravanan; Muppudathi, Swarna Sudha; Paul Ayyadurai, Jothi Thilaga; Gomathi Nayagam, Sakthi Priya
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30325

Abstract

Engineering graduates in India struggle with employability due to outdated curricula and ineffective teaching methods, which limit their ability to apply knowledge and think critically. A performance-based study investigated the impact of active learning (AL) techniques in technical education using methods like concept mapping, role-playing, virtual labs, and collaborative coding in computer science and engineering courses. The findings showed a 35% to 40% improvement in academic results compared to traditional methods, along with significant boosts in student engagement, comprehension, and critical thinking. Student feedback and performance evaluations strongly favored AL. Cluster analysis revealed fewer slow learners, highlighting its effectiveness in meeting diverse needs. The study concludes that integrating AL can better prepare students for the job market and enrich their educational experience.
Evaluating the influence of climate change knowledge on intention towards pro-environmental behavior Yeang Chan, Mee; Halim, Lilia; Mohamad Nasri, Nurfaradilla
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.32173

Abstract

Pro-environmental behavior is essential for mitigating climate change, with climate change knowledge often considered a prerequisite for fostering intentions toward such behaviors. However, the specific types of climate change knowledge that most effectively promote pro-environmental behavior remain unclear, indicating a need for further investigation. This survey was conducted among 308 randomly selected Form Two students (average age 14) to respond to a questionnaire consisting of 24 items. The study aimed to explore the relationship between various types of climate change knowledge and students’ intention to engage in pro-environmental behavior. Using SPSS version 25.0 software, both descriptive and inferential analyses (correlation and multiple regression) were conducted. Findings revealed that students had the highest level of knowledge regarding mitigation actions, followed by knowledge of the causes and impacts of climate change respectively. All three types of knowledge were significantly and positively correlated with the intention to engage in pro-environmental behavior. Regression analysis showed that students’ knowledge on mitigation actions influence the most to the intention compared to the other types of climate change knowledge. The study recommends enhancing students’ understanding of the causes of climate change, which could, in turn, improve their knowledge of impacts and better guide their mitigation actions, ultimately fostering higher levels of pro-environmental behavior.
A systematic review on innovations in computer aided design in engineering education Murillo Manrique, Margarita F.; Sanchez Ayte, Jorge Augusto
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30250

Abstract

curricula up-to-date with advanced computer-aided design (CAD) technologies to understand their practical application in various industrial and research contexts. Given this need, a systematic review was proposed following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) method to evaluate the most recent innovations in CAD systems and their effective application in engineering education. The results reveal that emerging technologies such as real-time virtual collaboration, 3D design, and virtual reality are being incorporated into educational environments, significantly enhancing students’ technical and collaborative skills. The research concludes that these technologies not only reconfigure engineering education, emphasizing a practical and updated approach, but also facilitate a more interactive and effective learning experience. This study highlights the urgent need to adapt educational programs to incorporate these innovations, thus ensuring that future engineers are better prepared to face the challenges of modern industry.
Suggestions for a better tertiary physical education experience: insights from students at a rural state university Tagare, Jr., Ruben L.; Orfrecio, Marlene E.; Sumera, Eduard S.; Mancera, Marlon A.; Calixtro, Marichu A.; Janito, Cheeze R.; Lopez, Helen Grace D.; Dagoc, Priscilla P.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.32804

Abstract

This study explored the concerns and suggestions of generation Z students in rural communities to improve the newly implemented tertiary physical education (PE) program in the Philippines - physical activity towards health and fitness (PATHFit). Employing a qualitative-ethnographic approach, data were gathered from 20 generation Z students who were selected and participated in purposive interviews using open-ended questions validated by experts. The findings highlighted several themes following the data analysis using the Colaizzi method: PE should be engaging and fun, moving beyond traditional books and materials; a more flexible curriculum is needed, one that does not feel like a rigid prescription; student-centered activities should be prioritized to promote active involvement; lectures should be limited, with a greater focus on interactive, hands-on experiences; access to sports equipment through a borrowing system is crucial for student participation; and high-quality teaching, characterized by clear communication and practical demonstrations, is essential for a more meaningful learning experience. The study concludes and implies that generation Z students in rural communities desire a more engaging, flexible, and interactive PATHFit program that aligns with their interests and needs. Their insights provide valuable direction for enhancing the curriculum, promoting active student involvement, and ensuring that teaching is clear, practical, and engaging.
Students’ character based on gender, grade, and school: religious, nationalism, integrity, independent and cooperative Apriani, An-Nisa; Perdana, Riki; Harun, Harun; Sari, Indah Perdana; Wuryandani, Wury; Salim, Ahmad; Wahyudi, Andi; Riwayani, Riwayani
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.29347

Abstract

This study aims to describe students’ character value and reveal the relationship of character values in elementary school children based on gender, grade and type of the school. The character values analyzed include religion, nationalism, integrity, independence, and cooperative values. This research was a quantitative method with a cross-sectional design by explaining and analyzing the results using Jeffrey’s amazing statistics program (JASP) software and students’ character values was categorized and described according to the aspect, gender, grade, and type of the school. Character of elementary school children (CESC) questionnaire was used as an instrument in this study. CESC have very good internal consistency (0.80 to 0.87) and have suitability construct model. The respondent of this study was 862 students obtained through the stratified random sampling randomly technique in elementary school at Yogyakarta Province. The result of this study confirmed that the students’ character value is a high level. The lowest aspect is integrity (2.40), while the highest aspect is religious (3.16). There is a relationship between the character values: religion, nationalism, integrity, independent, and cooperative values. It indicates that policymakers or teachers should improve students’ character value by training or applying a learning model that focuses explicitly on students’ character.

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