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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 2,043 Documents
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Crowdsourcing in Kazakhstan’s higher education in the system of dual education as predictor of universal competencies Tolegen, Mukhtar; Baimukhambetova, Botagoz; Rovnyakova, Irina; Radchenko, Natalya; Sakhariyeva, Svetlana; Anafia, Perizate
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.32200

Abstract

The rapid transformation of professional competencies and the emergence of new professions every 3-5 years have accentuated the quest for effective means to facilitate the process of predicting future universal competencies among university graduates. An empirical study was conducted in three stages: organizational, investigative, and analytical. The crowdsourcing process algorithm comprised information gathering, idea generation, filtering, and voting. The findings suggest the feasibility of applying crowdsourced forecasting in the educational sector, where a clear trend towards alignment with real sectors of the economy and constantly changing market business environment conditions is evident. Calculations revealed that consensus decision-making was achieved regarding competencies such as 3D modeling and computer graphics, multilingualism, emotional intelligence, project management competencies, legal literacy, neural networks and big data, intercultural communication, digital competencies, export potential of the agricultural sector, logistics outsourcing, systems thinking, virtual reality competencies, artificial intelligence proficiency, analytics, and critical thinking, as confirmed by the analysis of variance. Forecasts indicated a predominance of subject-specific competencies associated with the growing volatility of the Kazakhstani labor market. The formulated profile of future universal competency development serves as an additional guideline in the development of educational programs (EPs) in professional training directions. Modified crowdsourcing design and methodology for measuring results can be utilized or adapted for addressing other challenges facing the higher education system that require feedback.
Content validity of an innovative behavior rubric for polytechnic engineering students Che Derasid, Nor Aisyah; Musta’amal @ Jamal, Aede Hatib; Suhairom, Nornazira; Suswanto, Hary
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.33370

Abstract

In engineering education, fostering innovative behaviors is crucial for preparing students to tackle complex, real-world challenges. Developing an assessment tool or rubric that accurately measures innovative behavior is essential to provide educators with the means to systematically evaluate students’ innovative potential. This article mainly focuses on assessing the content validity of the innovative behavior assessment rubric, which is designed to measure the innovative behavior of engineering students. The rubric was designed around three core dimensions: problem recognition, idea generation, and idea implementation. Content validity was assessed using the item-level content validity index (I-CVI), scale-level content validity index (S-CVI), and modified kappa statistic. Expert evaluations resulted in a final 35-item rubric, with an overall S-CVI of 0.85, indicating high content validity. Items with I-CVI values below 0.70 were either revised or removed to ensure relevance and clarity. The study highlights the importance of expert judgment in the validation process and underscores the utility of both I-CVI and kappa in refining assessment tools. Future research will focus on construct and criterion validation, as well as practical application across diverse educational contexts.
Influences of educational and personal contexts on self-efficacy and job satisfaction of public elementary school teachers Eusebio, Ellaine Joy G.; Baldera, Philip R.; C. Patiam, Aljay Marc; F. Sombria, Charton; F. Gan, Jacel Ruz; G. Castillo, Connie
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.33510

Abstract

Enhancing teachers’ performance and sense of fulfillment in their roles is essential for advancing educational quality and promoting their overall well-being. This study investigates the determinants of teachers’ self-efficacy within a supportive school culture, as well as the factors influencing their job satisfaction, focusing on both educational and personal contexts among public elementary school teachers within a supportive school culture, focusing on educational and personal contexts. Utilizing a sample of 97 teachers from 13 schools in the Philippines, the research employs a causal-comparative design and surveys to gather data. The Kruskal-Wallis test results indicate no significant differences in self-efficacy and job satisfaction across age groups. The Mann-Whitney U test reveals a significant difference in self-efficacy between male and female teachers, with the latter reporting higher levels, while no significant gender differences were observed in job satisfaction. Likewise, no significant differences were found across career stages in both efficacy and satisfaction. A multivariate analysis of variance reveals that a supportive school culture has a significant impact on teachers’ self-efficacy and also on their job satisfaction. These results emphasize the critical role of nurturing a supportive school environment to enhance teacher well-being and effectiveness. The study provides valuable insights and practical recommendations for improving educational quality and teacher satisfaction through targeted interventions in school culture and opportunities for career advancement.
Environmental and psychological influences on adolescents’ self-concept: teacher-student relationship as a moderator Chen, Ting; Saibon, Jamalsafri
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34518

Abstract

Adolescence is a critical stage for the development of self-concept and psychological resilience. However, the impact of environmental and psychological factors on adolescents’ self-concept through psychological resilience has not been fully explored. Meanwhile, the discussion on whether the teacher-student relationship moderates the relationship between psychological resilience and self-concept is relatively rare. Based on cognitive-behavioral and social learning theories, this study collected data from 404 Chinese adolescents through a questionnaire survey. It employed partial least squares structural equation modeling (SEM) to test the hypotheses. The study found that environmental and psychological factors significantly influence adolescents’ psychological resilience, and psychological resilience mediates the relationship between environmental and psychological factors and self-concept. Moreover, the teacher-student relationship moderates psychological resilience and self-concept, particularly the positive teacher-student relationship, significantly promoting adolescents’ self-concept. This research highlights the critical influence of psychological resilience and teacher-student relationships in shaping adolescents’ self-concept. It provides empirical support for educational practice, highlighting the key role of environment, psychological factors, and good teacher-student relationships in adolescents’ mental health and self-concept development.
Cross-cultural exploration of stylized performance: traditional Chinese training methods in drama education ZHANG, Jingying; Musa, Syahrul Fithri
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34292

Abstract

This study explores the effectiveness of stylized performance training in cross-cultural drama education, focusing on how symbolic body language conveys emotions and character intent. Originating from traditional Chinese theatre, stylized training was adapted to help students from diverse cultural backgrounds achieve emotional resonance and cohesive character portrayal. Employing a participatory action research (PAR) design, the 16-week experiment involved performing arts students from six cultures, using iterative feedback and reflective practices to track changes in emotional expression and adaptation to symbolic movements. The training included three phases: basic training, emotional integration, and applied practice. Data was collected through classroom observations, interviews, feedback forms, and peer evaluations. Findings show that participants improved in non-verbal emotional expression, effectively conveying emotions across cultural barriers. Supported by Pavis’s “intercultural theatre” theory and Mead’s symbolic interactionism, the study highlights stylized performance’s potential to enhance cross-cultural emotional resonance in drama education.
Big Five personality traits and entrepreneurial financing decisions among Malaysian university students Ying Lim, Ying; Siew Cheng, Mary Lee
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.35491

Abstract

Psychological factors are increasingly recognized as crucial in shaping entrepreneurial behavior and outcomes. However, the uncertainty and ambiguity in the entrepreneurial landscape reveal a significant gap in our understanding of these influences. Examining how personality traits affect entrepreneurs’ ability to identify opportunities and secure funding is essential. More research is needed to explore the connections between personality, thought processes, and emotions in entrepreneurial finance. This study investigates the relationships between Big Five personality traits and entrepreneurial financing decisions (EFD), focusing on the mediating role of alertness and the moderating role of passion. Using a cross-sectional design, data from 485 Malaysian university students aspiring to become entrepreneurs were analyzed via structural equation modeling (SEM) in SmartPLS. The findings indicate that traits like agreeableness, extraversion, and openness to experience enhance entrepreneurial alertness, influencing financing decisions. Additionally, higher levels of agreeableness and extraversion promote greater alertness regarding financing. Passion significantly amplifies the positive effects of alertness on financing decisions. However, conscientiousness and neuroticism do not directly or indirectly affect alertness. The study emphasizes the need for policymakers to enhance entrepreneurship education by integrating personality development and opportunity recognition training while balancing financial metrics with qualitative factors like passion and alertness.
Practice of lateral dominance: an early evaluation strategy in children from the rural area of Puno Zela-Payi, Nelly Olga; Ticona-Arapa, Haydee Clady
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.32729

Abstract

The purpose of this study was to investigate the practice of lateral dominance as an early evaluation strategy in children from the rural area of Puno, Peru. Early assessment of lateral dominance is crucial for understanding a child’s cognitive and motor development. This study focused on children attending a school for children with learning disabilities in the rural Initial Educational Institution Camacani within the Local Educational Management Unit of Puno, located in the southern region of the Province of Puno, under the jurisdiction of the Platería District. A total of 100 children (50 boys and 50 girls), aged 5 years, were selected for the study. The research was descriptive-quantitative in nature, aimed at evaluating the dominance of four dimensions—hands, feet, ears, and eyes—using the Harris test. The findings revealed that lateral dominance in both boys and girls was characterized by poorly affirmed laterality in 60% of the cases and crossed laterality in 40%. This suggests that at the age of 5 years, the children were still in the developmental stage of lateralization, with no clear dominance of the left or right hemisphere. Based on the results, it was concluded that lateral dominance in these children was not yet fully established. Furthermore, the study emphasized the importance of incorporating psychomotor activities during early childhood development to promote the continuous improvement of laterality, motor skills, and spatial orientation.
Understanding the link between graduate experiences and workforce integration in physical education and sports science Nozaleda, Bryan M.; Saquing, Jasmin B.; Dayag-Tungpalan, Maricel L.; Arao, Hans Freyzer B.; Ramos, Chita C.; Casauay, Daniel T.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34909

Abstract

Graduate employability remains a critical challenge in higher education in fields with diverse career pathways like physical education and sports science (PESS). Despite efforts to enhance employability through curriculum improvements and institutional support, gaps persist in workforce integration, particularly for non-teaching graduates. This study investigates the relationship between higher education experiences and employment outcomes among PESS graduates. Using data from 274 alumni of a state university in the Philippines, the study employed binary logistic regression to assess the influence of specialization, postgraduate education, and institutional support on employability. Results indicate that graduates in the teaching track were significantly more likely to secure employment as professional educators, while non-teaching graduates faced challenges aligning their careers with their academic background. Enrollment in postgraduate education emerged as a strong predictor of employment, however, curriculum evaluation and overall university experience were not immediate predictors of employability, though long-term employment outcomes were positively associated with graduates’ perceptions of their academic training. These findings reinforce the need for higher education institutions (HEIs) to strengthen career development initiatives for non-teaching graduates and enhance work-integrated learning (WIL) opportunities.
From family to classroom: mediating roles in promoting social and emotional learning among early adolescents Thiamta, Pantipa; Damrongpanit, Suntonrapot
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.35535

Abstract

This research aims to examine the influence of authoritative parenting (PAREN), cooperative learning (COOP), school environment (ENVI), positive classroom climate (CLASS), and extrovert personality (EXTRO) on social and emotional learning (SEL), as well as analyze the complexity of mediating variable roles linking these factors. The sample consisted of 684 lower secondary school students from the upper northern region of Thailand. Questionnaires were used for data collection, and analysis was conducted using partial least square structural equation modeling (PLS-SEM) technique. Research findings revealed complex structures among factors collectively explaining 67.37% of SEL variance. PAREN emerged as the most powerful driving force followed by school factors, namely COOP and CLASS, which demonstrated strong interconnection while ENVI showed only indirect influence through EXTRO. Furthermore, CLASS and EXTRO functioned as significant mediating variables between classroom factors and SEL. However, EXTRO did not play a mediating role in the relationship between parenting and SEL, reflecting that family influence remains the primary factor determining SEL development in Thai youth.
Tailoring collaborative learning with jigsaw and VARK: a case study in teaching physics with environmental protection Le, Ngan Hai My; Nguyen, Anh Thi Kim
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.32823

Abstract

Collaboration is a crucial 21st century skill, requiring learning environments that foster teamwork while leveraging students’ individual strengths. This study aimed to enhance collaboration using the jigsaw strategy, which was adapted to students’ learning styles based on the model: visual, aural, read/write, and kinesthetic (VARK). The study involved 27 tenth-grade students in Ho Chi Minh City and focused on the topic “physics with environmental protection.” Students were initially grouped by learning styles into expert groups and later reorganized into mixed jigsaw groups to collaboratively address tasks related to environmental issues. A quasi-experimental design was employed, utilizing pre- and post-test self-assessment surveys, video observations, and group discussions to assess collaborative performance. Quantitative data were analyzed using the Wilcoxon signed rank test, while qualitative data provided deeper insights. Results demonstrated a significant improvement in team support (p=0.030), suggesting that aligning learning tasks with students’ styles foster group cohesion. However, participation and contribution showed minimal improvement, with students preferring reading/writing styles facing challenges in adapting to group activities. While the integration of jigsaw and VARK proved effective in enhancing collaboration, the study underscores the need to develop strategies to accommodate diverse learning preferences. Future research should involve larger sample sizes and consider teachers’ perspectives to optimize the practical implementation of learning styles in collaborative learning environments.

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