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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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Cultivating words: integrating immersive technologies and translation in agricultural settings Karasaliu, Alma; Palla, Ilir
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.v14i6.35451

Abstract

This study explores an innovative pedagogical approach that integrates translation, educational technology, and virtual reality (VR) to enhance domain-specific language acquisition and digital engagement among undergraduate students in agricultural education. The 18 first-year students enrolled in “Agricultural Business Management” at Fan S. Noli University participated in a study combining immersive virtual experiences, translation tasks, and artificial intelligence (AI) tools. Students used platforms like Google Earth VR and 360Cities to describe agricultural environments in Albanian, and translated these texts into English using human and machine translation (Google Translate). The translated texts were then visualized through DALL·E to stimulate reflection on the semantic representation of the original scenes. Mozilla Hubs supported collaborative analysis of translation quality and peer feedback. Statistical analysis using R software (version 4.3.1) included the Welch two-sample t-test and Wilcoxon signed-rank test to compare translation outcomes. The results indicated significant improvement in technical vocabulary retention and increased students’ awareness of translation complexities. Moreover, students reported heightened motivation and positive attitudes toward technology-enhanced language learning. The study highlights the pedagogical value of immersive, interdisciplinary strategies in English for specific purposes (ESP), particularly in technical disciplines like agriculture.
The integration of scaffolding and augmented reality in physics learning Karim, Siti Nurqualbiah Mat; Karim, Aidah Abdul; Khalid, Fariza
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.v14i6.30575

Abstract

Physics learning often involves problem-solving in mathematical calculation that has become one of the many challenges among high school students. The integration of scaffolding and augmented reality (AR) has the potential to improve students’ understanding in problem-solving involving mathematical calculation in physics learning. Therefore, this study aims to increase gravitational knowledge among high school students using AR learning kit with the integration of scaffolding. This study employed mixed method case study research design and involved 15 high school students in urban areas. Data was collected using semi structured interview and pre and post gravitation test then analyzed using qualitative thematic analytic and descriptive statistics. The findings showed that an AR learning kit integrating scaffolding named FizaAR has increased gravitational knowledge among high school students in physics learning. The findings further indicated that scaffolding element employed in FizaAR have the feature of simplified small subtopics help to increase confidence among students in physics learning. Consequently, the AR learning kit might enhance high school students’ understanding of physics. This study found that integrating scaffolding and AR would help physics education.
Classroom climate and absenteeism: modeling English achievement mediated by engagement Majumder, Palash; Beri, Nimisha; Biswas, Salil
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.v14i6.35795

Abstract

This study investigates the intricate relationships between positive classroom climate, student engagement, English as a second language (ESL) achievement, and absenteeism among 240 secondary school students in West Bengal, India. Addressing a significant research gap within the multilingual Indian ESL context, the study proposes and tests a novel multiple mediation structural model using structural equation modeling (SEM). Findings reveal that a positive classroom climate significantly predicts higher student engagement (β=.598, p<0.001) and ESL achievement (β=0.476, p<0.001). Crucially, both engagement (β=-0.250, p=0.002) and ESL achievement (β=-0.186, p=0.015) are negatively associated with absenteeism, with classroom climate exerting substantial indirect effects on attendance (total indirect effect β=-0.238, p<0.001). This research, aligned with sustainable development goal 4 (SDG 4): quality and inclusive education, provides empirical evidence for fostering supportive learning environments and engagement practices to simultaneously improve academic outcomes and reduce absenteeism, particularly for ESL learners in underserved contexts.
Development of research competences in undergraduate students Aylas, Carmen Lily Winchez; Alvarez, Patricia Bejarano
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.v14i6.33724

Abstract

This study addresses the limited involvement of university students in research activities, which reflects a significant gap in the development of key research competencies for their academic and professional advancement. Lack of involvement restricts essential skills such as problem formulation, rigorous data analysis and communication of findings, preventing students from generating relevant knowledge and meeting the challenges of their future careers. Through a systematic review of the literature on the development of research competencies in undergraduate students, using reliable sources such as Scielo, Dialnet and other academic journals, this study identified effective methodologies to foster such competencies. Rigorous exclusion criteria were applied to ensure the relevance and timeliness of the selected studies. In conclusion, educational strategies such as flipped learning and research workshops were found to have a positive impact on the development of research competences, enhancing both technical and transversal skills, such as innovation and critical thinking. These methodologies prepare students for academic and professional challenges and foster a research culture in educational institutions. This article explicitly identifies and synthesizes innovative educational strategies (flipped learning, Lean startup, and research workshops) that have a proven impact on strengthening both technical and transversal research competences in undergraduates in Latin America. This systematic approach and regional focus are not found in prior reviews.
The adaptation of Venezuelan migrants from an educational perspective in Peru and Ecuador Flores–Pérez, Yoya; Mendoza-León, Olga; Saucedo, Luz Cruzado; Rodríguez-Soto, Juan Carlos
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.v14i6.33543

Abstract

Migration processes in the world promote socio-cultural, environmental and economic changes. The migrant population commonly suffers from discrimination, xenophobia, and labor abuse, with the educational level being a very important incentive for the adequate adaptation of the migrant. Peru and Ecuador host close to two million migrants; therefore, we sought to identify the educational level, living conditions, environmental care, and labor conditions of the migrant population and the level of association between them. For this purpose, a descriptive, non-experimental, cross-sectional study was carried out using a 24-question questionnaire to 120 migrants over 18 years of age who voluntarily participated in the study. The results showed that 50% had a fair level of education, 35% had a poor level, and only 15% had a good level. A total of 56.67% had a poor standard of living, 33.33% a fair standard of living, and 10% a good standard of living. There were 96.67% reported a good level of care for the environment. The 57.5% have poor working conditions; 40.83% regular, and 1.67% good. The study concludes that a good educational level allows a better adaptation process; likewise, educational level was significantly associated with living and working conditions.
Effect of a digital literacy through workshop training programs on older adults: a quasi-experimental study Siriwattanarat, Ruthairat; Meethongjan, Kittikhun; Charoensuk, Ornuma; Tsailexthim, Donsak; Wongroj, Weerawich
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.v14i6.32631

Abstract

In Bangkok, Thailand, workshop training programs aimed at enhancing digital literacy among older adults have been developed. The objective of this study was to assess whether a structured digital literacy workshop could improve mobile device proficiency among older adults in Bangkok. This program consisted of six workshops focusing on mobile devices such as smartphones or tablets. This quasi-experimental study investigates the impact of these workshops on digital device usage among urban community adults aged 60 and above. Digital literacy was assessed using the mobile device proficiency questionnaire (MDPQ-16) at three stages, they are baseline (pretest), immediately after program completion (post-intervention), and one month later (follow-up). A total of 84 older adults participated in these workshop training programs. Our findings indicate a significant increase in mobile device proficiency (P<.000). Participants showed substantial improvement in digital literacy at both the posttest and intervention assessments compared to pretest, with no significant difference observed between posttest and intervention scores. However, participants aged 70 and older with lower education levels demonstrated comparatively lower levels of digital literacy. These findings underscore the importance of implementing structured and accessible digital literacy training for older adults, particularly for those with lower educational attainment, to reduce digital disparities and promote inclusive access to essential digital services.
Smartphone use and its association with academic performance among university students in Bangladesh Hossain, Md. Biplob; Ali, Noyon; Sabbir, Ahmed Al; Imran, Faysal Ahmed; Shahjahan, Md
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.v14i6.34651

Abstract

Smartphone use has become integral to daily life, particularly among university students. While smartphones provide educational benefits, their overuse and addiction may negatively impact academic performance. This study investigates the prevalence of smartphone use, addiction levels, and their associations with academic performance among undergraduate students in Bangladesh. A cross-sectional survey was conducted on 615 undergraduate students from seven universities. The smartphone addiction scale-short version (SAS-SV) measured addiction levels, while academic performance was assessed via self-reported cumulative grade point average (CGPA). Descriptive statistics and logistic regression analyses were performed to explore associations. Among respondents, 29.1% were categorized as smartphone-addicted based on SAS-SV thresholds. Key predictors of higher academic performance (CGPA>3.0) included male gender (adjusted odds ratio (AOR): 3.71, 95% confidence interval (CI): 2.47–5.59, p<0.01), rural background (AOR: 1.64, 95% CI: 1.11–2.43, p=0.01), and attending private universities (AOR: 1.85, 95% CI: 1.28–2.74, p<0.01). Smartphone use for educational purposes was positively associated with better academic outcomes (AOR: 1.48, 95% CI: 0.95–2.30, p<0.01). Although smartphones are widely used for academic purposes, excessive use for stress relief or non-educational activities may harm academic outcomes. Interventions promoting responsible use and raising awareness about smartphone addiction are crucial for enhancing academic performance among university students.
Beat the cheat: tendencies of academic misconduct and teachers’ interventions Aspiras, Lauro Santiago; Aspiras, Emma Daynos
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.v14i6.34757

Abstract

This research employed an explanatory sequential mixed-methods approach, integrating quantitative and qualitative techniques across two phases to explore the prevalence of academic misconduct (AM) and the interventions implemented by educators. Data were gathered from randomly selected students and purposively chosen teachers using structured and semi-structured questionnaires, based on specific criteria. The findings revealed significant occurrences of AM among students, including practices such as plagiarism, copying from websites, and sharing quiz answers via social media. Teachers also reported these behaviors, highlighting the multifaceted motivations behind students’ engagement in AM. In response to these challenges, educators implemented a range of interventions. These included confirmatory communication through phone calls and text messages, the introduction of gamified learning activities, constructive feedback on plagiarized work, and supportive outreach via private messages. In some cases, home visits were conducted to reinforce accountability. The study identified four key outcomes of these interventions: student compliance with academic integrity measures, acceptance of the consequences of misconduct, receptivity to feedback, and the phenomenon known as “Ningas Kugon” mentality, which describes inconsistent or transient changes in student behavior. Hence, this inquiry provides valuable insights into the dynamics of AM and the effectiveness of various educator interventions.
Beyond awareness: an assessment of reading program implementation in Butuan City, Philippines Cultura, Jereco F.; Cubillas, Ariel U.; Cubillas, Trixie E.
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.v14i6.33206

Abstract

This study assessed the levels of awareness and implementation of every child a reader program (ECARP) in public elementary schools within South Butuan District-I, Butuan City Division, Philippines. Additionally, it sought to determine the relationship between the awareness levels of teachers and school heads and the program’s implementation. A mixed-method design was used, with survey questionnaires administered to 105 respondents, representing 95% of the district’s teachers and school administrators. Analysis of the collected data revealed that participants exhibited high awareness regarding the components of implementation, monitoring, evaluation, and reading assessment. The implementation of ECARP was rated as very satisfactory. Furthermore, a significant relationship was identified between the levels of awareness and implementation, underscoring the importance of guideline awareness for effective program execution. The study concludes that heightened awareness of ECARP guidelines is crucial for achieving a well-implemented reading program. These findings offer a valuable contribution to the field of education by providing a localized analysis of the reading program, highlighting both its challenges and successes. The study introduces data that can inform future policy adjustments, while offering new insights for enhancing existing reading programs and guiding the development of localized intervention plans.
Prospective classroom teachers’ views on instructional technologies and web-based digital educational tools Avcı, Görkem; Subaşıoğlu, Elvan
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.v14i6.34918

Abstract

This study examined prospective classroom teachers’ perceptions of instructional technologies and the web-based digital tools they actively use. Using a case study design with semi-structured interviews, data were collected from 15 prospective teachers who had completed an instructional technology course. The findings show that participants strongly emphasized the necessity of technology integration in education. The most commonly used tools included assessment, visual–infographic design, coding, drawing–shaping, augmented and virtual reality, animation, interactive presentations, and artificial intelligence. These tools were found to significantly support effective and efficient learning, enhance motivation, and promote sustainable learning. Accordingly, the study recommends the systematic use of web-based digital tools to support digital transformation in education.

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