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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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Psychometric validation of Arabic attention control scale: reliability, correlation, PCA, and CFA analyses Khadraoui, Amine; Barebzi, Abdellah
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.v14i6.34383

Abstract

The scarcity of reliable tools to measure attention control among Arabic speaking learners represents a key research problem. To address this gap, this study aimed to develop and evaluate the Arabic version of the attention control scale (ACS). The research was conducted on a sample of (N=210) Moroccan students in their second year of middle school (2023/2024), using precise translation methods, including “forward and backward translation”. The reliability of the scale was confirmed through Cronbach’s alpha (α=0.832), McDonald’s omega (Ʊ=0.820), and split-half reliability (ρ=0.870). The factor structure of the scale was verified using principal component analysis (PCA), while confirmatory factor analysis (CFA) confirmed the model’s goodness of fit (χ²=1689.398, df=66, *p<.001; Kaiser-Meyer-Olkin (KMO)=0.672). The results showed statistically significant correlations between the scale’s dimensions: general attention control (GA), attention focusing (AF), and attention shifting (AS) (*p<.001). The findings confirmed that the 12 item Arabic version of the ACS (short version) has strong psychometric properties with factor loadings ranging from 0.311 to 0.825. This study is considered an important step in developing attention assessment tools for learners in the Arab educational context. It provides a standardized scale to measure the attention process, which helps enable teachers to accurately diagnose attention difficulties and provide targeted educational interventions. These interventions contribute to improving learners’ focus and engagement, thereby enhancing the overall effectiveness of the educational process.
The relationship between physical activity engagement and internet addiction among students in rural academia Esto, Jomar; Nadela, Lara Ivanah C.; Calixtro, Marichu; Janito, Cheeze R.; Gaspar, Evangeline; Tagare, Jr., Ruben L.; Gulanes, Argin A.; Dee, Michelle R.; Sumambot, Japy O.; Boyles, Pink Floyd M.; Acera, Erika; Pregunta, William R.; Rivas, Jan Lincon
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.v14i6.34969

Abstract

This study explores the relationship between physical activity engagement and internet addiction among university students in a rural Philippine academic setting—an understudied context where digital reliance and limited physical access converge. Employing a rigorous quantitative approach through a descriptive-correlational design, the study involved 892 respondents selected via simple random sampling from a premier state university. Data were gathered using the culturally adaptable international physical activity questionnaire (IPAQ) and the internet addiction test (InAT), both established and reliable tools for assessing physical activity levels and problematic internet use. Descriptive and inferential statistics, including Pearson correlation coefficient, were utilized to analyze patterns and relationships within the data. The results indicate a significant negative correlation between physical activity engagement and internet addiction, suggesting that higher physical activity is associated with lower levels of problematic internet use. This finding underscores the protective role of physical activity against digital overdependence and highlights the need to contextualize behavioral health strategies within rural academic environments. The study offers valuable insights for policymakers, educators, and researchers aiming to support student well-being through integrative health and technology-use frameworks.
STEM teaching competency framework for pre-service teacher: a study in Vietnam Phuong, Phan Nguyen Truc; Hong, Bui Van; Van De, Dinh
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.v14i6.35387

Abstract

Science, technology, engineering, and mathematics (STEM) education has been emphasized in Vietnam’s new general education curriculum; however, the teaching competencies of pre-service teachers in this area remain underexplored. This study addresses that gap by proposing and validating a STEM teaching competency framework tailored for pre-service teachers. A mixed-methods approach was employed, including literature review, expert interviews, and surveys. The sample consisted of 400 participants— pre-service teachers, in-service teachers, and lecturers—selected through stratified random sampling. Data were collected using questionnaires and analyzed with SPSS 24. Reliability was confirmed using Cronbach’s alpha (0.724) and construct validity was assessed through exploratory factor analysis (EFA). Results indicate that pre-service teachers face challenges in interdisciplinary integration, classroom organization, and technology application. The proposed framework includes five key domains: understanding STEM education, designing integrated lessons, organizing learning environments, implementing instruction, and evaluating and improving teaching practices. This study offers a reliable and practical tool to assess and enhance STEM teaching competencies. Its novelty lies in contextualizing competencies for pre-service teachers in Vietnam. The framework has practical implications for teacher training programs and policy development, and further application across teacher education institutions is recommended.
Mapping research trends in innovative pedagogies: a bibliometric analysis Awang, Nurul Eeffah; Zulkifli, Hafizhah; Isa Hamzah, Mohd
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.v14i6.34519

Abstract

This study examines global research trends in innovative pedagogy through a bibliometric analysis of 901 Scopus-indexed publications from 2022 to 2024. Despite the growing importance of innovative pedagogy in modern education, a systematic evaluation of its research landscape is still limited. This study bridges this gap by analyzing key trends, including influential works, authors, citation networks, and emerging themes. Using VOSviewer for data visualization, the findings reveal a growing research focus on AI-driven learning, immersive technologies, and problem-based methodologies. The analysis highlights the social sciences as the dominant field (45.3%), with increasing contributions from computer science and engineering. The United States, Australia, China, and India emerge as leading contributors, while developing regions show an increasing presence in pedagogical innovation. Research indicates a shift towards digital and experiential learning environments, yet challenges such as digital accessibility, equity, and ethical concerns persist. The study underscores the importance of interdisciplinary collaboration and policy interventions to tackle these challenges. By providing a comprehensive overview of the research landscape, this study serves as a roadmap for educators, policymakers, and researchers to promote sustainable and inclusive advancements in innovative pedagogy.
New qualitative perspective in students’ English presentation skills in China-developing a student-based module Sun, Lifang; Ismail, Hanita Hanim; Aziz, Azlina Abdul
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.v14i6.33708

Abstract

Since English is the world’s lingua franca, English learners need to master communication skills to succeed in their respective fields. However, Chinese college students face the problem of separation between learning and using what they learned in the traditional English classrooms. This study aims to explore the university students’ needs of English presentation learning. The research questions are: i) What are the students’ language needs to improve an English presentation? ii) What are the skills needed when doing an English presentation? and iii) What are the students’ preferences in English presentation class? The researchers conducted focus-group interviews (FGI) which were participated by 30 students and semi-structured interview for five teachers to understand the students’ real needs and preferences in the process of learning English speaking. Three themes were generated by axial coding from the interview data: i) English language needs; ii) presentation skills’ needs; and iii) students’ preferences.The findings can help the teacher design the English-speaking class more effective and have adjustments according to students’ real productions using production-oriented approach in English presentation teaching.
A systematic review of gamified learning motivation for English language among undergraduates Chen, Minjuan; Tan, Wee Hoe; Lee, Sze Seau; Sun, Jiaming
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.v14i6.34101

Abstract

Undergraduate students’ motivation for learning English as a foreign language (EFL) is influenced by multiple factors, yet traditional teaching methods often fail to sustain engagement, leading to learning disengagement and sub-optional outcomes. The increasing integration of gamified learning has shown potential in addressing this challenge, but its effectiveness remains unclear, necessitating a systematic synthetic of existing research. This systematic review employs the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework to examine 313 studies retrieved from Education Resources Information Center (ERIC),Web of Science (WoS), and Scopus, narrowing them down to 36 relevant articles. The review categorizes findings into five key themes: i) teaching techniques and strategies; ii) learning environments and styles; iii) psychological and cultural factors; iv) technological support; and v) individual learner variables. The results highlight the positive impact of game-based learning, personalized instruction, and technology-enhanced approaches to motivation. However, psychological challenges, such as burnout and anxiety, remain significant barriers. The studyreveals research gaps, particularly regarding the long-term impact of gamified learning on EFL motivation, underscoring the need for further empirical investigation to optimize gamification strategies in EFL education.
Parental awareness in early education fostering child development Joy, Kanak Shrma; Ferdous, Tamanna; Popy, Fatema Begum; Shafiq, Md. Shahriar
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.v14i6.33294

Abstract

This study analyzes early childhood education (ECE) parental knowledge and active participation across Bangladesh particularly looking at their effects on child intellectual and social and emotional progress. It conducted detailed interviews using a qualitative methodology to understand the opinions of 30 parents who had children between 4 and 6 years old within various socio-economic environments and geographic locations. The analysis showed that higher ECE awareness among parents led to better childhood development support but parent choices were mainly determined by their social background and educational level as well as their evaluation of institutional quality. Education awareness levels among urban families surpass rural families and most disadvantaged parents show little knowledge about pre-primary education. Parents chose ECE institutions based on child-focused settings and qualified educators as well as play-based learning methods. Research evidence shows the critical role which parents play in children’s early education success which requires specific interventions for broadening knowledge and accessibility. The recommendations endorse community-based pre-primary programs while improving educational training for teachers and expanding quality pre-primary education services for families without sufficient resources. The findings serve as a basis to create inclusive policies that will strengthen parental involvement in ECE so Bangladesh can achieve development equality for children.
The role of social support and academic self-efficacy in enhancing academic engagement among undergraduates Anierobi, Elizabeth Ifeoma; Amjad, Amjad Islam; Ubani, Favour Amarachi; Aslam, Sarfraz; Khasawneh, Mohamad Ahmad Saleem; Alshamsi, Huda
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.v14i6.33999

Abstract

Academic engagement is vital to students’ academic success, especially in higher education settings where motivation and support systems vary widely. This study investigated the influence of social support and academic self-efficacy on academic engagement among undergraduates of Nnamdi Azikiwe University. The main objectives were to determine the extent to which parental and peer support and students’ belief in their academic abilities correlate with their level of academic engagement. A correlational research design was used to guide the study. From a total population of about 20,000 undergraduate students enrolled in the 2023/2024 academic session, a sample of 403 students was randomly selected using a simple random sampling technique to ensure equal representation. Data were collected using three standardized instruments: the social support questionnaire (SSQ), the academic self-efficacy questionnaire (ASEQ), and the academic engagement questionnaire (AEQ). The data were analyzed using SPSS software. Pearson’s product-moment correlation and multiple regression analysis were used to test the research questions and hypotheses. Findings showed significant positive relationships between social support (both parental and peer), academic self-efficacy, and students’ academic engagement. These results highlight the importance of fostering supportive learning environments and building students’ confidence in their academic abilities. Practical implications suggest that universities should implement structured peer mentoring, parental involvement strategies, and workshops that enhance academic self-efficacy to improve student engagement and academic outcomes.
Prospective teachers’ views on faculty members as content creators Demirdağ, Seyithan; Nirwansyah, Anang Widhi; Muslim, Aji Heru; Bramantio, Bimo
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.v14i6.33250

Abstract

This study examines prospective teachers’ perceptions of faculty members as content creators in higher education, with a focus on how content development impacts effective teaching and learning. Using a qualitative descriptive phenomenological approach, the research explores the experiences of 26 senior students from diverse academic backgrounds at a university in Northwestern Turkey. The participants were selected through maximum variation sampling, representing fields such as special education, elementary education, science, social studies, preschool, and mathematics teaching. The findings reveal that prospective teachers value faculty members’ use of technology to create engaging, personalized learning experiences. Faculty expertise in digital content creation and contemporary teaching tools plays a key role in shaping students’ pedagogical development and boosting their confidence. However, challenges such as varying technological proficiency levels hinder some prospective teachers from fully integrating content creation into their future teaching practices. The study underscores the importance of faculty expertise and technological competence in teacher preparation. It advocates for comprehensive professional development programs to enhance educators’ content creation skills and encourages collaborations between faculty and technology experts to develop effective educational content. The study calls for addressing technological adoption barriers and equipping prospective teachers with necessary skills for effective 21st-century teaching. Future research should build on these findings with quantitative methods to further explore students’ perspectives on content creation.
Curriculum educators' perceived challenges in applying quality assessment criteria Ngo, Thi-Thuy-Dung; Bao, Ngoc Tran; Thi Tu, Anh Hua; Yen, Nhu Huynh; Khanh Tran, Tuong Thi; Nam, Ha Nguyen
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.v14i6.35927

Abstract

This cross-sectional quantitative study investigates the implementation challenges of national quality assurance (QA) in Vietnam’s higher medical education system, with a focus on faculty engagement and educator perception during medical curriculum redesign. Conducted at Pham Ngoc Thach University of Medicine, a public institution dedicated to professional healthcare qualifications, the study applies the Ministry of Education and Training (MOET) quality assessment framework, which defines 11 standards central to quality assessment implementation in various domains. Results reveal that standard 4 (teaching and learning approach) received the lowest average score, highlighting significant barriers to implementation. Standards 1, 3, and 5 also emerged as areas of concern. Difficulty in applying quality assessment criteria varied by educator characteristics: younger, less experienced faculty with limited academic credentials, and no prior quality assessment training reported greater difficulty, while senior educators with quality assessment training demonstrated higher compliance and ease in application. To strengthen educator compliance and enable effective QA implementation, the study recommends targeted training programs and support resources for faculty, particularly for early-career educators. These findings offer practical guidance for policymakers, administrators, and academic leaders involved in medical curriculum redesign and QA reforms within Vietnam’s higher education landscape.

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