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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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Application of artificial intelligence by university students: Chinese case Holubnycha, Liudmyla; Besarab, Tetiana; Fomenko, Tetiana; Сhernonkov, Yaroslav; Hontarenko, Iryna; Koshechkina, Tetyana
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.v14i6.34753

Abstract

The problem of artificial intelligence (AI) use is crucial for understanding how AI creates new opportunities in education. It is proposed an approach designed to elicit precise responses regarding the students’ practical application of AI. The purpose of the research is to investigate Chinese students’ attitude to using AI that affect learning activities. The research design employed the methods of questionnaire and calculating. The questionnaire consisted of questions about using AI for different tasks, assignments, activities. The study was conducted in 2024. The research participants were 187 bachelor students from Shangqiu Normal University in China. A sampling technique was used as the students were selected based on their willingness to participate in the survey. The key findings are: over half of Chinese students use AI for presentations, essays, and projects, while a notable minority do not. More students use AI for professors’ tasks. The highest AI use is for homework. Fewer than half rely on AI for exam preparation, favoring traditional study methods. The conclusion is students in China tend to rely more on AI for routine or repetitive tasks. It is recommended to focus on developing AI literacy programs that guide students in the effective use of AI.
Impact of VR technology in physics teaching on students’ knowledge: a study on body acceleration Kurbanbekov, Bakitzhan; Ramankulov, Sherzod; Nurizinova, Makpal; Asanbek, Beksultan
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.v14i6.34942

Abstract

The integration of virtual reality (VR) technology into education represents a promising innovation, particularly in enhancing the effectiveness of physics teaching. Traditional physics instruction often lacks interactive and immersive elements, which can limit students’ understanding of complex physical phenomena. This study addresses the challenge of improving comprehension of body acceleration by incorporating VR-based laboratory simulations. A quasi-experimental design was implemented, involving 222 university students randomly assigned to control and experimental groups. The experimental group conducted virtual experiments using VR simulations developed with Blender and Unity software, while the control group engaged in traditional lab activities. Data were collected through pre- and post-tests and analyzed using independent t-tests and G*Power software to assess statistical significance. The results revealed a notable improvement in learning outcomes for students exposed to VR-enhanced instruction, demonstrating increased engagement, deeper conceptual understanding, and improved ability to connect theoretical knowledge with practical application. This study confirms that VR technology is a powerful tool for modernizing science, technology, engineering, and mathematics (STEM) education and holds significant potential for improving cognitive outcomes and student motivation in scientific learning environments.
Development and evaluation of a re-sequenced intervention module in learning chemical bonding Asequia, Baby Eve N.; Alia, Leemarc C.; Matutes, Kevin Client B.
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.v14i6.31851

Abstract

In the typical high school chemistry curriculum, chemical bonding precedes the chemical reactions. In this study, the re-sequenced effect of learning chemical bonding when chemical reactions are introduced first among grade 9 learners was investigated. A learning module with re-sequenced intervention in chemical bonding was developed using analysis, design, development, implementation, evaluation (ADDIE) model and validated by eight science education professionals rated as very satisfactory. A quasi-experimental research design was utilized in the implementation phase with 129 respondents selected through cluster random sampling. Pre- and post-tests, formative and summative assessments, and evaluation surveys were administered. Evaluation results revealed that the scores from the re-sequenced intervention group displayed a slightly higher overall satisfaction percentage (99.06%) compared to the control group (94.74%). In addition, the experimental group achieved significantly higher competency levels (M=49.3, SD=19.4) compared to the control group (M=41.4, SD=15.3), with p=0.016 and d=0.37. Furthermore, students reported positive perceptions despite initial misconceptions. These findings highlight that re-sequencing topic order enhances chemistry learning outcomes and student engagement. Hence, the re-sequenced learning module became a valuable tool for enhancing understanding of chemical bonding, independent of baseline competency or attitudes toward the material.
Assessment strategies in digital learning environments: insights from teacher education institutions Nobis, Martin Jr., L.; De Guzman, Benjielen C.; P. Cui, Alegria; Evardone, Jennifer G.; Pulga, Elena M.; Caparroso, Catherine L.; Sabalza, Lourdes Hyacinth A.; Nobis, Amabelle C.
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.v14i6.35270

Abstract

This study explores the adaptation of assessment strategies in teacher education programs within digital learning environments (DLEs). The perspectives and experiences of faculty members from teacher education institutions (TEIs) were analyzed using an embedded mixed-methods approach. The findings reveal significant advancements in enhancing instructor digital literacy and student engagement with DLEs. However, challenges such as the authenticity of assessments and increased student workload were identified. Faculty members recommended frequent feedback and authentic evaluations to address these issues. The study also highlights areas for improvement, including the diversification of evaluation tools, broader technology integration, and additional administrative support. These insights are crucial for TEIs to refine their assessment processes in DLE-based teacher training programs and contribute to ongoing discussions in ASEAN teacher education and global educational development.
Resilience as a shield: protective and risk factors in a mediation model of cyberbullying among Thai secondary students Junnoi, Wiranya; 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.v14i6.35482

Abstract

This study examined cyberbullying among 366 lower secondary studentsin Northern Thailand, confirming a four-component model (masquerade (MAS), exclusion (EXC), harassment (HAR), and outing (OUT)) with excellent empirical fit. Structural equation modeling revealed resilience as the strongest protective factor against cyberbullying behaviors (β=-0.282), while authoritarian parenting (AUT) emerged as a significant risk factor (β=0.195). AUT undermined self-esteem (β=-0.162) and social relationships (β=-0.267). Self-esteem proved to be a powerful resilience builder (β=0.578). Media influence showed a direct negative relationship with cyberbullying (β=-0.196) while diminishing resilience. Resilience functioned as a partial mediator between AUT and cyberbullying (variance accounted for (VAF)=0.201), demonstrating how harsh parenting indirectly increases cyberbullying risk by eroding psychological coping mechanisms. Resilience served as a complete mediator between self-esteem and cyberbullying (VAF=0.891), revealing that healthy self-perception primarily protects against cyberbullying by strengthening psychological resilience. Additionally, resilience operated as a competitive mediator in pathways involving social networks and media influence.
Impact of hybrid education in higher education: a systematic review Herencia-Escalante, Victor Hugo; Cardenas-Zedano, William Jesús; Etchart-Puza, Jimena Angelica; Rojas Chacaltana, Sergio Arturo
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.v14i6.29524

Abstract

In recent times, educational initiatives such as hybrid education have positioned themselves as important approaches to ensure the continuity of education during a period as complicated as the COVID-19 pandemic. In this context, the objective of this article is to explore the rise and development of hybrid education worldwide in recent years as a viable alternative within higher education institutions, through a systematic review of the literature applying the preferred reporting items for systematic reviews and meta-analyses (PRISMA) method. From this review, it is observed that hybrid education has experienced significant progress during the COVID-19 pandemic, given the transition to virtuality that was experienced and the rise of new digital technologies that prove useful for this approach. At the same time, the interest shown by both students and teachers in adopting this new approach instead of a purely face-to-face or virtual one has become evident, although there are still several challenges to overcome before it can be properly implemented.
Readiness and motivation in digital civic engagement among tertiary students Abril, Mary Ann C.; Manzanal, Johnrey N.; Dimaano, Glenda M.; Aguirre, Francisco V.; Babol, Melvin V.
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.v14i6.35395

Abstract

This study addresses the challenge of enhancing civic engagement in higher education institutions by examining the predictive relationships between readiness, motivations, and digital civic engagement of tertiary students. Employing the quantitative, correlational research approach, data collected through survey questionnaires were analyzed using Minitab statistical software. Significant insights came from the 2,205 tertiary students selected through multistage random sampling, following strictly ethical standards to ensure data privacy and anonymity. As found, a moderate level of readiness underscores the need for targeted interventions, particularly to improve the civic behavior of students. Understanding and values motives emerged as dominant drivers of engagement, indicating the strong desire of students for personal growth and learning. While respondents occasionally exhibit digital engagement, it leans toward civic activities over political involvement, focusing primarily on information consumption rather than active collaboration. Emerging as a significant predictor of engagement, developing tailored initiatives to enhance readiness is crucial to positively influencing civic participation. Higher education institutions may use these findings to develop digital interventions that serve as catalysts for long-term civic engagement among students and engage in further research on other predictive factors.
University students’ perceptions on developing constructivist learning approach in classroom settings Doan, Cuc Thi; Vu, Tuan Van; Nguyen, Ai Nhan
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.v14i6.35117

Abstract

This study investigated tertiary students’ perceptions regarding constructivist learning in the context of higher education in Vietnam. It aimed to examine the general perceptions of university students towards constructivist learning and the effects of constructivist learning on students’ learning outcomes. It also examined the conditions that make students more likely to embrace or resist these approaches. The study evaluated the engagement of students in problem-solving activities through the use of constructivist learning methods. A mixed-methods approach was employed, combining both quantitative and qualitative data. Specifically, the study involved a survey of 384 students from Hanoi Law University, using a researcher-made Likert-scale questionnaire and semi-structured interviews of 20 students from the sample. While descriptive and inferential statistics were used to analyze the quantitative data, the qualitative data were thematically analyzed for common themes and patterns. The results indicate that although the participants acknowledge the benefits of constructivist methods, particularly in fostering critical thinking and problem-solving, there is still uncertainty about their ability to engage in a self-directed learning approach. The findings suggest that while the constructivist approach has been recognized, practical efforts have not been made in teaching practices, teacher training, and assessment methods to create an interactive, student-centered learning environment in Vietnam.
Perceptions and institutional readiness for generative AI adoption in education using a multi-method approach Gorro, Ken; Ranolo, Elmo; Roble, Lawrence; Ybañez, Adrian; Ilano, Anthony; Pepito, Joseph; Santillan, Rue Nicole; Ranolo, Cesar; Barbecho, Emardy; Mata, Purity; Neiz, Anna Marie
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.v14i6.35245

Abstract

The rapid emergence of generative artificial intelligence (GenAI) tools like ChatGPT is reshaping educational practices, presenting both transformative opportunities and institutional challenges. This study offers a novel, integrative framework for understanding the adoption of GenAI tools in higher education by combining quantitative and qualitative analyses within a hybrid methodological design. Specifically, it is the first to incorporate the analytical hierarchy process (AHP), fuzzy decision-making trial and evaluation laboratory (Fuzzy DEMATEL), and the extended technology acceptance model (ETAM) in a unified model of adoption, augmented by thematic analysis of user experiences. A stratified random sample of 1,297 participants—comprising 1,191 students and 105 faculty members from various departments—ensured proportional representation across the university. AHP was employed to prioritize key adoption criteria, Fuzzy DEMATEL uncovered the causal interdependencies among constructs, and ETAM validated the direct and indirect effects influencing behavioral intention. Thematic analysis provided contextual depth regarding institutional barriers and individual perceptions. Findings reveal that attitude toward GenAI and intention to use (IU) are the strongest drivers of adoption. Notably, university support (US) emerged as a central enabler, significantly influencing both awareness and perceived usefulness (PU). This study contributes a comprehensive and multi-method framework that educational institutions can use to ethically, effectively, and equitably integrate GenAI technologies into academic ecosystems.
Change management in higher education: unveiling employee responses at a regional state university in the Philippines Fiedacan, Roy F.; Baldera, Philip R.; Villanueva, Emelyn R.; Ramos, Reynaldo P.; Ramos, Emelia B.
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.v14i6.36284

Abstract

This study examines the perceptions and lived experiences of employees at Romblon State University (RSU) in response to organizational change and the influence of academic leadership. A hermeneutic phenomenological approach was applied involving 12 purposively selected employees from different campuses and academic ranks. Data collection methods included semi-structured interviews and focus group discussions (FGDs). Thematic analysis produced five themes: perceptions of change as a strategic necessity, areas identified for improvement, reactions to the rationalization plan, employee adaptation, and leadership’s central role in facilitating change. Findings point to both opportunities and challenges within institutional transformation, emphasizing the importance of effective communication, leadership engagement, and employee participation. Based on these results, the study proposes the framework consisting of resource optimization, adaptation, vision, enhancements, and the role of leadership to guide change processes (RAVER). The framework provides practical guidance for higher education leaders aiming to build a responsive and resilient organizational culture. This study contributes theoretical and practical insights by showing how phenomenological inquiry can enrich models of change management in Philippine higher education.

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