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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
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Perceptions and attitudes of postgraduate students toward the flipped classroom model: case study at Vinh University, Vietnam Thi Nguyen, Huong; Van Vinh, Le; Thi Hong Lam, Thai; Thi Nguyen, Nhi
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.31880

Abstract

Teaching using the flipped classroom model (FCM) is one of the methods of organizing teaching that combines (blended learning) electronic learning methods (e-learning) with traditional teaching and learning methods. The research aims to understand the perceptions and attitudes of postgraduate students at Vinh University towards the flipped classroom and analyze the benefits and difficulties that students encounter. When teaching according to FCM, thereby proposing solutions to improve efficiency when teaching according to this model. The research was conducted using a combination of qualitative and quantitative methods. Quantitative data were obtained from the participation of 121 postgraduate students in teacher training. Qualitative data was taken from the interview results of seven students who experienced the flipped classroom. Results from the survey show that the majority of students have a positive attitude toward learning in the FCM. Research also shows that the FCM positively impacts students’ attitudes toward the course through the benefits it brings. Students participating in the survey also shared the difficulties they encountered when studying in the FCM and gave some suggestions to improve the effectiveness of applying this model in the future.
Socio-emotional learning skills and teaching practices of teachers and educators A. Macarandang, Mercedes; de Leon-Abao, Ethel; Elena C. Morales, Maria; G. Prieto, Nelia; T. Dayagbil, Filomena; C. Alda, Rivika
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35363

Abstract

The COVID-19 pandemic reshaped the global educational system, mandating teachers to adapt to new modes of instruction. This shift heightened the importance of socio-emotional learning (SEL) in fostering effective teaching and learning. This study examined the socio-emotional skills of teachers and their instructional practices. A descriptive correlational design was employed, with data collected through a purposive sampling procedure. A total of 1,211 teachers from basic and higher education institutions across the Philippines were selected through stratified random sampling. Correlation analysis revealed a significant positive relationship between teachers’ socio-emotional competencies, particularly self-awareness and relationship skills, and their instructional practices. These findings highlight the need to integrate SEL into professional development initiatives. It is recommended that a competency-based training framework be developed to strengthen teachers’ socio-emotional capacities, ensuring they are well-equipped to meet the demands of post-pandemic education.
Need analysis of holistic reading literacy teaching module integrating critical thinking and character Dona, Rahma; Rahaimah Ali, Siti; Yulisinta, Florence; Ertika Latifah, Restiana
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35171

Abstract

The low levels of reading literacy and character development remain significant educational challenges among Indonesian students in the 21st century. Despite emphasizing higher-order thinking skills (HOTS) and character education in the national curriculum, elementary teachers struggle to effectively integrate these aspects into reading literacy teaching in the Bahasa Indonesia subject. This study identifies teachers’ challenges, difficult literacy topics, and the need for a structured module integrating HOTS and character. Using a design and development research (DDR) approach, an online survey of 287 grade 4 teachers from 171 elementary schools in Depok, West Java, was conducted. This study is the first to develop a grade-4-tailored holistic-HOTS-character (H2C) framework for reading literacy instruction, integrating cognitive, social, emotional, psychomotor, and moral elements. Additionally, teachers found independently retrieving and synthesizing information from multiple sources (22.30%) and teaching main ideas and supporting details (21.95%) to be the most challenging topics. Teachers strongly supported the development of an H2C teaching module (M=4.28 out of 5). The study also presents a visual H2C conceptual model to guide classroom implementation. This needs-analysis study confirms that teachers perceive a structured, holistic reading literacy teaching module as essential for enhancing student engagement, HOTS, and character development.
Artificial intelligence in education: a bibliometric analysis of emerging trends Seong Pek, Lim; Akma Ahmad, Nahdatul; Zulkifli, Faiz; Syamilah Che Yob, Fatin; Ependi, Usman; Rhoel C. Cruz, Geoffrey
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.34428

Abstract

This study investigates the transformative potential of artificial intelligence (AI) in education through a bibliometric analysis of 291 scholarly works retrieved from the Web of Science (WoS) database. Traditional methods of instruction are under threat from the growing demand for individualized and equitable education, particularly in underserved communities. This study looks at how AI innovations, like virtual assistants and adaptive learning platforms, can enhance learning outcomes and the efficacy of instruction in order to address these concerns. The methodology used co-occurrence and co-citation analyses to map research trends and find educational and AI thematic clusters. Pedagogical frameworks, medical education innovations, ethical governance, generative AI applications, and AI acceptance are the five main research areas highlighted in the findings. With 5,246 citations and an H-index of 42, the data show how widely used AI is in both academia and industry. Adaptive learning models, moral dilemmas, and AI literacy are emerging themes. According to this research, AI has the potential to improve accessibility, equity, and quality in education while tackling issues like algorithmic bias and digital divides. This is in line with sustainable development goal 4 (quality education). Teachers, legislators, and technologists can use this study’s thorough intellectual landscape to gain practical insights on how to responsibly incorporate AI into educational systems for more sustainable innovation.
Assessing the impact of ChatGPT in education: perspectives from Vietnamese educators Thi Thu Thuy, Nguyen; Thi Kim Lien, Nguyen; Thi Van, Phan; Phuong Lam, Hoang; Le Thanh Truc, Nguyen
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.33610

Abstract

ChatGPT is an AI-driven conversational model offering significant benefits for personalized learning, such as adaptability to individual learning styles and increased engagement. While prior research has largely explored student use, limited attention has been given to educators’ perspectives particularly in Vietnam, where access to ChatGPT remains inconsistent. This study examines how perceived information quality (IQ), system quality (SQ), and service quality (SRQ) influence Vietnamese educators’ satisfaction (SF) and intention to use (IU) ChatGPT for academic purposes. Data were gathered through an online survey of 96 educators from five public universities in southern Vietnam and analyzed using partial least squares structural equation modeling (PLS-SEM). Results show that all three quality dimensions significantly affect user SF, but only SQ directly impacts the IU. SF mediates the effects of information and SRQ on usage intentions, emphasizing the importance of user experience in fostering adoption. Policy recommendations include enhancing equitable access to AI tools, promoting AI literacy among educators, and conducting ongoing evaluations to support sustainable implementation. The study highlights how spatial and contextual factors shape AI adoption in education, offering practical insights for integrating ChatGPT and similar tools, especially in under-resourced or geographically remote educational settings.
Enhancing academic performance prediction in online learning through hybrid machine learning models Eddine Rafiq, Jamal; Abdelali, Zakrani; Amraouy, Mohammed; Nouh, Said
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.33590

Abstract

Faced with the rise of online learning platforms, predicting learners’ academic performance has become a major concern to personalize and enhance educational journeys. However, traditional predictive models struggle to effectively integrate emotional and social factors. This article introduces a hybrid predictive model that combines random forests (RF) for selecting the most relevant features and multiple regression (MR) to forecast academic performance. The data is sourced from three online learning platforms and encompasses both implicit traces (learner interactions and behaviors) and explicit traces (demographic characteristics). Following a selection and merging process, the final dataset comprises 1,003,392 records and 42 features, categorized into six types of indicators: cognitive, emotional, social, normative, contextual, and demographic. The results demonstrate that this hybrid model outperforms traditional approaches and other machine learning (ML) techniques in terms of predictive accuracy, achieving an R² of 0.9372 and a root mean square error (RMSE) of 0.1022. The incorporation of explicit and implicit traces helps better capture the intricate interactions among the different data dimensions, significantly enhancing prediction quality. This work represents a notable advancement in the field of academic performance prediction. It also sheds light on challenges associated with the increasing complexity of models, paving the way for future research to develop more generalizable approaches.
The difficulties that beset senior high school students in research writing and presentations Quinto, Joseph B.; Jimenez, Girlie C.; Menzi, Illuminada Simbulan
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35349

Abstract

Writing and presenting research are endeavors that senior high school students have to hurdle in the Philippines. Therefore, this research aimed at unravelling the dimensions of the difficulties faced by senior high school students in their research writing and research presentations through a sequential qualitative mixed-methods design. Primary data was gathered through a qualitative survey of 448 students, while secondary data was obtained via 10 focus groups with 7-10 members representing the different strands in one private senior high school in Baguio City, Philippines. All these participants were selected using combined quota and purposive sampling. Thematic analysis coupled with an iterative procedure was utilized to treat the harvested qualitative data. Findings revealed that the dimensions of the difficulties faced by student-researchers in research writing are health-related, manuscript-related, people-related, and resources-related, while the dimensions in research presentations are inner-directed and outer-directed. This research adds to the current body of knowledge, can contribute to achieving the United Nations sustainable development goal 4.5 and 4.7 on equal education access and global citizenship skills, and recommends research trajectories.
Bridging resilience and mathematics success: the mediating role of teacher emotional support O. Mamites, Irene; M. Olila, Jhamm; Q. Aliviano, Wendy; S. Arañas, Gley; R. Abesia, Quenie; D. Peteros, Emerson
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35455

Abstract

This study investigated the mediating role of teacher emotional support (TES) in the relationship between academic resilience (AR) and mathematics performance (MP) among 563 randomly selected Grade 7 students from public secondary schools in Mandaue City, Cebu, Philippines. Employing a descriptive correlational design, data were collected through an adopted questionnaire—academic resilience scale (ARS-30), emotional support scale, and the students’ first quarter mathematics grade. The data collected were analyzed using frequency, percentage, weighted mean (WM), standard deviation (SD), Pearson r, and multiple regression analysis. Findings indicated high AR, very high TES, and satisfactory MP. Mediation analysis revealed that TES partially mediates the positive association between AR and MP. This analysis offers valuable guidance for educators, researchers, and policymakers in creating supportive learning environments that build AR and enhance TES, leading to better MP.
Development of a learning management model for science teachers Suebsing, Saksri; Wisetsat, Channarong
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.33745

Abstract

The goal of this study was to create a learning management model for primary science teachers that considers the factors affecting the learning management strategies of science instructors in the Province of Roi Et. The sample consisted of 300 basic science teachers in the Province of Roi Et and was created via a straightforward random selection of 20 schools. Among the study tools are science learning management manuals, assessments, and surveys. The following statistics were used in the data analysis: mean and standard deviation. The results showed that the science learning management model consists of five steps: i) involvement, ii) survey, iii) justification, iv) detailed description, and v) evaluation. Therefore, it is clear that the elements of learning management and innovation creation are significant factors in this context. The inspiration of having a public mind has a direct impact on the learning management strategies of primary science instructors at the 0.01 level, with an influence value of 0.58.
Fostering digital competence in pre-service biology teachers Aubakir, Aidana; Maimatayeva, Assiya; Amanbayeva, Makhabbat; Issayev, Gani; Meirbekov, Akylbek
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.30943

Abstract

Biology teachers are required to use digital technologies in their teaching practice. The issue is that biology students do not receive sufficient training or have access to enough resources to use digital technologies effectively in their studies. The solution to this problem is to develop and implement an effective strategy for enhancing the digital competence of biology teachers. This strategy involves a comprehensive approach that includes pre-test/post-test assessments and targeted training sessions focused on improving digital literacy, communication, and digital content creation. The study employed quantitative research methods, including questionnaires and interviews with students. A total of 100 pre-service biology teachers were recruited from different teacher education universities in Kazakhstan. The results show that the use of innovative teaching practices can enhance the level of digital competence of pre-service biology teachers. The students demonstrated significant improvement across five dimensions of digital competency: information and digital literacy, communication and collaboration, digital content creation, safety, and problem solving. Barriers related to the inclusion of digital technologies into teaching included the inadequate training of teachers, lack of experience, lack of resources, lack of time, and no internet access. The present findings can be used to develop new education programs for teachers and improve the effectiveness of the existing ones.

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