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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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Role of empowering leadership in improving faculty engagement and motivation in higher education institutions Abdullah, Sharish; Awan, Riffat-un-Nisa; Parveen, Abida; Fatima, Zunaira; Ali, Ghazanfar
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.v15i1.32492

Abstract

Higher education institutions face challenges in maintaining faculty motivation and engagement. Leadership empowerment is usually perceived as an important factor in fostering employee outcomes. This study intended to examine the effect of leadership empowerment on employee engagement and motivation at higher education levels. It was a quantitative study and a survey was used to collect data. The questionnaire consisted of 59 items, regarding three variables i.e., leadership empowerment (leading by example, participative decision-making, coaching, informing, and interaction with team), motivation (intrinsic motivation and extrinsic motivation), and employee engagement (affective engagement, intellectual engagement). Data were collected from a sample of 200 teachers (130 males, 70 females) from the University of Sargodha. The data was analyzed using Pearson correlation and regression analysis. The study concluded that leadership empowerment significantly affected employee engagement and motivation. Leading by example significantly affected intellectual and affective engagement and both intrinsic and extrinsic motivation, whereas only participative decision-making affected extrinsic motivation. It is suggested that leaders should create a supportive and empowering environment by setting examples, recognizing efforts, and providing growth opportunities. They should empower employees to feel valued and motivated to contribute to the organization’s success.
Teacher preparedness for competency-based curriculum in Kenyan schools: training and perceptions prior to implementation Maina Mwangi, Nathan; Karuku, Simon; Obura, Elizabeth
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.v15i1.35742

Abstract

Pre-implementation training and teachers’ perceptions are critical factors influencing successful implementation of a new curriculum. This paper reports on some of the findings from a study that assessed the preparedness of primary school educators to implement the newly introduced competency-based curriculum (CBC) in Kenya. The study participants were primary school teachers and school heads drawn from 37 public elementary schools in Embu, Kenya. Using a mixed-methods approach, both qualitative and quantitative data were gathered through surveys, interviews, and observations. Qualitative data were analyzed using thematic analysis, whereas quantitative data were examined using descriptive and inferential statistics. The study revealed that 95% of teachers had been trained to implement CBC, and 65% of the teachers held negative perceptions toward the new curriculum. The study also established a weak but significant correlation (Spearman’s rho=0.268, p<0.05) between pre-implementation training and teachers’ perceptions on the CBC implementation. The findings suggest that continuous, structured in-service training is critical for CBC success, particularly in building competencies and improving teachers’ perceptions.
Blockchain integration into the university education process: a systematic review of application, justification, and impact Aybar-Bellido, Irma; Arones, Maritza; Antonio Arévalo-Tuesta, José; Adauto-Medina, Willy; Ochoa-Carbajal, Hernán
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.v15i1.36591

Abstract

As universities seek to integrate disruptive technologies to optimize their academic and administrative processes, a gap persists in the adoption of Blockchain as a strategic tool. Many higher education institutions still lack its implementation, limiting its potential to improve traceability, transparency, security, and the automation of different processes. Given this scenario, this study aims to identify the areas of application, the justifications for its use, and the impact of Blockchain when integrated into the university educational process. To this end, a systematic literature review was conducted with a mixed approach and an exploratory-descriptive scope, following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guideline, in the Scopus, ERIC, and SAGE databases. Of 3,469 manuscripts identified, 42 met the inclusion and exclusion criteria. The results show a predominance of applications focused on the validation and monitoring of academic achievements, with limited integration into pedagogical approaches such as active methodologies, adaptive learning, or competency-based learning. Based on a comparative analysis of trends, application areas, and thematic gaps, it is concluded that the expansion of Blockchain into educational models requires progressive implementation strategies, curricular integration, and teacher training, thereby generating more personalized, efficient, and transparent learning environments.
Validating a critical thinking scale: an essential skill for vocational education students in the era of artificial intelligence María Olmedo-Moreno, Eva; Javier Romero-Díaz de la Guardia, José; Expósito-López, Jorge; Chacón-Cuberos, Ramón; Parejo-Jiménez, Noelia
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.v15i1.33693

Abstract

Critical thinking is a fundamental competence in education and professional training, particularly in a technology-driven era increasingly shaped by generative artificial intelligence (GenAI). To address the need for contextually relevant assessment tools, this study aimed to evaluate the reliability and validity of the critical thinking disposition scale (CTDS) among vocational training (VT) students. A descriptive, exploratory, and cross-sectional design was applied using quantitative methods. Data was collected from 879 students enrolled in VT programs. Exploratory and confirmatory factor analyses were conducted to examine the scale’s factorial structure, reliability, and construct validity. Results supported an 11-item structure comprising two dimensions—executive function and reflective thinking—with satisfactory psychometric properties (KMO=0.817; CFI=0.883; TLI=0.851; RMSEA=0.0672; SRMR=0.0428). The findings confirm that the CTDS is a reliable and valid instrument for assessing critical thinking dispositions in vocational education. This tool provides educators and researchers with a robust means to evaluate critical thinking, a key competence for learning, personal development, and professional preparedness in the age of GenAI. This is the first validation of the CTDS with VT students in Spain.
Stress, self-care, and wellbeing: a study on the experiences of educational leaders in NEMSU G. Loayon, Nemesio; B. Berry, Erwin; G. Plazo, El Dixon
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.v15i1.36269

Abstract

The wellbeing of educational leaders is a critical concern, particularly in resource-constrained higher education institutions. This study aimed to explore the experiences of educational leaders at North Eastern Mindanao State University (NEMSU) by identifying their primary sources of stress, examining the perceived impacts on wellbeing and job performance, and assessing their self-care practices, as well as determining the relationships among these variables. Using a descriptive correlational design, data were collected from 117 educational leaders through a validated survey instrument with a reliability coefficient of 0.828. Descriptive statistics and Spearman rank-order correlation were used to analyze relationships among stress sources, impacts, and self-care. Results showed that administrative tasks, role overload, and limited institutional resources are the main stressors, significantly affecting health, cognitive functioning, job performance, and family life. Self-care practices such as social support, spiritual routines, and work boundaries were moderately practiced but showed no significant relationship with stress reduction or its impacts. These findings emphasize the limits of individual coping strategies and the need for institutional support. The study suggests refining the job demands-resources (JD-R) model and conservation of resources (COR) theory to account for organizational and cultural factors in developing country contexts, with implications for leadership development, stress management, and institutional policy reforms.
School stress among Malaysian secondary school students: prevalence and demographic correlates Te, Tie-Seng; Zulnaidi, Hutkemri; Md Khalid, Norfaezah
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.v15i1.35568

Abstract

Understanding school stress is essential, given the significant time students spend in school and its impact on well-being. Acknowledging its importance, this study aimed to assess the level of school stress among Malaysian secondary school students. The respondents in this study consisted of 485 Malaysian secondary school students, selected through multistage sampling techniques to ensure national representativeness. Data were collected using a school-related stress questionnaire adapted from the shortened version of the adolescent stress questionnaire (ASQ-S). Data were analyzed using descriptive statistics, Rasch Wright mapping, independent samples t-tests for gender differences, and one-way ANOVA for grade and regional comparisons. The results indicated that, overall, Malaysian secondary school students experience low levels of school stress. Descriptively, female students reported higher levels of school stress than their male counterparts. Among different forms, Form 4 students reported the highest level of school stress, followed by Form 1 students. Regionally, students from the central and southern zones exhibited the highest levels of school stress. This study contributes to a better understanding of school stress among Malaysian secondary school students, providing insights for developing strategies to reduce stress in schools.
Enhancing academic resilience through motivation and strategy: evidence from Malaysian boarding schools using SDT Sofian Omar Fauzee, Mohd; Zhang, Shaohua; Ishak, Marni; Ma, Li; Hou, Mo; Zhang, Wenjie; Nazrul Hakim Abdullah, Muhammad; Habibi, Akhmad; Singh Gurbaksh Singh, Daljit; Hanafi Mohd Yasin, Mohd; Suraya Wan Nik, Wan
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.v15i1.35494

Abstract

This study investigates the relationship between student motivation and self-regulated learning strategies among Malaysian boarding school students, using self-determination theory (SDT) as its theoretical foundation. A total of 328 form four students from four northern Malaysian boarding schools participated. Using a validated version of the motivated strategies for learning questionnaire (MSLQ) and analyzed through second-order partial least squares structural equation modeling (PLS-SEM), results revealed a significant positive relationship between motivational beliefs, especially self-efficacy and intrinsic value, and self-regulated learning strategies. The study’s novelty lies in validating a culturally adapted, second-order motivation model tailored to Malaysian boarding schools. Notably, the research isolates the mediating effect of intrinsic motivation on self-regulation within a high-pressure, collectivist setting, extending SDT’s applicability. However, limitations lie in the use of a cross-sectional design and dependence on self-reported data, and regional focus. Future studies should adopt longitudinal designs, consider diverse school types, and integrate perspectives from teachers or parents to strengthen validity. Including objective academic performance metrics may offer deeper insight. This research affirms the relevance of SDT in Malaysia’s education system and provides a validated framework linking motivation to strategic learning. The findings support evidence-based pedagogical strategies and align with sustainable development goal (SDG) 4 on quality education and goal 10 on reduced inequalities, promoting for fair and motivation-enhancing environments of learning.
Understanding student errors in hydronym perception: a cognitive–pedagogical perspective Dautkulova, Akmaral; Atabayeva, Mereke; Gulmira, Madiyeva; Rakhmetov, Maxot
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.v15i1.36570

Abstract

Despite the cultural and linguistic significance of hydronyms, little empirical research has examined how university students cognitively conceptualize them and why systematic misinterpretations arise. This study aims to identify and classify the dominant cognitive mechanisms underlying student errors in hydronym perception. A descriptive quantitative design was employed, analyzing written responses from 120 university students using a seven-category error typology grounded in frame semantics, prototype theory, and psycholinguistic models of proper-name processing, with high inter-rater reliability (κ=0.87). The results show that cognitive errors occur significantly more frequently than inattentive or interpretative errors, indicating that students’ difficulties stem primarily from incomplete activation of geographical, cultural, and historical conceptual frames rather than from surface-level inattention. Frequent reliance on phonological similarity further suggests that when conceptual knowledge is weakly integrated, learners’ default to form-based processing strategies instead of semantic interpretation. These findings indicate the need for pedagogical approaches that explicitly connect hydronyms to broader cultural and conceptual frameworks, supporting more cognitively grounded instruction in linguistics and onomastics.
A qualitative study on the mental and emotional well-being of first-year university students in Malaysia Guna Segar, Pauviya A/P; Mohd Kosnin, Azlina; Handayani, Lina
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.v15i1.34358

Abstract

This study investigates the mental and emotional challenges faced by first-year university students in Malaysia to identify key factors influencing their adjustment to university life. Using a qualitative approach, semi-structured interviews were conducted with 15 first- and second-year students selected through purposive sampling. Conducting this research in Malaysia is essential, as limited studies have examined how local students experience and manage the emotional and mental health challenges associated with the transition to university life. Thematic analysis revealed four key themes: i) declining mental health marked by heightened anxiety and depression; ii) fluctuating self-esteem due to academic pressures and newfound independence; iii) financial stress exacerbating emotional distress; and iv) the role of therapy and professional help in managing mental health concerns. The findings contribute to the growing discourse on student mental health by offering insights into the psychological and emotional dimensions of university transition. The study provides important implications for policy and institutional practice, underscoring the need for comprehensive, student-centered support systems such as structured mental health programs, peer mentoring, and financial literacy workshops. Addressing these factors can enhance students’ well-being, academic performance, and retention. Despite its rich qualitative insights, the small sample size and self-reported data highlight the need for future mixed-method and longitudinal research.
Tolerance on campus: the impact of religious commitment and respect among university students Jaber Thalgi, Mohammad; Al-Refai, Nader; Gömbeyaz, Kadir; Bdoor, Hanan; Zisan Furat, Ayse
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.v15i1.32607

Abstract

Religious commitment, particularly within Islamic contexts, is often viewed as a guiding framework for promoting values such as tolerance, respect, and social harmony; however, differing interpretations and personal expressions of religiosity can sometimes challenge these ideals, necessitating deeper exploration of how religiosity influences social interactions. The study investigates the relationship between religious commitment and respect for others regarding the levels of tolerance behavior among university students. The study employed a descriptive quantitative cross-sectional survey from June 16 to August 16, 2023, with a sample of 334 enrolled in the College of Sharia at Yarmouk University in Jordan. The survey consists of three main scales: religious commitment, respect for others, and tolerance. Students’ demographic data, including gender, nationality, age group, academic department, and the year of study, were also collected via the questionnaire. The findings highlight significant gender differences in religious commitment, with males demonstrating higher levels than females. While no significant age differences were observed in religious commitment, tolerance varied notably, particularly among the 24-26 age group. The study participants represented a diverse range of countries of origin. A country-wise analysis revealed that students from Thailand have the highest religious commitment, underscoring the influence of cultural contexts. Departmental comparisons showed no significant differences, although the findings highlight that respect for others impacts tolerance, religious commitment and demography have almost no effect as predicted. The findings emphasize the primary role of respect in fostering social harmony, suggesting that future interventions should focus on promoting respect as a fundamental value in Islamic culture to enhance tolerance.

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