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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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Integration in reading literacy: a systematic review of pedagogical, professional, and engagement approaches Nizam Md Yusoff, Md Zahril; Nur Aida Sakinah Wan Jusoh, Wan; Abdul Jobar, Norfaizah; Zuhidayah Muhd Zulkipli, Noor; Fadzllah Zaini, Muhamad; Shuhaizam Said, Tajul
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.v15i1.34044

Abstract

This systematic literature review (SLR) following preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 who explores integrated approaches to reading literacy across pedagogical integration, teacher development, and student engagement. From 1,108 retrieved articles, 59 article high-quality studies were selected for in-depth synthesis. Based on all studies published between 2020 and 2024, the findings reveal that multimodal instruction, inclusive pedagogy, and proposes a cohesive framework linking instructional innovation, teacher agency, and learner experience, offering actionable insights for educators and policymakers. The analysis identified three key thematic drivers of literacy improvement. First, integrated pedagogical practices such as multimodal, bilingual, and play-based instruction enhance literacy by making learning more inclusive, interactive, and context-responsive. Second, teacher professional development through targeted training in visual literacy, inclusive pedagogy, and digital tools strengthens instructional quality and prepares educators for evolving literacy demands. These approaches reflect current trends in instructional innovation and professional capacity building. Third, student engagement is significantly elevated through identity-driven learning, project-based tasks, and emotionally supportive environments that foster confidence, motivation, and deeper literacy outcomes. Together, these themes forms a new integration model that links teaching practices, teacher agency, and student experience into a cohesive literacy framework. The findings offer practical, evidence-based insights for policymakers, curriculum designers, and practitioners aiming to improve reading literacy across diverse settings.
Examining financial management in Thai public schools: sources of funding, allocation practices, and strategies for improvement Marnnoi, Jakkrit; Panrat, Tanate; Jehma, Hambalee
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.v15i1.34418

Abstract

This study was conducted to address the critical gaps in financial management practices within Thai public schools, where inefficiencies and mismanagement persist despite available guidelines and funding. The relevance of this research lies in its potential to enhance financial governance, ensuring optimal resource allocation and accountability, which are vital for improving educational outcomes. Employing a mixed-methods approach, the study combined descriptive questionnaires administered to 396 school administrators with structured interviews involving 36 participants to evaluate funding sources, allocation processes, and adherence to financial guidelines. The findings revealed that while schools received funding from diverse sources, namely government, parents, and donors, 85% of administrators reported insufficient budgets. Notably, 82% acknowledged non-compliance with financial guidelines despite submitting utilization reports, highlighting systemic inefficiencies. The study concluded that inadequate financial management skills and inconsistent policy implementation hinder effective resource use. To address these challenges, the study proposes targeted interventions, including specialized training programs, the establishment of dedicated financial departments, and updated management guidelines. These measures aim to strengthen financial accountability and operational efficiency in public schools, offering actionable insights for policymakers and administrators. Future research should compare public and private sector practices to refine standardized financial management frameworks.
Determinants of AI adoption for authentic assessment in open university systems Mingsiritham, Kemmanat; Chanyawudhiwan, Gan
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.v15i1.36368

Abstract

Artificial intelligence (AI) is transforming higher education through personalized learning and innovative assessment methods. This study explores the factors influencing AI adoption for authentic assessment in open and distance learning environments. Using a survey of 185 instructors, an integrated framework based on the theory of planned behavior (TPB) and the technology acceptance model (TAM) was tested via structural equation modeling (SEM). Key constructs included attitude toward the behavior (ATT), subjective norm (SN), perceived behavioral control (PBC), self-efficacy (SE), and barriers to AI adoption (BAA), with intention to use AI (INT) and actual adoption behavior (AAB) as outcomes. Results showed that SE, ATT, PBC, and SN positively influenced INT, which in turn strongly predicted AAB. In addition, BAA had no significant effect on INT but showed a negative impact on AAB. The model demonstrated good fit and explained substantial variance (R²=0.746 for INT; R²=0.649 for AAB). These findings highlight the importance of enhancing instructors’ confidence, control, and institutional support while reducing perceived barriers. Strategic investments in training, infrastructure, and leadership support are crucial to advancing AI-enabled authentic assessment in higher education.
Understanding student motivation towards achieving goals among college students: an exploratory research Wines Balsicas, Nilda; Rima Cabrera, Eddie; Candelaria Padohinog, Elgien; Bulauan, Freddie
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.v15i1.33551

Abstract

Motivation could be the greatest currency to succeed in a student’s academic life. This study analyzed academic motivation after students were affected by the pandemic or after their two-year hiatus from active academic face-to-face activities. Moreover, this research examined whether students have influenced academic motivation in terms of gender and degree of program. Using a descriptive-sequential research design, 652 college students at St. Dominic College of Asia, Cavite, Philippines, took part in this study. A survey questionnaire adapted from the academic motivation scale (AMS-C 28) college version was used to determine the level of academic motivation of students. Open-ended questions were provided to the students relating to what motivates them to study and to which students are motivated through techniques during online learning. Findings revealed that the degree of program has a positive effect on student motivation, whereas gender does not significantly associate with motivation. Students showed appreciation for a greater convenience to study because of the technology; however, lack of interaction makes it more challenging for some. Helping students as teachers to keep track of their tasks can make them become great learners and succeed with confidence and determination through their personal and scholarly lives.
Organizing students’ research activities based on STEM elements in the study process Laiskhanov, Shakhislam; Yerkegul, Seminar
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.v15i1.35075

Abstract

Although science, technology, engineering, and mathematics (STEM) integration in higher education is advancing globally, its adoption in geography programs in Kazakhstan remains limited. This study examines the effectiveness of embedding selected STEM elements into the course “Geography of Aktobe Oblаst” as а means of strengthening students’ research competencies. A mixed-method design was employed, combining analysis of satellite-derived indicаtоrs, wоrk with geоspаtiаl plаtfоrms (аrcGIS Prо, EоSDа Crоp Mоnitоring, and Eо Brоwser), prаcticаl climаte-bаsed cаlculаtiоns, clаssrооm оbservаtiоns аnd cоmpаrаtive аssessment аnаlysis. The 24 students pаrticipаted in the interventiоn, cоmpleting а series оf inquiry-driven tаsks invоlving the Normalized Difference Vegetation Index (NDVI) interpretаtiоn, spectrаl reflectаnce аnаlysis аnd climаtоlоgicаl cоrrelаtiоns. Survey dаtа indicаted thаt mоre thаn 90% оf pаrticipаnts repоrted imprоved understаnding оf envirоnmentаl prоcesses, while mаny nоted gаins in аnаlyticаl reаsоning аnd dаtа-driven interpretаtiоn. Midterm perfоrmаnce results shоwed а mоdest but cоnsistent imprоvement fоllоwing the implementаtiоn оf STEM-оriented аssignments. The findings suggest thаt structured integrаtiоn оf geоspаtiаl аnd аnаlyticаl STEM tооls cаn meаningfully suppоrt the develоpment оf reseаrch skills in university geоgrаphy cоurses. By enаbling students tо wоrk with аuthentic envirоnmentаl dаtаsets, the аpprоаch cultivаtes higher-оrder reаsоning, interdisciplinаry thinking аnd sustained learner engаgement. The results highlight the pоtentiаl fоr brоаder аpplicаtiоn оf STEM-bаsed instructiоnаl mоdels in Kаzаkhstаni higher educаtiоn аnd underscоre the need fоr further lоngitudinаl аnd cоmpаrаtive studies tо evаluаte lоng-term impаcts.
Assessing the impact of a business-oriented educational course on the development of entrepreneurial thinking in pre-service primary school teacher Balginbayeva, Nurzhaugan; Akzholova, Aktoty; Baimaganbetova, Zhuldyzai; Duisenbayev, Abay; Yerkebayeva, Saule; Smanova, Alua; Aitenova, Elmira
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.v15i1.36257

Abstract

This study aimed to assess the impact of a business-oriented educational course on the development of key components of entrepreneurial thinking among pre-service primary school teachers. The research involved 220 students from M. Dulati Taraz University. A pre-test/post-test design was used with an author-developed questionnaire. Entrepreneurial thinking was assessed both before and immediately after the course. Statistical analysis revealed a significant increase in the overall level of entrepreneurial thinking and its key components, including initiative, creativity, risk-taking, result orientation, and persistence. The course featured innovative teaching methods such as project-based learning, case studies, and business games, and was offered as an elective module on an experimental educational platform. The findings are consistent with international research, highlighting the importance of integrating entrepreneurial thinking into teacher training to enhance professional preparedness. These findings can help shape modern educational programs in Kazakhstan and the countries of the Commonwealth of Independent States, in line with global trends and the challenges of the 21st century.
Attention-deficit/hyperactivity disorder traits: prevalence and differential association with internet addiction Mei-Yui, Law; Yan-Li, Siaw; Kah-Heng, Chua; Rao Appalanaidu, Sathish
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.v15i1.35436

Abstract

Attention-deficit/hyperactivity disorder (ADHD) traits in adults have garnered global attention due to their detrimental effects on individuals’ daily functioning. To date, there has been a scarcity of studies conducted on adult ADHD traits in Malaysia, particularly among university students. Therefore, this study aimed to explore the prevalence of ADHD, examine the correlation and predictive relationship between ADHD and internet addiction, compare internet addiction between ADHD screen-positive and screen-negative individuals, and determine the gender differences in ADHD. This study adopted a cross-sectional quantitative design, involving 1,204 voluntarily participating respondents. Data were collected using the Internet Disorder Scale (IDS-15) and the Adult ADHD Self-Report Scale (ASRS) v1.1. The findings revealed that more than a quarter (27.80%) of participants screened positive for ADHD traits. Additionally, a significant positive correlation and predictive relationship were identified between adult ADHD traits and internet addiction. Furthermore, internet addiction levels were significantly higher among ADHD screen-positive individuals compared to ADHD screen-negative individuals. However, no significant gender differences were observed in ADHD traits. Effective interventions should be developed to mitigate the adverse effects of ADHD traits on the daily functioning of university students. Moreover, efforts to address internet addiction should consider the presence of ADHD traits in this population.
The role of digital technologies in the transformation of ethical norms in the educational process Liu, ZuoYuan; Gura, Alena; Pavlovskaya, Olga; Antonova, Nataliya
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.v15i1.32497

Abstract

In contemporary education, which increasingly incorporates digital technologies, the issue of adhering to ethical norms by both educators and students has gained particular relevance. This study aims to examine the impact of digital technologies on the transformation of ethical standards within the educational process. A survey was conducted among 45 educators and 345 students from three universities before and after the transition to remote learning, to assess changes in the adherence to ethical standards. The results revealed that after the implementation of remote learning, there was a significant increase in the level of adherence to ethical norms among educators (up to 98%) and students (up to 91%). Additionally, there was an improvement in academic performance, with 46% of students achieving a high level of success following the transition to remote learning. The evaluation of the impact of digital technologies on ethical transformation was found to be moderate but positive. Thus, digital technologies can serve as an effective tool for enhancing ethical standards and improving educational outcomes, particularly in the context of remote learning. These findings underscore the importance of integrating digital technologies into the educational process as a means of supporting ethical culture.
Expert evaluation of a web-based grammatical competence module: Fuzzy Delphi method Hidayah Md Yazid, Nur; Ainil Sulaiman, Nur; Hashim, Harwati
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.v15i1.35355

Abstract

Web-based learning modules have been considered indispensable for English as a second language (ESL) learners to utilize autonomously. However, there are still not many reputable grammatical competence modules designed for the transition between secondary school and undergraduate levels. Thus, this study aimed to ascertain expert consensus on developing a web-based grammatical competence module for pre-university ESL learners. The Fuzzy Delphi method (FDM) was employed in this study to create the module. Four broad constructs, which are the design, technical aspects, content, pedagogy of the website were used as references in developing a survey as the instrument for the study. The features in the survey were evaluated by six selected experts based on established criteria for high-quality language learning websites. Data analysis was undertaken using a 5-point fuzzy scale and the Fuzzy Delphi approach Logic Software (FUDELO 1.0). Supported by the findings and a consensus rate of over 75%, a cut-off value (d) of ≤0.2, and a fuzzy score (A) of ≥α-cut value=0.5, expert consensus was reached for the four constructs. The findings support that the module is fitting for pre-university ESL learners and can be used as a supplementary grammar learning module. Empirical studies related to learner performance and engagement outcomes in the future must continue assessing the long-term effectiveness of the module and ensure its long-term efficacy in ESL learning.
Evaluating teaching proficiency among teacher preparation diploma graduates based on InTASC standards M. Al-Anati, Jehad; A. Hamaidi, Diala; M. Arouri, Yousef
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.v15i1.36245

Abstract

This study aimed to evaluate teaching proficiency of graduates from the higher diploma in teacher preparation program (HDTPP) in Jordan based on the interstate teacher assessment and support consortium (InTASC) standards. To achieve the study objectives, a descriptive quantitative analytical approach was employed. Further, a rating scale was developed covering four domains: learner and learning, content, teaching practices, and professional responsibility. After verifying the validity and reliability of the study instrument, it was distributed to a sample of 686 teachers. The findings revealed that overall teaching proficiency was medium. Further, teaching proficiency across the key domains (learner and learning, content, teaching practice, and professional responsibility) were medium. No statistically significant differences were related to gender. However, there were significant differences related to specialization. Mathematics teachers showed the lowest levels of proficiency. Priorities for improvement were revealed in the “learning differences” standard. The study recommends strengthening teachers’ understanding of individual differences and cultural diversity and applying this knowledge to foster inclusive classrooms. This can be achieved by designing ongoing professional training programs that focus on differentiated teaching strategies and managing diverse learning environments. This will contribute to increasing teaching efficiency and effectively meeting the needs of all learners.

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