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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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Deliberate self-harm by gender among adolescents: a comparative analysis study among junior high school students Mega Putri, Rani; Lubis, Khadijah; Wisma, Nur; Nurhaliza, Siti; Setiawati, Putri
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.v15i1.35562

Abstract

Self-harm is an increasingly common phenomenon among adolescents. This can include cutting the skin, hitting oneself, or harming the body in other ways, which is generally done in response to emotional distress or inability to manage stress. This study aims to identify self-harm behavior among adolescents and analyze the differences in self-harm between male and female adolescents. The sample in this study consisted of 600 junior high school students in Palembang City selected using simple random sampling (SRS) techniques. The instrument used is the self-harm inventory (SHI) questionnaire developed by the researcher and has a reliability of 0.93 (very good). Data analysis used descriptive statistics and independent sample t-tests. The results showed that adolescents’ self-harm behavior was in the very low category (mean=42.11, SD=12.70), and there was no significant difference in the self-harm of adolescent boys and adolescent girls (Sig. equal variance=0.711). Nevertheless, counseling teachers in schools must take preventive actions to prevent self-harm behavior in adolescents.
Voices of Chinese private college EFL students: unveiling preferences in written corrective feedback Cai, Mudan; Ramanair, Joseph
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.v15i1.35595

Abstract

Despite the growing body of research on the impact of written corrective feedback (WCF) on intermediate and upper-level students in Chinese public universities, limited attention has been paid to the preferences of lower- and intermediate-level English as a foreign language (EFL) students in Chinese private colleges regarding various types of WCF. To address this gap, the current study examined students’ experiences with and preferences for WCF. A quantitative survey design was adopted, with data collected from 30 EFL students at a private college in Mainland China using an online self-administered questionnaire. The results showed: i) students’ preferences for WCF types were consistent with their feedback experiences; ii) students most commonly received direct feedback focused on content, while spelling gained the least feedback; and iii) students most preferred direct feedback on content and grammar, while indirect feedback on organization and spelling was least favored. The findings suggest that WCF remains valuable for EFL learners and their English as a second language (ESL) counterparts. It is recommended that EFL writing teachers in similar contexts tailor their feedback practices by prioritizing students’ preferences, particularly by emphasizing direct feedback on content and grammar, to boost engagement and learning outcomes.
Evaluating the impact of game development-based learning on programming skill acquisition and student engagement Hazlina Noordin, Nurul; Karunanithi, Gajendran
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.v15i1.35542

Abstract

This study examines the challenge of limited engagement and conceptual understanding among school children in introductory programming education. To address this, the research evaluates the impact of game development-based learning using the slider game module. The objective is to assess how developing a simple game can support programming skill acquisition and enhance learner engagement. A total of 310 participants, aged 11 to 17, were selected through purposive sampling from various schools involved in programming classes. The research design included pre- and post-test assessments, demographic analysis, and Likert-scale surveys to gauge learner perceptions. Quantitative analysis was conducted using paired sample t-tests and descriptive statistics. The results show improvements in learners’ coding abilities and increased confidence and motivation across all age groups. The findings highlight the effectiveness of game development-based learning as a pedagogical approach for teaching programming in an engaging and impactful way.
University students’ perspectives on integrating generative AI into English language learning Lee, Yong-Jik; Otani, Masashi
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.v15i1.35223

Abstract

This study examines university students’ perspectives on integrating artificial intelligence (AI) into their English language learning, with a focus on cognitive and affective factors. Using a mixed method, the research collected quantitative data from surveys and qualitative insights from individual interviews with English language learners (ELLs). Survey results showed that ELLs recognized the technical capabilities of generative AI, particularly its extensive and dynamic database and practical translation functions. ChatGPT demonstrated clear benefits in terms of its emotional impact, including enhancing task efficiency and motivating learners. ELLs appreciated its ability to save time and foster engagement, but its influence on building confidence in language learning was less pronounced. In the cognitive domain, ELLs highlighted both opportunities and risks. While recognizing the potential for improved efficiency, concerns emerged about overreliance on generative AI, reduced independent thinking, and the possibility of facilitating academic dishonesty. Future research should focus on developing guidelines and best practices to maximize the benefits of generative AI tools while addressing their limitations.
Timely introduction of AI teaching practices: an auxiliary tool for Chinese proposal writing Huang, Tsui-Feng; Chou, Sheng-Chieh
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.v15i1.36136

Abstract

The rapid adoption of artificial intelligence (AI) is reshaping Chinese writing instruction in higher education, posing the risk of over-reliance on AI-generated text and exposure to biased content. To address these issues, this study applied scaffolding learning theory to design a writing instructional approach. This approach first uses scaffolding instruction to develop students’ foundational skills and then integrates iterative proposal writing with human-computer interaction using ChatGPT. Over a semester, more than 100 undergraduate students from three departments participated in a university writing course focused on event proposals. Students first wrote their own drafts, which were then refined through AI-assisted optimization. Two versions of the teacher evaluations were analyzed using statistical package for the social sciences (SPSS). A valid sample of 139 students revealed that novice writers benefited most from structured support, achieving above-average writing proficiency. Later, in-depth ChatGPT interaction led to higher-level content acquisition. This study confirms that combining scaffolding with guided AI can improve learning outcomes. This integrated scaffolding and AI instructional approach can foster independent writing skills and reduce inappropriate reliance on AI.
Beginning teachers’ professional development in Germany, Singapore, China, and Kazakhstan Kereyeva, Oxana; Yegenissova, Almazhai; Bayar, Adem; Tleuov, Kairat; Bisaliyeva, Nurbike; Kudarova, Karylgash; Iskakova, Shynar
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.v15i1.32483

Abstract

This study explores the challenges faced by beginning teachers in Kazakhstan due to inadequate professional development (PD) support, leading to high attrition rates and adaptation difficulties. A comparative analysis of PD programs in Germany, Singapore, China, and Kazakhstan identifies best practices that enhance teacher retention, professional growth, and teaching quality. Employing Bereday’s four-phase comparative methodology, this study systematically reviews approximately 20 policy documents and research articles from the selected countries. The findings indicate that effective PD programs incorporate structured mentoring, professional learning communities (PLCs), and action research. In contrast, Kazakhstan’s limited PD framework, characterized by brief mentoring periods and heavy teacher workloads hinders continuous professional growth. This study recommends extending the mentoring program to two years, reducing workloads, and integrating structured PD activities such as peer observations, subject-specific discussions, and collaborative workshops. Additionally, fostering professional communities and administrative support can ease the adaptation process, ultimately improving teacher retention and education quality. These recommendations provide a foundation for enhancing Kazakhstan’s PD system, aligning it with international best practices to establish a sustainable support structure for beginning teachers.
Ethnobotanical plant awareness among secondary school students of Malaybalay, Philippines Khrystel P. Gonzales, Doreen; A. Salic-Hairulla, Monera; A. Madale, Vanjoreeh
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.v15i1.36095

Abstract

Plant awareness, encompassing attention, knowledge, and attitudes toward plants, are essential for fostering biodiversity appreciation and environmental stewardship. In Bukidnon, where a rich ethnobotanical heritage exists, limited research has explored students’ awareness of ethnobotanical plants, potentially undermining local conservation efforts. This study assessed ethnobotanical plant awareness among 320 secondary school students from three schools in Malaybalay, Bukidnon, using a quantitative survey design. A structured survey measured three dimensions of awareness: visual attention, knowledge/understanding, and attitudes. Data were analyzed using descriptive statistics, Mann-Whitney U, Kruskal-Wallis tests, and Spearman’s rho correlations to explore differences and relationships across gender and grade levels. Findings revealed a marked preference for animals over plants, with students demonstrating limited visual attention and knowledge regarding local ethnobotanical species. Significant differences in plant awareness were observed across grade levels, while gender differences were less pronounced. Significant relationships were found between visual perception, knowledge, and attitude which describes the multidimensional nature of plant awareness. The results highlight critical gaps in plant awareness, underscoring the need for integrative educational strategies. Incorporating local ethnobotanical knowledge into science, technology, engineering, and mathematics (STEM) curricula may enhance students’ engagement, species literacy, and environmental responsibility. Addressing plant awareness disparities among students is vital for effective biodiversity conservation and the development of future environmental stewards in Bukidnon.
Development and validation of curriculum-based problem-solving MCQ classroom tests in mathematics V. Mata, Purity; Rose H. Abao, Quennie; Kaye S. Bihasa, Roxanne; N. Kiamco, Glenda; Marie C. Neiz, Anna
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.v15i1.35698

Abstract

Classroom assessment is a fundamental element in the teaching and learning process. The objective of this study is to determine the validity of the teacher-made multiple-choice questions (MCQs) used in General Education Course Mathematics in the Modern World (GEC-MMW). Employing a quantitative descriptive research design, four sets of teacher-made MCQ tests were developed and administered to over 500 students across two campuses of a state university. The tests underwent expert validation, tryouts, and analysis using difficulty index (DIF I), discrimination index (DI), distractor efficiency (DE) and reliability testing. Most items showed an average level of difficulty, acceptable to excellent DI, and functional distractors (FD), with reliability coefficients ranging from 0.54 to 0.78. Moreover, mean percentage scores ranged from 42.94 to 50.95 revealed below-average student performance. These findings confirm that the developed tests are valid, reliable, suitable for classroom assessment, and demonstrate that item analysis is essential for improving test quality, identifying learning gaps, and informing instructional decisions.
The role of gender and group preferences in problem-finding and problem-solving Abuhadeeda, Motlaq; Alaifan, Amthal; G. Abo Hamza, Eid
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.v15i1.31867

Abstract

Creative problem-solving is a critical skill for 21st-century learners, yet its relationship with gender and creativity preferences among gifted students remains underexplored. This study investigated how gender and individual versus group creativity preferences influence problem-finding and problem-solving abilities in intellectually gifted secondary students in Kuwait. A sample of 98 participants was assessed using the realistic problem generation and presented problems evaluations and the collectivism/individualism creativity preference scale. Statistical analysis included cluster analysis and the Point-Biserial correlation coefficient (Pbis). Results revealed that individual creativity had a stronger correlation with problem-solving skills than group creativity, while gender showed no significant effect. These findings support the development of personalized, gender-neutral educational strategies that nurture the distinct creative strengths of gifted learners to optimize academic performance.
Comprehension competence: personal attitudes’ effect on the intentions to read critically in a foreign language Alimehmeti, Migena; Shehu, Irena
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.v15i1.35983

Abstract

This study explores the relationship between personal attitudes and the intention to engage in critical reading among students learning a foreign language. Grounded in theories of motivation, cognition, and critical pedagogy, the research aims to determine whether favorable attitudes influence students’ willingness to read critically. A quantitative approach was employed, using a structured questionnaire administered to a purposive sample of 200 undergraduate students at the Faculty of Foreign Languages, University of Tirana. The instrument measured two key constructs: personal attitudes and intentions to read critically, through Likert-scale items. Reliability and validity were confirmed via Cronbach’s alpha (.855 and .920) and factor analysis (Kaiser-Meyer-Olkin (KMO)=.885). Data were analyzed using SPSS, including descriptive statistics and Pearson correlation. Results revealed a statistically significant and moderately strong positive correlation between personal attitudes and critical reading intentions (r=.645, p<.01), suggesting that students who hold more favorable views toward critical reading are more likely to intend to engage in it. Despite overall positive attitudes, the intentions to pursue critical reading beyond academic settings were only moderate, indicating potential barriers or a lack of long-term motivation. The study highlights the need for pedagogical strategies that enhance students’ appreciation for critical reading, as fostering positive attitudes may lead to greater engagement and skill development in this essential area. The study concludes with pedagogical recommendations for fostering positive attitudes to enhance engagement in critical reading.

Page 211 of 213 | Total Record : 2123

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