cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
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 2,199 Documents
 212   213   214   215   216 
Socioscientific issue and digital comic in problem based learning enhances student ecoliteracy toward UNESCO Global Geopark conservation Rosdiana, Erika; Suyanti, Retno Dwi; Manurung, Binari
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37812

Abstract

The Toba Caldera region, designated as a UNESCO Global Geopark, requires continuous efforts to preserve its environment and strengthen the ecoliteracy of its community. This study investigated improvements in students’ ecoliteracy, including knowledge, environmental caring attitudes, and pro-environmental behaviors, through the use of problem based learning (PBL) integrated with geopark socioscientific issues (GSSI) presented in a digital comic (Comdigi) format. A total of 156 junior high school students in the Toba Caldera area participated in the study. A total of 78 students learned through direct instruction (DI), and 78 received PBL with GSSI in Comdigi. Ecoliteracy knowledge was measured using a 30-item test, while caring attitude and pro-environmental behavior were assessed using questionnaires with 15 items each. The results showed that PBL integrated with GSSI in Comdigi significantly outperformed DI in enhancing ecoliteracy knowledge 39.80%, caring attitudes 49.8% and in pro-environmental behaviors 12.50% with N-gain score of 0.71. These findings confirm that incorporating GSSI in a Comdigi based PBL model effectively strengthens students’ ecoliteracy related to the Toba Caldera UNESCO Global Geopark (TCUGGp).
Integrating generative AI in higher education for lifelong learning Chowdhury, Mozaffar Alam; Sam, Toong Hai; Rana, Md. Sohel; Ali, Khan Sarfaraz; Wong, Whee Yen; Tushar, Hasanuzzaman
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.36796

Abstract

This study investigates the impact of generative artificial intelligence (GenAI) on learning outcomes (LO) and lifelong skills (LLS) within higher education, emphasizing ethical considerations. Employing a quantitative approach, data was collected from 180 students via a questionnaire, examining their AI usage in education. Structural equation modeling (SEM) using SmartPLS 4.1.0.9 was used to analyze the relationship between GenAI use, LO, and LLS. Findings reveal that GenAI can enhance LO, personalize learning experiences, and contribute to developing crucial LLS. However, the study highlights the importance of ethical guidelines to prevent academic dishonesty. This research contributes to the existing literature by exploring the link between GenAI use, LO, and the development of LLS. Practically, it demonstrates that ethical GenAI use promotes both LO and LLS among higher education students, aligning with the sustainable development goals (SDGs) of inclusive and equitable quality education and lifelong learning opportunities.
Effectiveness of systematic didactic workshops in improving university students’ communicative competencies Melgarejo, Teófilo F. Valentín; Cervantes, Daniel J. Pariona; Calderón, Isabel A. Delzo; Campos, Nora E. Hinostroza; Basilio, Dionicio L.; Melgarejo, Pablo L. Valentín; Dávila, Víctor L. Albornoz; Lovatón, Raúl M.; Vivar, Pablo L. La Madrid; Leandro, Josué C.; Rojas, Shuffer G.; Ruiz, Flaviano A. Zenteno
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38440

Abstract

The study examined the effectiveness of structured didactic methods in improving communicative competence among 26 undergraduate university students using a pretest–posttest experimental design. The intervention consisted of guided oral presentations, structured debates, dialogic interaction, guided writing with drafting–revision cycles, and scaffolded reading activities based on inferential and critical questioning. These techniques were implemented through a sequence of instructional workshops organized into baseline assessment, didactic intervention, and post-intervention evaluation phases. Data was analyzed using descriptive and inferential statistics, including paired-sample t-tests, effect size estimation (Cohen’s d), normalized gain (Hake’s g), and 95% confidence intervals (CI) to determine the magnitude and reliability of learning outcomes. The results revealed substantial improvements across all communicative domains after the intervention. At baseline, performance was low to moderate across competencies. In particular, 0.0% in writing indicates that no student met the predefined proficiency threshold at pretest, while reading comprehension showed 11.5% proficiency, and oral expression 19.2%. The performance increased markedly followed by intervention, with posttest scores were 80.8% in oral expression, 69.3% in writing, and 73.1% in reading. Such gains were statistically significant (p<0.001) and had high effect sizes (Cohen’s d=2.17 to 2.31). Normalized gain scores (g=0.56-0.62) reflected medium-to high-level instructional effectiveness on all competencies. The overlap of statistical results, effect sizes, and learning patterns prove that the intervention is pedagogically effective, and it is relevant to be used in the context of higher education to reinforce the oral, written, and reading abilities with the help of evidence-based teaching methods.
Bridging the training–practice gap in social-emotional learning of pre-service teachers Dinh, Duc-Hoi; Giang, Thien-Vu; Huynh, Van-Son
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.35843

Abstract

To successfully embed the social-emotionallearning (SEL) model in the education sector, pre-service teachers must prepare for social-emotional competence (SEC). Unfortunately, studies on how pre-service teachers were trained and developed their SEC before practicing the SEL model in the teaching profession are lacking. This study focuses on discovering how to train and develop SEC for pre-service teachers within the framework of teacher undergraduate training programs in Vietnam, a developing country in Southeast Asia. We employed a convergent parallel mixed-method approach, utilizing both quantitative data (n=650) and qualitative data (n=23), which were subsequently integrated during the interpretation phase to derive comprehensive results. Our findings revealed that the current pre-service teachers had an average level of SEC, which was limited by: i) confusion in understanding SEC and SEL concepts; ii) the lack of professional supervision in undergraduate training; and iii) the unguaranteed need to foster SEC self-development and SEL-based practice training courses. These themes highlight the need to change the administrative policy in undergraduate teacher training programs to support and supervise the development of pre-service teachers’ SEL-based knowledge and practice in developing countries.
Mediating role of service quality between university social responsibility and student satisfaction in Peru Montes, Isac Fernando Espinoza; Cárhuaz, Nérida Pilar Zevallos; Oscanoa, Martin Romeo Yurivilca
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.36750

Abstract

This study analyzed the influence of university social responsibility (USR) on student satisfaction (SS), mediated by service quality (SQ). It is relevant because it provides empirical evidence of how socially responsible practices strengthen educational quality and student well-being in a Latin American context that remains underexplored through structural equation modeling (SEM). The objective was to explain how USR affects SS through SQ, using SEM. Specifically, the study examined the direct effect of USR on SS, its influence on SQ, the impact of SQ on satisfaction, and the mediating role it plays in this relationship. A quantitative, non-experimental, cross-sectional design was employed with a sample of 505 undergraduate students from five Peruvian public and private universities, selected through non-probability convenience sampling. Data were collected using three validated and reliable Likert-type scales. The results showed that USR significantly influenced SQ (R²=0.60) and that SQ predicted SS (R²=0.67), confirming a partial mediation effect. The findings provide practical implications for strengthening institutional policies to enhance SQ and increase SS.
Teaching style and student well-being: regression analysis in Filipino language learning Cepeda, Ma. Ernalyn B.; Denusta, Jonalyn L.; Bacio Jr., Salvador P.
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37176

Abstract

Teaching style is widely theorized to shape learners’ affective experiences in language classrooms, yet empirical evidence remains limited in Filipino language settings, an underexplored context compared with the extensive English-focused literature. This study examined the extent to which teaching-style dimensions influence students’ anxiety, motivation, and attitudes toward Filipino. Using a descriptive-correlational design with multiple regression analysis, data were collected from 120 Grades 7–10 students enrolled in the Integrated Laboratory School (ILS) of a state university. Three validated instruments were employed: a Filipino-adapted foreign language classroom anxiety scale (FLCAS), the attitude and motivation test battery, and a teaching-style inventory assessing authority, managerial, delegator, facilitator, and hybrid dimensions. Findings showed high levels of anxiety, motivation, and attitudes toward Filipino. Teaching style dimensions were positively associated with motivation and attitudes, but not with anxiety. Regression results further indicated that only the hybrid teaching style significantly predicted students’ attitudes, whereas no teaching-style dimension significantly predicted anxiety or motivation. These results provide context-sensitive evidence for Philippine multilingual classrooms, highlighting the practical value of hybrid teaching in strengthening positive attitudes while indicating that anxiety likely requires targeted interventions beyond teaching style alone.
Evaluating the knowledge ability of students by inquiry-based learning technique Alaloul, Wesam Salah; Alzu’bi, Khalid Mhmoud; Musarat, Muhammad Ali
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.31593

Abstract

Inquiry-based learning (IBL) as an instructional approach has been popular amongst science, technology, engineering, mathematics disciplines, but the practice specifically in engineering education deserves further exploration. This study explores the impact of IBL on student engagement and learning within an engineering project management course. Using a case-study methodology, engineering students engaged in real-world problem-solving activities and provided feedback through a questionnaire assessing lecturer deliverables and IBL effectiveness. For this study, a questionnaire approach was adopted comprised of 34 questions compressed under two main groups. The distribution was made among engineering students of various disciplines. The descriptive and reliability analysis of the responses revealed that IBL positively influenced students’ engagement and problem-solving abilities, fostering a collaborative learning environment. However, students noted a high workload associated with IBL tasks, suggesting the need for careful assignment structuring. Overall, the study highlights IBL’s potential to enrich engineering education by aligning learning outcomes with industry demands, recommending that future implementations consider workload optimization to maintain balance. This research contributes to understanding effective pedagogical approaches in engineering, promoting student-centered learning that prepares students for professional challenges.
A pedagogical model for teaching action research in Kazakhstan’s EFL teacher education Zhambylkyzy, Marina; Baibossynova, Tolkyn; Yessenbay, Anar; Adilkhan, Makhabbat
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38372

Abstract

This article examines the pedagogical use of action research (AR) in enhancing professional and problem-solving skills of prospective teachers in Kazakhstani secondary schools. The study involved twenty-seven pre-service and novice English as a foreign language (EFL) teachers, all of whom were master’s students at Kazakh National University. The study was implemented within the AR course integrated into the master’s program curriculum. To support participants’ understanding and practical application of AR, we designed “AR tree” model, a visual, cognitive and pedagogical scaffold. It was introduced to make the stages of AR more accessible for novice teachers. After presenting the model, semi-structured interviews were conducted with pre-service teachers to explore its pedagogical value for professional learning. The results indicate that the model strengthened connections between theory and practice, promoted reflective professional thinking, and enable novice teachers to systematically identify classroom challenges and develop pedagogically informed solutions. The study does not propose a new form of AR, instead, the model guided pre-service teachers through each phase, from finding a problem to developing interventions, reflecting with learners, and sharing results.
Teacher competency development in the digital age: promoting underprivileged students’ vocational skills Pornwiang, Suban; Manokarn, Monnapat; Khwanmun, Prajob
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.34971

Abstract

Vocational skills are essential for underprivileged students, providing practical job training that enables self-sufficiency, breaks the cycle of poverty, and improves job opportunities. The study addresses a critical gap, focusing on teacher competency for underprivileged students in urban communities of Chiang Mai, ethnic minority or stateless individuals, facing complex barriers to accessing fundamental rights and services. The concept of novel transdisciplinary research, comprising 10 vocational experts, 10 academic professionals from Chiang Mai-based universities, 35 school leaders and educators, and 261 parents, selected via purposive sampling. Data were collected through focus group discussions, field observations, workshops, and structured questionnaires, and were analyzed using descriptive statistics (mean, standard deviation) and qualitative content analysis. Public participation was crucial in developing guidelines for enhancing teacher competencies. The resulting framework consists of three components: challenges encountered by teachers; teacher development curriculum covering content, developmental approaches, and collaborative development networks; and development outcomes, including eight fundamental and eight specific outputs, and outcomes for improved student quality of life, competencies, and vocational skills across defined aspects. These guidelines provide a novel framework (outputs and outcomes) that integrates socio-legal knowledge and vocational training to sustainably improve the educational experiences and quality of life of this specific target group.     
Achievement motivation as a predictor of historical empathy: a study of social studies university students Nemt-allah, Mohamed Ali; Ghareib, Hamed Samy; El-Hashimi, Elsayed Atef; Al-Dosari, Mashael Nasser; Abdellatif, Mohamed Sayed; Soliman, Tawfik Mahmoud; Ibrahim, Ashraf Ragab Ibrahim
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37119

Abstract

This study investigated the predictive relationship between achievement motivation and historical empathy among social studies university students. Using the achievement motives scale-revised (AMS-R) and the historical empathy scale-adult form (HES-AF), data were collected from 428 Egyptian university students aged 18-24 from education faculties at Al-Azhar University. Correlation analyses revealed significant positive relationships between achievement motivation dimensions (hope of success and fear of failure) and all historical empathy components (cognitive, affective, and behavioral). Multiple regression analysis demonstrated that achievement motivation significantly predicted historical empathy, F(2, 425)=86.035, p<.001, explaining 28.8% of the variance. Hope of success emerged as the primary predictor (β=.478, p<.001), with approximately four times the predictive strength of fear of failure (β=.109, p=.018). These findings suggest that approach-oriented achievement motivation, particularly hope of success, is crucial in fostering empathetic understanding of historical content. The results provide theoretical insights into the psychological mechanisms underlying historical empathy and offer practical guidance for educators seeking to enhance empathetic engagement in social studies education through motivation-focused pedagogical approaches.

Page 214 of 220 | Total Record : 2199

 212   213   214   215   216 

Filter by Year

2012 2026


Reset
Filter By Issues
All Issue Vol 15, No 2: April 2026 Vol 15, No 1: February 2026 Vol 14, No 6: December 2025 Vol 14, No 5: October 2025 Vol 14, No 4: August 2025 Vol 14, No 3: June 2025 Vol 14, No 2: April 2025 Vol 14, No 1: February 2025 Vol 13, No 6: December 2024 Vol 13, No 5: October 2024 Vol 13, No 4: August 2024 Vol 13, No 3: June 2024 Vol 13, No 2: April 2024 Vol 13, No 1: February 2024 Vol 12, No 4: December 2023 Vol 12, No 3: September 2023 Vol 12, No 2: June 2023 Vol 12, No 1: March 2023 Vol 11, No 4: December 2022 Vol 11, No 3: September 2022 Vol 11, No 2: June 2022 Vol 11, No 1: March 2022 Vol 10, No 4: December 2021 Vol 10, No 3: September 2021 Vol 10, No 2: June 2021 Vol 10, No 1: March 2021 Vol 9, No 4: December 2020 Vol 9, No 3: September 2020 Vol 9, No 2: June 2020 Vol 9, No 1: March 2020 Vol 8, No 4: December 2019 Vol 8, No 3: September 2019 Vol 8, No 2: June 2019 Vol 8, No 1: March 2019 Vol 7, No 4: December 2018 Vol 7, No 3: September 2018 Vol 7, No 2: June 2018 Vol 7, No 1: March 2018 Vol 6, No 4: December 2017 Vol 6, No 3: September 2017 Vol 6, No 2: June 2017 Vol 6, No 1: March 2017 Vol 5, No 4: December 2016 Vol 5, No 3: September 2016 Vol 5, No 2: June 2016 Vol 5, No 1: March 2016 Vol 4, No 4: December 2015 Vol 4, No 3: September 2015 Vol 4, No 2: June 2015 Vol 4, No 1: March 2015 Vol 3, No 4: December 2014 Vol 3, No 3: September 2014 Vol 3, No 2: June 2014 Vol 3, No 1: March 2014 Vol 2, No 4: December 2013 Vol 2, No 3: September 2013 Vol 2, No 2: June 2013 Vol 2, No 1: March 2013 Vol 1, No 2: December 2012 Vol 1, No 1: July 2012 More Issue