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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 2,199 Documents
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Adoption of artificial intelligence tools for academic writing Hoai, Nguyen Thu; Thuy, Lai Thi Thu
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.v15i2.37993

Abstract

The rapid advancement of artificial intelligence (AI) presents both significant opportunities and challenges for academic writing. This study investigates the factors influencing the adoption of AI writing tools among lecturers in Vietnam by proposing an integrated theoretical framework that combines the unified theory of acceptance and use of technology (UTAUT) with perceived risk theory (PRT). The model incorporates performance risk (PR) and ethical risk (ER) as key inhibitors alongside the core UTAUT constructs. Data were collected through a cross-sectional survey of 404 lecturers from public universities across North, Central, and South Vietnam, including both public and private educational institutions, and analyzed using structural equation modeling (SEM). The results show that the proposed model has strong explanatory power, accounting for 77.9% of the variance in behavioral intention (BI) and 75.3% in use behavior (UB). All seven hypotheses were supported. Performance expectancy (PE) was the most potent predictor of intention, while PR was the strongest deterrent. Facilitating conditions (FC) and BI were found to be critical antecedents of actual use. The study contributes by empirically validating an integrated UTAUT–PRT framework in the context of AI writing tool adoption. The findings suggest that universities should prioritize performance-enhancing support mechanisms and risk-mitigation policies to promote responsible AI adoption.
Assessment of scientific competencies in secondary school students: exploring the relationships among inquiry, explanations of the physical world, and the design of technological solutions Silva, Angel Edwin Oblitas; Salazar, Giuliana Orrillo
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.v15i2.37351

Abstract

Assessing scientific competencies in secondary education requires understanding their structural relationships, yet limited research examines these interrelationships empirically. This study investigated how scientific inquiry, explanation of physical phenomena, and design of technological solutions interact in 165 Peruvian secondary students using partial least squares structural equation modeling (PLS-SEM). Results confirmed that inquiry significantly influences both explanation and design capabilities, while explanation mediates the relationship between inquiry and design. The model demonstrated excellent fit (standardized root mean square residual (SRMR)=0.068, normed fit index (NFI)=0.912)), explaining 67.3% of variance in explanation and 71.8% in design. Findings establish inquiry as the foundational competency for developing explanatory and problem-solving abilities, supporting integrated curriculum design and sequential pedagogical approaches that prioritize inquiry development.
Enhancing reading skills among pre-service primary school teachers in Kazakhstan Sapartayeva, Lazzat; Maigeldiyeva, Sharban
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.v15i2.38719

Abstract

Educators rely heavily on reading proficiency, but the reading habits of prospective teachers and their preparedness in teaching methods are frequently disregarded. In Kazakhstan, the preparedness of pre-service teachers to promote reading is still not fully understood despite the current educational reforms. This study fills the gap by offering Kazakhstan-focused knowledge on pre-service teachers’ reading habits and structural obstacles via a thorough mixed-methods approach. An explanatory sequential design was utilized. Data from 205 female pre-service primary school teachers at four universities in regions including Pavlodar, Karaganda, Shymkent, and Almaty were analyzed with the aid of descriptive statistics and analysis of variance (ANOVA). Data from 27 semi-structured interviews were evaluated through thematic analysis. The quantitative data showed a mix of opinions about leisure reading (mean (M)=3.09, standard deviation (SD)=1.44) and inadequate university preparation for teaching reading (M=3.05, SD=1.37). Participants reported digital reading fatigue with an average score of 3.07 and SD of 1.38, despite having frequent access to digital text. The qualitative data showed that time constraints (68%), academic overload (52%), and limited inclusion of practical applications in coursework were the primary obstacles. For Kazakhstani universities to develop effective future literacy role models, they must shift from purely theoretical instruction. Updating curricula with contemporary, culturally relevant texts and incorporating hands-on, peer-facilitated reading exercises is strongly advised to foster teacher confidence in instructional methods.
An evaluation of student personality program in secondary schools: a systematic literature review Mislan, Mohd Shaleh; Hamzah, Mohd Isa; Razak, Khadijah Abdul
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.v15i2.33651

Abstract

The purpose of education is to uplift and develop human personality, morals, behavior, and character. Despite various initiatives and plans, the efforts to cultivate good values and character among students are increasingly challenging due to the negative influence of the local environment as well as the borderless social media. This issue called many researchers to conduct studies to evaluate the implementation of student personality programs in secondary schools, but systematic literature reviews (SLR) on this topic are still limited. Therefore, this study aims to conduct a SLR to evaluate past studies related to the assessment of student character programs. The SLR writing process was according to the preferred reporting items for systematic review and meta-analysis (PRISMA). Two main databases, namely Web of Science (WoS) and Scopus, were used to identify relevant articles and sources. Based on the thematic analysis, four main themes were found, which were behavioral, emotional, cognitive, and social. This study provides a comprehensive overview of the implementation of student character programs, which can serve as an important reference for educators to strengthen character development among secondary school students. These findings are expected to contribute to the development of more effective programs in addressing the challenges of nurturing character among the younger generation in the modern era.
Preservice primary school teachers’ intention to teach national identity education: evidence from Kazakhstan Sabanbayev, Nurbek; Ayapbergenova, Gulsum; Turalbayeva, Almash; Nurmakhanbetov, Arman; Kastayev, Serik; Nurgaliyeva, Saniya
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.v15i2.38988

Abstract

Fostering national identity (NI) in primary school students is essential for promoting civic awareness and supporting sustainable national development. Early school years are particularly critical for shaping NI, which places additional demands on teachers and the primary education system. Pre-service primary school teachers (PPSTs) often face challenges in translating their intentions to teach national identity (INTNI) into classroom practice. This study investigated the factors influencing these teachers’ intentions and the mechanisms through which these intentions develop. Drawing on the theory of planned behavior (TPB) and social identity theory (SIT), data were collected from 254 pre-service teachers at a Kazakhstani university and analyzed using partial least squares structural equation modeling (PLS-SEM). Results revealed that institutional resources shape teachers’ intentions indirectly by enhancing attitudes toward teaching NI, teaching self-efficacy, and national identity awareness (NIA), while direct effects were not significant. Internalization of national values (INV) had a weaker but meaningful impact. The findings highlight the importance of teacher education programs emphasizing professional confidence, positive attitudes, and identity awareness to prepare teachers effectively for implementing NI education in primary schools.
Exploring the sustainable teaching and learning in Nigerian schools with focus on emergency remote education Ogunseemi, Olatunbosun Emmanuel; Omodara, Oladele Dennis; Daramola, Mercy Adesola
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.v15i2.28489

Abstract

The global pandemic was a great challenge to delivering education in Nigerian schools. This undoubtedly came with a sudden shift to remote learning when teachers and students alike had to adapt to emergency remote education. Although, the prediction of international organizations on the effect of school closure during pandemic perhaps stimulated the emergent of remote teaching and learning (RTL) globally and particularly, in Nigeria. However, it was observed that the innovation and reformation has provided opportunities for transformation through borderless learning which is actually apt for situations like the COVID-19 pandemic. This article therefore, utilized naturalistic observation strategy to explore the impact of this shift on sustainable teaching and learning in schools in Ekiti State, Nigeria. It discusses the concept of emergency remote education as it relates to Nigerian education system. More importantly, it exposed the technology usage in classroom practices in Ekiti State, Nigeria vis a vis, the experiences of teachers and students in emergency remote education, highlighting the platforms employed, successes recorded and challenges encountered in the process. It was concluded that stake holders in Nigerian education system have been navigating unexplored territory to ensure continuous learning. Recommendations were made on how to improve the practice of remote education in Nigeria.
Beyond numbers: a path analysis on how educational ecosystem and math interest spark excellence Eslabra, Charmaigne A.; Sagge Jr., Roberto G.; Temelo, Dolly Rose F.; Parreño, Danilo M.; Senosa, Tedric Dave E.; Paris, Peter Ernie D.; Cachuela, Garry C.; Labis, Sybel Joy F.; 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.v15i2.37651

Abstract

Mathematics achievement reflects a web of social, environmental, and motivational forces. This study examined how parental involvement, peer influence, and school support relate to mathematics interest and academic performance among Philippine Science High School (PSHS)–Western Visayas Campus scholars. Using a quantitative descriptive–correlational design, 251 students were selected through proportionate stratified random sampling. Data were collected through Google Forms using the 30-item mathematics interest inventory (MII) (4-point Likert; expert-validated; α=0.899), the 45-item educational ecosystem inventory (EEI) measuring family, peer, and school support (4-point Likert; expert-validated; α=0.910), and official mathematics grades as the achievement indicator. Descriptive statistics and correlation analyses were computed as prerequisites, then relationships were tested through path analysis in a structural equation modeling (SEM) framework, including estimation of direct, indirect, and mediated effects. Results indicated that parental involvement, peer influence, and school support significantly strengthened mathematics interest and were associated with higher mathematics achievement, with the final SEM demonstrating satisfactory model fit. Mathematics interest emerged as a significant mediator, particularly in the link between school support and performance, underscoring interest as a motivational conduit between context and outcomes. Recommendations include strengthening home–school partnerships, institutionalizing peer mentoring, and expanding interest-based pedagogies and opportunities, with continued program evaluation to sustain high performance in science, technology, engineering, and mathematics (STEM)-focused schools.
The influence of training, subjective norms, and self-efficacy on entrepreneurial passion and intention of engineering students Nguyen, Trieu Khoa; Nguyen, Ninh Gia
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.v15i2.36289

Abstract

Entrepreneurial passion and intention are critical drivers of innovation and economic development. However, empirical studies have primarily focused on business and social science students and have not yet extensively studied engineering students. This study examines how entrepreneurship training influences entrepreneurial passion and intention among engineering students, focusing on the mediating roles of subjective norms and entrepreneurial self-efficacy (ESE). Using a cross-sectional survey design, data were collected from 368 final-year engineering students at the Industrial University of Ho Chi Minh City, Vietnam, and analyzed with partial least-squares structural equation modeling (PLS-SEM). Importance–performance map analysis (IPMA) was also employed to identify the most influential predictors. Results reveal that entrepreneurship training enhances both subjective norms and ESE, which significantly fosters entrepreneurial passion, while entrepreneurial passion strongly predicts entrepreneurial intention. Mediation analyses confirmed that subjective norms and ESE partially mediate the effect of entrepreneurship training on entrepreneurial passion. Theoretically, the study extends social cognitive theory (SCT) by demonstrating how personal and contextual factors jointly shape entrepreneurial passion and intention. Practically, the findings highlight the need for entrepreneurship programs in engineering education to emphasize experiential learning, confidence building, and supportive social environments that strengthen entrepreneurial mindsets.
Sequential exploration of strategies and challenges in implementing culturally responsive pedagogy Panganiban-Lualhati, Genalyn; Panganiban, Teodoro B.
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.v15i2.34550

Abstract

The implementation of culturally responsive pedagogy (CRP) in higher education is essential for fostering inclusive and equitable learning environments. However, faculty members often face challenges such as addressing biases and ensuring inclusivity. This study examines the strategies and challenges of CRP implementation at a state university in the Philippines using an exploratory sequential mixed methods approach. The qualitative phase involves in-depth interviews with 10 faculty members to identify key CRP strategies and challenges. The quantitative phase surveys 116 faculty members to assess the effectiveness of these strategies and measure the difficulty of encountered challenges. Thematic analysis and descriptive statistics provide a comprehensive understanding of CRP implementation. Findings reveal that CRP enhances student engagement and learning outcomes but is hindered by challenges related to bias, institutional support, and creating inclusive environments. The study calls for professional development programs and policy reforms to help faculty adopt culturally responsive teaching (CRT) and gain stronger institutional support. It also highlights the need for collaboration among educators, administrators, and policymakers to ensure CRP is effectively and sustainably implemented.
Artificial intelligence in action: enhancing reading and writing proficiency in Chinese English learners Liu, Jingdan; Hamid, Hazrul Abdul; Bao, Xujie
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.v15i2.33508

Abstract

Artificial intelligence (AI) is increasingly adopted in Chinese English as a foreign language (EFL) classrooms, yet its learning benefits remain uncertain in an examination-oriented context where reading and writing proficiency are often constrained. This study employed a quantitative quasi-experimental design with pre- and post-tests, involving 67 non-English-major undergraduates assigned to a control group and an AI-integrated group, to examine AI-supported learning effects on reading and writing within a constructive alignment (CA) framework. Both groups improved after the intervention, while the AI-integrated group demonstrated a notably greater gain in reading performance. The findings suggest that CA can strengthen the effectiveness of AI integration by aligning learning outcomes, activities, and assessment, and that AI use, in turn, can reinforce alignment during the learning process. Pedagogical implications are discussed regarding performance disparity, the extension of CA-guided AI use to other EFL domains, and future instructional research.

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