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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 2,276 Documents
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Threat appraisal and prevention of risky sexual behavior among high school students in Indonesian: the mediating roles of response efficacy and self-efficacy Erni Gustina; Ira Nurmala; Nunik Puspitasari
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38765

Abstract

Premarital sexual behavior among adolescents remains a public health concern. However, school programs often focus on risk perception without showing how perceived threat can lead to protection. This study examined the influence of threat appraisal (severity and vulnerability) on the prevention of premarital sexual behavior through response efficacy and self-efficacy as mediators. A cross-sectional survey was conducted among 333 high school students selected by multistage sampling. Likert-scale measures assessed severity, vulnerability, response efficacy, and self-efficacy. The model was analyzed using partial least squares structural equation modeling (PLS-SEM) with bootstrapping (α=0.05). Most participants reported no premarital sexual behavior (66.1%). Severity and vulnerability positively predicted response efficacy and self-efficacy, with severity exerting a stronger effect. Response efficacy and self-efficacy were negatively linked to premarital sexual behavior (p<0.05), meaning that higher coping appraisal (the ability to handle risky situations) was associated to lower risk behavior. Indirect effects from severity and vulnerability to behavior through both mediators were significant. The model explained 34% of the variance in premarital sexual behavior. Threat appraisal reduced premarital sexual behavior mostly by improving coping appraisal. Thus, school-based interventions should combine risk communication with the development of refusal, negotiation, and self-confidence skills to support protection.
Foreign language anxiety in relation to cultural intelligence and identity negotiation among English as a foreign language university learners Ashraf Ragab Ibrahim; Abdelaziz Abdelfattah Elfeky; Asmaa Masoued Elblatey; Mohammed Hassanin AbuAl-Saoud; Mohamed Ali Nemt-allah; Radwa Hassan Yacoub
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.37740

Abstract

This study examined relationships among foreign language anxiety (FLA), cultural intelligence, and identity negotiation strategies—constructs rarely investigated together—among 1,045 Egyptian English as a foreign language (EFL) university learners from Al-Azhar University and Damanhour University. Participants completed the short-form foreign language classroom anxiety scale (S-FLCAS), the cultural intelligence scale, and the identity negotiation experiences and strategies scale (INES). Correlation analyses revealed significant negative relationships between FLA and both cultural intelligence dimensions: internalized cultural knowledge (ICK) (r=-.233, p<.01) and effective cultural flexibility (ECF) (r=-.208, p<.01). FLA showed positive correlations with identity-related strain (r=.177, p<.01), vigilance (r=.157, p<.01), and compartmentalization (r=.108, p<.01). Conversely, identity resources demonstrated a protective effect (r=-.160, p<.01). Multiple regression analyses indicated that cultural intelligence dimensions predicted 5.9% of FLA variance, while identity negotiation strategies explained 8.7%. These findings suggest that interventions targeting cultural intelligence training and identity negotiation resources can effectively reduce FLA. The study advances theoretical understanding by demonstrating how cultural competence and identity management jointly influence psychological experiences in language learning. Results carry important pedagogical implications: educators should implement intercultural awareness programs, create identity-affirmative classroom environments, and develop learners’ adaptive coping strategies to address anxiety comprehensively beyond traditional linguistic approaches.
Artificial intelligence literacy and adoption among basic education teachers Trixie E. Cubillas; Neunna Vinzie D Dela Cruz; Gwyneth Queen F Galvadores; Jileen May B Olivares; Ariel U. Cubillas
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.36999

Abstract

Despite growing interest in artificial intelligence (AI) integration, a gap in AI literacy and adoption among teachers limits the benefits of AI-enhanced learning and widens the digital divide. This study explored AI literacy and adoption among basic education teachers in Butuan City, Philippines, using the technological pedagogical content knowledge (TPACK) framework and social cognitive theory (SCT). It examined factors influencing readiness to integrate AI tools into teaching. Using a quantitative descriptive-causal design, data from 243 randomly selected teachers were analyzed through structural equation modeling (SEM) with the adopted research instruments. Results show that AI literacy and positive affective-cognitive variables strongly predict AI adoption, with behavioral intention (BI) mediating the link between self-esteem (SE) and AI literacy. Findings underscore the need for targeted professional development and institutional support to bridge the AI literacy gap and ensure the responsible and effective integration of AI in primary education.
Writing challenges and support for elementary students: facial emotions study Nguyen Thi Xuan Yen; Nguyen-Bich-Thy Bui; Thien-Vu Giang
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.33688

Abstract

Writing is one of the first basic skills that promote successful learning and mental health of elementary students. The 2018 Vietnamese curriculum reform has created challenges in the formation and practice of writing skills of lower elementary students. The primary research questions address: i) the key cognitive challenges in students’ writing performance; ii) the emotional experiences associated with writing tasks; and iii) the instructional strategies employed to enhance writing skills. Using a mixed-methods study design on 159 students and 12 teachers, through writing tests, facial action coding system (FACS) and semi-structured interviews, we recorded important insights. The findings showed that second-grade students demonstrated a higher significant advancement in writing. First-grade students mainly exhibit positive emotions with writing tasks. In contrast, second-grade students experience a higher prevalence of negative emotions. This shift suggests that as academic expectations increase, students have greater stress and emotional challenges, necessitating supportive interventions. This study’s findings can contribute to the national curriculum development, guide effective teaching practices, and contribute to wider discussions on educational reform within the Vietnamese context.
School development in challenging social conditions: achieving academic success and management difficulties Yerdan Sovetovich Katayev; Guzalia Rasikhovna Shagivaleeva; Rsaldy Bagdatovna Orazaliyeva; Liia Nailevna Voronova
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.34756

Abstract

The aim of the study is to compare the experiences of working with socially vulnerable children in European countries and the United States with similar needs in the Russian Federation and the Republic of Kazakhstan. The study addresses the problem of social tension negatively affecting children’s academic performance. A qualitative design was combined with elements of quantitative analysis. The study was conducted among fifth- and ninth-grade students (ages 11–12 and 15–16, respectively) in schools in Kazan (Russia) and Almaty (Kazakhstan), involving a total of 255 participants. Academic performance was monitored throughout the school year, with performance changes analyzed using descriptive statistics. The study found that social tension originating from students’ home environments adversely impacts their academic achievement. Data from schools in Kazan and Almaty confirm that educational success depends not only on diligence but also on the ability to solve non-standard tasks. A comparative analysis revealed that pedagogical strategies fostering student self-government and intuitive teaching methods contribute to improved academic performance, even among children from socially disadvantaged groups. The results of the study can be used in university lectures and seminars on pedagogy, as well as for further research on social factors in education.
Students’ perceptions of mathematics collaborative problem-solving session (MCPSS) at the foundation level George Tan Geok Shim; Abdul Halim Abdullah; Ahmad Alif Kamal
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38475

Abstract

Collaborative problem-solving (CPS) skills are a vital component for students, especially in preparing them for future endeavors. It combines elements of collaborative and problem-solving skills into a single skill, emphasizing students’ ability to work together efficiently to solve everyday problems. While many studies have emphasized the importance of CPS, there remains a lack of research on students’ perceptions of its implementation in teaching and learning. The objective of the study is to determine students’ perceptions towards the mathematics collaborative problem-solving session (MCPSS) at a foundation center in Malaysia. The study utilized the mixed-method approach, using both a questionnaire and an interview to collect the data. The study sample consisted of 140 students randomly selected for a foundation center. Data from the study were analyzed using descriptive and thematic analysis. The study’s findings showed that most students held positive perceptions of the implementation of MCPSS in the mathematics course, with the majority of responses being between agreeing and strongly agreeing with the items related to meaningful learning, reflective learning, teamwork, and communication skills in MCPSS (SD=0.74–1.20). The outcome of the survey highlighted the overall acceptance of the students in the implementation of MCPSS in the mathematics foundation course.
Mentoring and organizational support as predictors of internship satisfaction: the mediating role of grit among pre-service teachers Cherryl C. Malonisio; Manuel O. Malonisio
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38500

Abstract

This study examined the influence of mentoring and organizational support on internship satisfaction among pre-service teachers, with grit as a mediating variable. Using a quantitative cross-sectional design, data were collected from 140 pre-service teacher interns and analyzed using partial least squares structural equation modeling (PLS-SEM). The results showed that mentoring and organizational support had significant positive effects on internship satisfaction. Grit also significantly predicted internship satisfaction and partially mediated the relationship between mentoring and internship satisfaction, while no mediation effect was found for organizational support. These findings highlight the central role of interpersonal mentoring in fostering perseverance and satisfaction during teaching internships. The study contributes to teacher education literature by clarifying how contextual support and personal perseverance interact to shape internship experiences in a developing-country context.
Teacher self-efficacy in music teaching: an exploratory study in Chile Karla Valdebenito; Alejandro Almonacid-Fierro
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38389

Abstract

Teaching music in primary education is frequently assigned to generalist teachers despite their limited musical training, which raises important challenges regarding educational quality. This study investigates teacher self-efficacy in music teaching among generalist primary school teachers in Chile, a context that remains underexplored in international research. This study employed a mixed-methods sequential explanatory design. In the quantitative phase, data were collected from 61 generalist teachers using an adapted version of the self-efficacy scale for music teaching. Descriptive statistical analyses were conducted to identify the levels and dimensions of the teachers’ self-efficacy. In the qualitative phase, semi-structured interviews were conducted with eight teachers selected purposively based on high and low self-efficacy scores, and the data were analyzed using content analysis. The results indicate that a high proportion of teachers report low self-efficacy, particularly in instrumental performance and singing, which are closely associated with limited initial training and insufficient institutional support for these subjects. Conversely, teachers with higher self-efficacy demonstrate adaptive strategies, innovation, and active help-seeking behavior. The findings highlight the need to strengthen musical competencies in initial teacher education programmers and enhance institutional support, contributing to improved music teaching practices and informing educational policies in similar contexts.
Smart capital mobilization in shared-use educational facilities: evidence from mega public universities Van-Dam Vu; Minh-Anh Nguyen Thi; Van-Quynh Ha
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38993

Abstract

Although smart capital and shared facilities can improve efficiency in large public universities, many institutions still rely on fragmented paper-based management. This study evaluates how smart capital, integrating facilities, digital systems, and human readiness, drives behavioral change in shared facility management (FM). A survey of 246 staff members across multiple constituent units of a large Vietnamese public university system was conducted. The study integrates constructs from the technology acceptance model (TAM), technology readiness index (TRI), and information system (IS) success model. Partial least squares structural equation modeling (PLS-SEM) was employed to examine structural relationships and role-based differences. The results indicate that perceived ease of use (PEU) and system quality (SQ) significantly influence system use, while TRI affects adoption indirectly through PEU and perceived usefulness (PU). Differences between facility and academic staff highlight the importance of role-sensitive strategies for shared FM. This study provides an integrated framework for mobilizing smart capital in shared-use governance of mega public universities.
Preservation and utilization dialogue in Indonesia’s future capital city Lambang Subagiyo; Nurul Fitriyah Sulaeman; Atin Nuryadin
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.29361

Abstract

Environmental sustainability has become crucial, especially in tropical environments that act as lungs for the world. Therefore, exploring the pro-environmental behavior (PEB) of young citizens of Eastern Borneo in Indonesia is beneficial. Exploration focused on the PEB category of students, the PEB aspect (preservation, utilization, appreciation), and student responses to the local environmental issues. This study surveyed 651 9th-grade students (15-year-olds) in six cities around Eastern Borneo. The measurement of PEB was carried out using the adapted two major environmental values model with an added scale for appreciation. Additional open-ended questions were applied to clarify the students’ perspectives on the significant environmental issues in Eastern Borneo. The result showed that only half of the students (51.31%) had advanced PEB, with the rest classified as transitional (48.23%) and naive (0.46%). Among the three PEB aspects, utilization scored the highest, indicating that the students were strongly inclined to endorse the importance of environmental utilization for human welfare. Moreover, the majority favored relocating the capital city, which highlights the importance of a new capital city owing to the overcrowded state of the current capital city (Jakarta) and the decentralization of the development of Indonesia. Nevertheless, it was found that they are concerned about preservation and sustainability regarding coal mining and palm plantations. Therefore, it was considered that environmental education for students needs enhancement to shape their PEB with contextual environmental issues.

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