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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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The impact of anxiety-management strategies on EFL students’ anxiety levels and vocabulary acquisition Eliana Pinza-Tapia; Paul Gonzalez-Torres; Jimmy A. Aleman; Karla V. Romero
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.v15i3.39082

Abstract

Foreign language anxiety (FLA) remains a significant barrier to vocabulary acquisition in English as a foreign language (EFL) classroom, particularly among young learners who fear negative evaluation, public speaking, and academic failure. Although the relationship between anxiety and poor lexical performance is well established, limited research has examined how coordinated classroom-based anxiety-management strategies influence both vocabulary development and students’ emotional experiences within regular instructional practice. This mixed-methods study examined the impact of six anxiety-management strategies implemented over six weeks with 50 A1-level secondary EFL students in Ecuador. The intervention integrated lengthened wait time, improved questioning techniques, acceptance of varied responses, peer collaboration, content-focused instruction, and positive teacher–student relationships into vocabulary lessons. Data were collected through an adapted anxiety scale, pre- and post-tests, questionnaires, interviews, and classroom observations. Results revealed a statistically significant improvement in vocabulary scores, with a large effect size, alongside increased confidence, participation, and engagement. Strategies fostering psychological safety, particularly content-focused instruction, peer collaboration, and strong teacher–student rapport, were perceived as most effective. The findings suggest that integrating affective support with cognitive scaffolding is associated with reduced anxiety-related behaviors and enhanced vocabulary development, positioning anxiety management as a central component of effective EFL pedagogy rather than a supplementary practice.
Evaluating gamified learning strategies in internet of things-based software engineering education Amneh Shaban; Arar Al Tawil
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.v15i3.39041

Abstract

This study examines the effectiveness of gamified formative assessment in undergraduate internet of things (IoT) education, focusing on how content complexity and question format influence student performance. A quasi-experimental comparative design was employed, administering two gamified quizzes to 75 undergraduate students enrolled in two IoT-related courses DevOps for IoT (n=41) and human computer interaction in IoT (n=34) during spring 2025. The gamified platform incorporated visual feedback, progress indicators, and interactive components. Results revealed statistically significant differences in student performance between the two quiz conditions, with human–computer interface (HCI) students substantially outperforming DevOps students. Question-level analysis further indicated that fill-in-the-blank formats impaired performance more than multiple-choice formats, and a pronounced ceiling effect was observed in the HCI assessment. These findings suggest that gamification effectiveness is contingent on alignment between content complexity, question format, and students’ prior knowledge. Educators are advised to calibrate assessment difficulty and question types carefully when designing gamified learning experiences in technical education.
Impact of a university–school collaboration model on pre-service teacher leadership development Sholpan Kolumbayeva; Marfuga Аbsatova; Shyngys Nurlanov; Aliya Kosshygulova; Aigul Nogayeva
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.v15i3.39143

Abstract

The purpose of this study was to examine the impact of an innovative university–school collaboration model on leadership development (LD), operationalized through leadership competencies (LCs), among pre-service teachers (PTs) enrolled in teacher education programs (TEPs), and to explore the relationship between LCs and teaching self-efficacy. Specifically, the study investigated whether participation in the university–school collaboration model led to statistically significant improvements in key LCs within the Kazakhstani teacher education context. A quantitative quasi-experimental pretest–posttest control group design was employed, involving 120 PTs from Abai Kazakh National Pedagogical University in Almaty, Kazakhstan. The findings indicate that participation in the university–school collaboration model was associated with significant improvements in LCs across multiple dimensions. In addition, strong positive relationships were observed between LCs and teaching self-efficacy, suggesting that leadership-oriented learning experiences support broader aspects of professional confidence among PTs. No subject-specific differences in LD outcomes were identified, indicating the discipline-general applicability of the model. Overall, the study provides empirical evidence supporting multidimensional LD through structured university–school collaboration. The findings extend existing research on teacher leadership and offer practical guidance for designing scalable, experiential leadership components within initial TEPs.
Visualizing complexity: an interactive web tool for mastering transformer equivalent circuits in engineering education Mohamad Y. Abou Shahine; Hassan M. Karaky; Abdel-Mehsen A. Ahmad
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.v15i3.37666

Abstract

The analysis of transformer equivalent circuits remains a conceptually challenging topic in undergraduate electrical engineering, where students often struggle to connect abstract mathematical models with empirical data from open-circuit and short-circuit tests. This study aims to bridge this pedagogical gap by designing, developing, and evaluating a unified, web-based “transformer equivalent circuit and analysis tool” that facilitates real-time visualization of circuit parameters and voltage regulation. The research design employed an exploratory mixed-methods approach, utilizing a constructivist learning framework. The tool was integrated into an undergraduate curriculum where 25 electrical engineering students utilized the platform to process laboratory data. Evaluation was conducted using a structured questionnaire (Cronbach’s α=0.92) that assessed usability, conceptual understanding, and feature effectiveness, alongside qualitative feedback. Results indicated high perceived usability and a significant consensus that the tool clarified the relationship between theory and application. The implications of this study suggest that accessible, browser-based simulations serve as powerful supplementary resources that reduce extraneous cognitive load. By automating complex calculations and providing dynamic visual feedback, these tools effectively foster active learning and confidence in mastering complex engineering subjects, eliminating the barriers associated with traditional, high-complexity simulation software.
Instructional design and pilot validation of an interdisciplinary cooperative problem-based learning module for STEM higher education Mengfan Zhang; Kamisah Osman; Siti Nur Diyana Mahmud
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.v15i3.38978

Abstract

Current instruction in Chinese higher science, technology, engineering, and mathematics (STEM) education often relies on traditional lecture formats, which can limit students’ development in collaborative problem-solving (CPS) and self-efficacy (SE). To address this gap, this study applied the Dick and Carey instructional design model to develop and validate a cooperative problem-based learning (CPBL) module. Structured around an engineering design task, the module integrates cooperative elements into problem-solving workflows and includes mechanisms to support equitable participation, such as mandatory role rotation. A multidisciplinary expert panel (N=6) assessed the module’s content validity, and a pilot study with undergraduate students (N=33) evaluated instructional feasibility and instrument reliability. Results showed high scale-level content validity index (S-CVI=.98) and strong internal consistency for the adapted CPS and SE scales (Cronbach’s α>.80). These findings confirm the module’s validity, feasibility, and reliability. Ultimately, this CPBL module offers a validated pedagogical framework for interdisciplinary STEM instruction to concurrently cultivate the technical and transversal skills required in higher education.
The digital shift in parental strategies for heritage language maintenance among expatriate families in Saudi Arabia Musa Alghamdi; Said Muhammad Khan; Shazia Hamid; Saira Abbas
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.v15i3.37729

Abstract

Around two-fifths of the population living in Saudi Arabia consists of expatriates. However, there is limited research on how these families maintain their heritage languages (HLs) in a digital world with limited institutional support. Maintaining HLs is important for identity, cultural continuity, and a sense of belonging across generations, especially for families living far from home. This qualitative study explores how expatriate parents in Saudi Arabia use digital tools to help their children maintain HLs, using Fishman’s reversing language shift (RLS) framework and family language policy (FLP) theory. Researchers interviewed 36 expatriate parents from 15 different national and linguistic backgrounds and analyzed the data with reflexive thematic analysis in NVivo. The results show that families are moving from exclusively home-based language practices to a mix of digital strategies, such as apps, video calls, and online learning spaces, which help strengthen cross-border connections and increase language exposure. However, these new practices also increase mothers’ workload, as they take on most of the planning, mediation, and emotional support. The study suggests policy and practical steps that fit with Saudi Arabia’s Vision 2030, such as providing subsidized multilingual digital resources and family-focused support programs. The clear research design makes the study easy to replicate, and future research should include lower-income families, children’s views, and long-term studies of digital family language practices.
Investigating reading habits and their impact on reading performance among Indian undergraduate students Komal Kumar Napa; Rajkumar Govindarajan; Sathya Subramanian; Senthil Murugan Janakiraman; Nageswari Devana; Billa Manindhar
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.v15i3.38490

Abstract

This study investigates the reading habits, genre preferences, and reading behaviors of undergraduate students and examines how these factors influence their reading performance. A total of 342 responses were directly collected from students through a structured questionnaire. Descriptive statistics revealed strong inclinations toward analytical genres such as mystery/thriller, science fiction, and true crime, while newspaper reading frequency remained low. Hypothesis testing showed no significant differences in reading scores across gender or academic departments. A significant positive correlation emerged between daily reading duration and newspaper reading frequency. Most notably, students who preferred analytical genres demonstrated significantly higher reading scores (Cohen’s d=1.36). Regression analysis further confirmed genre preference as the strongest predictor of reading performance. These findings highlight the importance of genre engagement and daily reading routines in enhancing reading comprehension and literacy development. The study offers meaningful implications for educators, curriculum designers, and reading intervention programs.
Talent identification and development of youth fencers: coaches’ perspectives Hayder N. Jawoosh; Lim Hooi Lian; Rahimi Che Aman
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.v15i3.39062

Abstract

Talent identification (TID) in sports has been found to be heavily influenced by the expertise and judgment of the coach. However, the factors that inform this judgment have been found to be complex and understudied, especially in the sport of fencing. Inconsistencies have also been found in the concept and construct of TID in the development programs of young athletes. Therefore, the purpose of this study was to identify the essential criteria that inform TID in young male fencers aged between 12 and 15 years and to describe the criteria in the selection of young athletes to a fencing club. A qualitative research methodology was employed in this study. In this research, six male coaches from professional clubs affiliated with the Iraqi Fencing Federation were interviewed. The results of this study revealed that technical, tactical, and mental factors, especially fencing ability, decision-making capacity, and intrinsic motivational factors, were found to be essential in TID. Physiological, physical, and anthropometric factors were also found to be of little importance in TID. In conclusion, TID in young fencers needs to be informed by a holistic approach that considers different dimensions of development. Further research in this area needs to be conducted to refine the criteria in TID.
AI-assisted L2 learning attitudes and willingness to communicate: the mediating role of language anxiety Mohamed Ali Nemt-allah; Hesham Ramadan Abdo; Mohammad Cherif Boraai; Ahmed Mohamed Nassar; Eman Elsayed Ata; Ashraf Ragab Ibrahim
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.v15i3.37815

Abstract

This study investigated the mediating role of skill-based foreign language anxiety (FLA) in the relationship between attitudes toward AI-assisted second language (L2) learning and willingness to communicate (WTC) among Egyptian English as a foreign language (EFL) student teachers. Using a cross-sectional correlational design, 853 participants from Al-Azhar University completed the AI-assisted L2 learning attitude scale (AL2AS), the skill-based foreign language learning anxiety scale, and the WTC scale. Mediation analysis using the PROCESS macro with 5,000 bootstrap samples revealed that AI-assisted learning attitudes positively predicted WTC (β=.288) and negatively predicted skill-based FLA (β=-.206), while skill-based FLA negatively predicted WTC (β=-.202). The indirect effect through skill-based FLA was significant (β=.042, 95% confidence interval (CI) [.020, .068]), indicating partial mediation accounting for 14.3% of the total effect. This study focuses on student teachers in the Egyptian EFL context, distinguishing anxiety patterns across language competencies using a skill-based anxiety measure. It reveals that positive attitudes towards artificial intelligence (AI) enhance communicative readiness by reducing anxiety. Although the cross-sectional design limits causal inference, the findings advocate integrating AI tools into teacher education to create supportive environments that promote communicative competence, addressing a gap in research in this area.
A qualitative study of mathematical content knowledge and pedagogical content knowledge and self-perception in Moroccan context Jamal Ahmichane; Mostafa El Mallahi; Youness Hadder
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.v15i3.36923

Abstract

Pre-service teachers’ (PSTs) tertiary training is essential to their development as competent educators and to their professional readiness. Teachers must acquire the ability to communicate mathematical material in a variety of ways. Teachers of excellence must be proficient in the relevant mathematics content knowledge (MCK) and possess a strong foundation in interacting successfully with students. This study on education has two objectives: looking into how secondary PSTs who take part in a mathematics teaching unit view themselves as they interact with and solidify their MCK, and investigating how these PSTs view and understand their “readiness” to take on such a task. 25 PSTs participating in postgraduate teacher preparation programs were given the pre-unit survey (Phase 1), whose answers were subject to an extensive analysis through a high level of evaluation using a framework assisting the researcher in identifying relationships among social phenomena, based on the similarities and differences that connect these phenomena. Self-reflections of participants revealed different levels of readiness to teach lower secondary students in mathematics. All participants emphasized the need to enhance their pedagogical content knowledge (PCK) and their MCK, and a very limited number of studied participants said they felt comfortable teaching mathematics. The study implies a significant issue with professional readiness and self-efficacy, and it recommends a need for earlier and more intensive practical experience integrated with strong mentorship. A number of implications for either policy or teacher training practice are proposed. This study will cover the main outcomes of Phase 1 in light of the body of current studies on preparing PSTs of mathematics.

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