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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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Evaluating socioemotional skill interventions for preschool children with autism spectrum disorder: a systematic review Richard Rickie Akat; Suziyani Mohamed; Nurul Khairani Ismail
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.v15i3.38875

Abstract

This study aims to systematically review and synthesize recent empirical evidence on socioemotional skill interventions for preschool children with autism spectrum disorder (ASD) from an educational evaluation perspective. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, a systematic search of Scopus and Web of Science (WoS) identified 15 peer-reviewed studies published between 2019 and 2025. The included studies were thematically analyzed and appraised using the mixed methods appraisal tool (MMAT). The findings revealed three dominant intervention themes: i) relationship-based and developmental interventions; ii) structured and skill-focused interventions; and iii) creative, expressive, and technology-supported approaches, demonstrating overall positive effects on socioemotional outcomes. However, the strength of evidence remains moderate due to methodological heterogeneity, small sample sizes, and limited longitudinal designs. These findings highlight the importance of developmentally appropriate and flexible intervention designs in inclusive early childhood education. The review offers practical implications for educators, curriculum developers, and policymakers. Specifically, it emphasizes the need for evidence-based socioemotional programs to strengthen inclusive preschool practices for children with ASD.
Narrative comprehension in 5-year-old Vietnamese-speaking children using the multilingual assessment instrument for narratives Nguyen Thi Hoang Yen; Ben Phạm; Hang Pham; Van Pham; Phuong Nguyen; Phuong Bui
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.v15i3.38932

Abstract

This study addresses how elicitation modes and socio-demographic factors influence narrative macrostructure understanding in 5-year-old Vietnamese-speaking children. A convenience sampling of 311 typically developing children were assessed using the multilingual assessment instrument for narratives (MAIN). Narrative comprehension was evaluated through 10 standardized questions for both retelling (cat story) and storytelling (baby goats story) modes. Findings revealed a significant advantage for retelling (M=7.21, SD=2.31) over storytelling (M=5.73, SD=2.50; p<.001), highlighting the role of linguistic scaffolding. While children mastered identifying character goals, challenges remained in explaining internal states and making causal inferences. Narrative comprehension was independent of gender, location, and general communication skills, but significantly influenced by maternal education level (p<.05). Vietnamese narrative development follows universal patterns, yet deep comprehension is shaped by specific environmental inputs. This study establishes a normative baseline for narrative skills within the Vietnamese preschool curriculum and provides a validated tool for speech and language therapists to facilitate early identification and targeted interventions.
Constrained contexts, resilient teachers: instructional adaptation, student engagement, and professional well-being Donnie M. Tulud; Mirasol O. Verona; Elangbai B. Dimasingkil; Estella B. Barbosa; Lloyd Anton Von M. Colita; Marlon T. Salvador; Ronel A. Naringahon; Nora B. Bolences; Edna Luz T. De Guzman; Orfelina M. Ajero; Ruben L. Tagare, Jr.
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.v15i3.39008

Abstract

Filipino secondary teachers face significant challenges in constrained educational contexts, including limited resources, rigid curricula, and systemic pressures that affect instructional quality and student engagement. This study explored how teachers navigate these constraints, adapt instruction, and maintain professional well-being. A qualitative descriptive design was employed, involving fifteen purposively selected teachers who met criteria of active teaching and willingness to participate. Data were collected using validated open-ended guide questions and analyzed through Colaizzi’s framework to identify recurring patterns and themes. Findings revealed five interconnected themes: normalization of instructional compromise, limited opportunities for pedagogical innovation, teacher morale vulnerability, student compliance over genuine engagement, and resilience-driven teaching culture. These results indicate that systemic constraints shape instructional practices, often prioritizing syllabus completion over mastery, and influence student engagement through extrinsic motivation. Despite these challenges, teachers exhibited resilience through adaptability, improvisation, and commitment, sustaining both instructional continuity and personal well-being. The study underscores the critical role of teacher agency, morale, and resilience in navigating structural limitations, offering insights into professional adaptation and the complex dynamics of teaching in constrained educational environments.
Instructional communication in inclusive deaf education: a global and Asian bibliometric review Siti Farisah Yahya; Syar Meeze Mohd Rashid; Khairul Farhah Khairuddin
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.v15i3.38569

Abstract

Instructional communication supports equitable access, participation, and learning in inclusive deaf education. However, evidence on how this field has evolved globally, particularly in Asian contexts, remains fragmented. This bibliometric review analyses 423 Scopus-indexed publications (2015–2025) using performance indicators and science-mapping techniques to examine publication trends, collaboration networks, thematic structures, and intellectual development. The findings indicate sustained growth after 2018, driven by global inclusion agendas and the expansion of digital learning environments. While research increasingly emphasizes multimodal pedagogy, inclusive practices, and technology-enhanced communication, collaboration networks remain dominated by Western institutions. Asian contributions, although growing, are more visible in emerging technology-oriented domains than in foundational theoretical cores. The study identifies a shift from clinically oriented approaches toward integrated, multimodal, and digitally mediated instructional communication frameworks. It further reconceptualizes instructional communication as an evaluative indicator of inclusive teaching quality, reflecting access, interaction, and pedagogical responsiveness. These findings highlight the need for stronger regional research capacity, context-sensitive theoretical development, and more inclusive global knowledge structures. The study has implications for policy development, teacher training, and curriculum design in multilingual and technologically diverse educational systems, particularly across Asia.
Beyond diagnosis: using PNImodified and composite priority indices to orchestrate meta-skills-driven academic management innovation Chi Che; Sukanya Chaemchoy; Pruet Siribanpitak
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.v15i3.38478

Abstract

This study translates an academic management–meta-skills integration framework into a data-driven innovation roadmap for private higher education institutions (HEIs) in Sichuan, China. Using an explanatory sequential mixed-methods design, Phase 1 surveyed 400 undergraduates who provided dual ratings of current performance (degree of success, D) and desired priority (importance, I), enabling computation of the modified priority needs index (PNImodified=(I−D)/D) across meta-skills domains and academic management subcomponents. In Phase 2, institutional leaders and senior academics rated the feasibility and impact of aligned innovations; these ratings were integrated with PNImodified to calculate a composite priority index (CPI) and propose phased implementation sequencing. Results indicated the largest perceived meta-skills development needs in adaptive expertise (PNImodified=0.48) and relational dynamics (0.34). At the academic management level, curriculum development (0.56) and evaluation and assessment (0.45) emerged as the most critical domains. Curriculum structuring (0.65), instructional design (0.53), meta-skills evaluation modules (0.59), and learning engagement (0.59) consistently ranked as top subcomponent priorities and were positioned as Phase 1 actions in CPI-based sequencing. Experts rated the overall innovation as highly suitable (M=4.55) and feasible (M=4.53). The combined indices provide a practical decision tool for sequencing meta-skills-oriented academic management innovations in Sichuan private HEIs.
Gender and academic-level variations in perceived effects of artificial intelligence on English majors’ critical thinking Mariam Mardia; Md. Mahadhi Hasan
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.v15i3.36922

Abstract

Integrating artificial intelligence (AI) tools in English studies raises significant concerns about whether it would diminish critical thinking and cognitive skills. The research aims to analyze how English majors in Bangladesh perceive the impact of AI tools on their critical thinking skills with regard to gender and academic levels. A mixed-method approach was employed through a purposive sampling technique. Constructivist learning and the technology acceptance model (TAM) theories were used in the study. The research design employed two instruments: a survey administered to 245 students from the Bachelor of Arts (BA) and Master of Arts (MA) programs, and six in-depth interviews. The study analyzed quantitative data using descriptive statistics and an independent-samples t-test and qualitative interview data using thematic analysis. Key quantitative findings suggested that students widely recognized the usefulness of these tools across multiple academic areas, such as structuring writing, generating ideas, and goal setting (mean=4.31), indicating positive responses across all items. The t-test findings did not show statistically significant differences in gender or academic level; however, small effect sizes slightly favored male and MA students across all items. Additionally, AI tools helped students cope with cognitive stress by helping them meet deadlines. However, the interviewed participants expressed concern about ethical issues, including the potential for AI to plagiarize. Therefore, this study argues for a balanced approach to AI in education, highlighting its advantages while acknowledging its potential drawbacks and mitigating the challenges before implementation.
Influence of digital educational platforms on cognitive development and emotional well-being Vladimir Beketov; Marina Taranova; Marina Lebedeva
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.v15i3.38309

Abstract

This study aimed to identify psychophysiological markers that shape students’ cognitive–emotional trajectories during learning with Moodle 3.9, supplemented by Canvas learning management system (LMS) for video delivery and Kahoot for game-based assessments. The experiment involved 124 undergraduate students and spanned 16 weeks with five measurement points: the experimental group studied using digital platforms, while the control group followed a traditional format. The methodology incorporated Raven’s, Stroop, and N-back cognitive tests; measurements of heart rate, skin conductance, and cortisol levels; facial expression analysis; and learning-platform data. Working memory improved by 2.2 points with an effect size of d=2.14, and Stroop interference decreased by 36 milliseconds. The physiological cost included a reduction in heart-rate variability (root mean square of successive differences or RMSSD) from 42±12 to 28±8 ms and a two-hour shift in daily cortisol rhythms. Cluster analysis revealed three behavioral profiles. The strategic group scored 8.7 out of 10 while completing 40% of the material. Predictive models identified academic failure with 82.3% accuracy 21 days in advance, showing 76% sensitivity and 81% specificity. Individualized interventions triggered by physiological indicators increased academic performance by 24% and reduced stress by 38%. The return on investment was 4.2 to 1. The findings support the integration of early-warning algorithms into educational systems.
Prevalence and socio-demographic correlates of attention-deficit/hyperactivity disorder among Albanian students Flora Zeqaj Lamçja; Eliona Sula; Elona Prifti; Paola Pina; Kaçe Baushi; Sabina Tosuni
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.v15i3.37525

Abstract

Attention-deficit/hyperactivity disorder (ADHD) may significantly interfere with daily functioning, particularly among nursing students who face high academic stress and demanding clinical schedules. This study aimed to assess prevalence of screening-positive ADHD symptoms and associated factors among 370 Albanian nursing students. A descriptive cross-sectional study was conducted using the adult ADHD self-report scale (ASRS) v1.1. Data analysis included descriptive statistics and inferential tests (such as χ² and analysis of variance (ANOVA)), with significance set at p<0.05. Results indicated that 11.7% of students without a prior ADHD diagnosis screened positive for high ADHD symptom levels. Low to moderate symptoms were recorded by approximately 59% of participants in both ASRS part A and part B, and by 65% based on the total score. No significant associations were found between ADHD symptom severity and gender, living situation, residence, or peer integration (p>0.05). However, symptom severity was significantly associated with help-seeking behavior (p=0.009) and daily life difficulties, particularly economic challenges (p=0.02), with higher symptoms more common among students relying on themselves-coping strategies. Based on these results, targeted interventions such as cognitive-behavioral workshops, academic coaching, and psychoeducational programs could help Albanian nursing students develop organizational and time-management skills, improve emotional regulation, and enhance academic performance.
Social support and social connectedness as predictors of students’ resilience from a state university Kevin T. Lagat; Mra Lyme F. Correche
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.v15i3.36688

Abstract

Mental health issues of students are among the primordial concerns of educational institutions in the post-pandemic era. Thus, resilience as an innate trait has been in frequent discussions for its positive impact on well-being. This study aimed to analyze whether social support and social connectedness were predictors of resilience among undergraduate students. Utilizing a predictive non-experimental research design, data were gathered from 402 randomly selected students from a higher education institution in eastern Philippines through standardized scales. Statistical analyses employed descriptive and inferential statistics. Results revealed that students had high levels of social support, social connectedness, and resilience and that the three variables are significantly correlated. Moreover, results of regression analysis showed that both variables significantly predicted resilience, with social support exerting a stronger influence. In conclusion, the positive influence of social support and social connectedness on students’ resilience highlights the importance of fostering supportive networks in higher education settings.
Teacher self-efficacy: a second-order confirmatory factor analysis of student engagement, instructional strategies, and classroom management among secondary school teachers Mohd Faiz Mohd Yaakob; Mohammad Ahmad Abdelaziz Al-Zu’bi; Kholoud Imhammad Meqbel Al-Mseidin; Mat Rahimi Yusof; Mohd Sofian Omar Fauzee; Marni Ishak; Ismahany Abdul Rahman
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.v15i3.32517

Abstract

Teacher self-efficacy plays an important role in improving teaching effectiveness and student learning outcomes; however, a validated measurement model tailored to the local educational context remains limited. Therefore, this quantitative study aims to develop a measurement model of teachers’ self-efficacy in Malaysia. The proposed model consists of three dimensions: student engagement (SE), instructional strategies (IS), and classroom management (CM). Data were collected from 144 teachers using a modified questionnaire based on the teacher sense of efficacy scale (TSES). the data were analyzed using confirmatory factor analysis (CFA) through structural equation modeling (SEM) with AMOS. The findings confirmed that 12 suggested behaviors were acceptable within the model. The CFA results demonstrated satisfactory factor loadings (FL) and reliability for SE (FL=0.758–0.820, composite reliability (CR)=0.870, average variance extracted (AVE)=0.627, square root of AVE (√AVE)=0.792), IS (FL=0.696–0.875, CR=0.895, AVE=0.683, √AVE=0.826), and CM (FL=0.741–0.864, CR=0.819, AVE=0.619, √AVE=0.871). These findings indicate that the proposed measurement model demonstrates acceptable validity and reliability and provides a useful framework for evaluating teachers’ self-efficacy and supporting efforts to enhance teaching quality in the Malaysian educational context.

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