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 2,356 Documents
 226   227   228   229   230 
When integration backfires: exploring collaborative gamification in mathematics classroom June Wei Yap; Victor Goh Weng Yew
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.v15i3.37038

Abstract

As the importance of mathematics literacy increased sharply in the era of artificial intelligence (AI), the present study developed a new teaching modality—collaborative gamification—to reduce mathematics anxiety and increase mathematics intrinsic motivation. A quasi-experimental, between-subject design using pre-existing classroom groups was employed to explore the effects of different teaching modalities on mathematics anxiety, mathematics intrinsic motivation, and mathematics achievement, and to examine whether the achievement outcomes could be mediated by these psychological factors. A total of 175 Malaysia Form 1 students were separated and exposed to different mathematics teaching modalities for one week. Results supported the effects of collaborative learning and gamification on psychological factors, which contributed to higher mathematics achievement. However, collaborative gamification neither reduced mathematics anxiety nor increased mathematics intrinsic motivation and was instead associated with lower mathematics achievement. These counterintuitive findings may be explained by the increased instructional complexity that result in cognitive overload, limiting students’ capacity for conceptual processing. The counterbalancing effect of elements may explain the non-significant improvement in psychological factors. These findings highlight the importance of careful instructional design, emphasizing the need to limit extraneous elements, align pedagogical features with learning objectives, and preserve sufficient time for concept development when implementing student-centered teaching modalities.
Validating the factor structure of primary school teaching quality using the PDCA cycle Nhat Thong Du; Van Dat Tran
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.v15i3.37326

Abstract

Improving teaching quality is a critical goal of educational reform, particularly in the context of Vietnam’s 2018 General Education Program (GEP). However, there is still a lack of valid instruments for assessing instructional practices based on continuous improvement models. This research fills this void by creating and validating the primary school teaching quality scale (PSTQS), based on the Plan-Do-Check-Act (PDCA) cycle, a well-known quality management framework. A cross-sectional survey design was used to collect data from 528 primary school teachers in Ho Chi Minh City. The 20-item PSTQS was constructed to align with the PDCA model and the competencies outlined in the 2018 GEP. The sample was randomly split into two groups for a two-phase validation: exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA found a four-factor structure that matched the PDCA cycle and accounted for 45.3% of the variance. CFA confirmed the model’s fit (comparative fit index (CFI)=0.95, Tucker-Lewis index (TLI)=0.94, root mean square error of approximation (RMSEA)=0.04, standardized root mean square residual (SRMR)=0.05). The scale demonstrated strong internal consistency (composite reliability (CR)>0.79), with robust convergent and discriminant validity. The PSTQS is a reliable, valid tool for evaluating teaching practices through a quality improvement lens. While results are specific to Ho Chi Minh City, the scale offers a foundation for broader application and supports continuous professional development and policy implementation.
Measurement of the ethical organizational climate in higher education institutions Maria Camila Bermeo-Giraldo; Alejandro Valencia-Arias; Iván Alonso Montoya Restrepo; Luz Alexandra Montoya Restrepo; Jackeline Valencia Arias
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.v15i3.34851

Abstract

Assessing the ethical climate in higher education institutions (HEIs) is essential, given their role in training future professionals and promoting social responsibility, academic integrity, and transparency. This study used a quantitative, cross-sectional approach to assess the ethical climate perceived by 150 students at a private university in Medellín, Colombia. Based on Victor and Cullen’s six-dimensional model, and using exploratory factor analysis and Cramer’s V statistic, significant associations were identified. In particular, positive relationships were found between rule-based and law/code-based ethical climates and perceptions of institutional efficiency. Likewise, a relationship was found between the dimensions of independence and care, such that students who act based on their own moral judgment appreciate supportive institutional environments. In addition, 65% of students value autonomy (independence), 43.2% prioritize compliance with legal norms (laws and codes), and 33.33% emphasize following strict rules (rules). These findings highlight the importance of both personal ethical values and external regulatory frameworks in the formation of ethical perceptions. Similarly, the results contribute practical guidance for HEIs managers to strengthen ethical leadership and institutional policies, promoting a more transparent and efficient academic environment. It is recommended that HEIs implement policies that strengthen ethical leadership and promote an organizational climate that favors ethical decisions and compliance with standards.
Student perspectives on designing generative AI-based learning companions for higher education in Oman Saleem Raja Abdul Samad; Pradeepa Ganesan; Shanmuga Pria; Madhubala Radhakrishnan; Khadija Ahmed Al Isaei
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.v15i3.38991

Abstract

Artificial intelligence (AI) has rapidly permeated nearly every sector, from healthcare and finance to manufacturing, transportation, and communication. The emergence of generative AI (GenAI) applications, including intelligent assistants, recommendation engines, and predictive analytics, has further accelerated this transformation. Within education, these advances are reshaping teaching and learning, moving away from traditional instructor-centered models toward learner-centered ecosystems that emphasize adaptability, inclusivity, and self-directed growth. Despite the growing interest in AI-supported learning, existing literature reveals several important gaps that limit the effective integration of AI in educational contexts especially, students’ learning behaviors, and preferred learning resources, have received limited attention. This study explores student’s perceptions of AI-based educational tools to inform the design of an effective AI assistive learning companion for higher education. A structured survey was administered to 135 students across IT and business programs, examining demographics, language skills, learning habits, AI tool exposure, perceptions, concerns, and self-assessed learning confidence. The result of study highlights the need for AI learning companions that are adaptive, language-aware, discipline-specific, and ethically responsible, providing personalized scaffolding, practical skill reinforcement, and support for self-directed learning. These insights inform the design of AI tools that enhance learning confidence, inclusivity, and effectiveness in higher education.
The integration of gamification in educational robotics as a tool to enhance discovery learning: teachers’ perceptions Maria Chatzikyrkou; Apostolos Tsagaris
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.v15i3.36557

Abstract

The study examines the combined use of gamification and educational robotics as a means of enhancing the learning experience and fostering active student engagement. Through a literature review, the benefits of this approach are presented, including increased motivation, the development of creativity, the cultivation of collaboration, and problem-solving skills. A new educational methodology is proposed, based on the analysis, design, development, implementation, evaluation (ADDIE) model in combination with gamification techniques. The approach aims to create a more engaging, effective, and interactive learning environment. This methodology was evaluated through a usability study involving 302 educators from primary, secondary, and tertiary education institutions across Greece. Data were collected via an adapted software usability measurement inventory (SUMI) questionnaire and analyzed using non-parametric statistical tests including Mann-Whitney U and Kruskal-Wallis tests. The results indicate that participants generally evaluated the methodology favorably across all measured dimensions. The strongest influences on these perceptions derived from personal background variables such as age, educational level, and professional training. Specifically, perceptions related to learning and access to technology were more sensitive to these factors. Correlation analysis further confirms that concepts such as effectiveness, usefulness, and satisfaction are interconnected, reinforcing the notion that improving one aspect of the experience (e.g., training or support) can positively impact others. The analysis is comprehensive, appropriately executed, and provides actionable insights for tailoring future implementations of the methodology based on educators’ demographic characteristics and training levels. The study concludes that the integrated gamification-robotics methodology demonstrates strong potential for implementation across diverse educational contexts, with professional development and information and communication technologies training identified as critical success factors.
Vietnamese secondary school EFL students’ motivation and attitudes toward using ChatGPT for vocabulary learning Thuan Anh Pham; Cuong Huy Pham
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.v15i3.38603

Abstract

The escalating adoption of artificial intelligence (AI) in language education, particularly ChatGPT, has drastically altered vocabulary teaching and learning practices in secondary schools in Vietnam, where rote learning and teacher-centered approaches are common norms. This study examines secondary school students’ motivation and attitudes toward using ChatGPT for vocabulary development. A mixed-methods design was employed, drawing on a survey with 208 ninth-grade students and semi-structured interviews with eight of the respondents. The survey data revealed the students’ moderate degrees of motivation to use ChatGPT, with extrinsic motivation surpassing intrinsic motivation. Their attitudes were generally positive, showing relatively high enjoyment and low anxiety in utilizing ChatGPT for vocabulary learning. The students considered ChatGPT a useful and convenient resource and expressed willingness to continue using it despite their concerns over its reliability and the risk of over-reliance. The interview data augmented these patterns, highlighting ChatGPT’s interactivity and flexibility while emphasizing the continued importance of teachers’ classroom support. This study provides corroborating evidence for ChatGPT as a versatile complementary tool for vocabulary learning that fosters learners’ motivation and positive attitudes. However, its adoption requires careful integration with teacher guidance and AI literacy training.
Psychosocial factors of cyberbullying experienced by Malaysian public university undergraduates Siti Nurfathin Idris; Mastura Mahfar; Faizah Mohd Fakhruddin; Azlina Mohd Kosnin; Aslan Amat Senin; Halimah Mohd Yusof; Nur Azmina Paslan
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.39582

Abstract

Cyberbullying has emerged as a critical issue among university students in Malaysia, driven by the widespread use of digital technologies and associated with serious psychological consequences. Despite its increasing prevalence, limited research has explored how psychosocial factors shape cyberbullying victimization within the Malaysian higher education context. This study addresses this gap by exploring the psychosocial factors influencing cyberbullying victimization among university students in Malaysia. A qualitative case study approach was employed, involving five university students who had experienced cyberbullying. Data was collected through semi-structured, in-depth interviews and analyzed using thematic analysis. The findings suggest that cyberbullying victimization is influenced by an interplay of psychological and social factors. Psychological factors include passive behavior, low self-esteem, irrational beliefs and personality traits, while social factors encompass peer relationships, parenting styles, social media engagement, and online gaming environments. This study suggests that cyberbullying is a multifaceted phenomenon shaped by both individual vulnerabilities and environmental influences. These findings highlight the need for comprehensive, psychosocial-based interventions to support students’ wellbeing and promote safer digital environments in higher education institutions.
The quality of advocacy services in primary school social work from the perspective of Vietnamese teachers Ha Van Hoang; Pham Thi Kieu Duyen
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.38789

Abstract

This study aimed to assess the level of satisfaction among primary school teachers with advocacy services in school social work and to identify influencing factors. A quantitative method was applied through a questionnaire survey of 398 primary school teachers, focusing on evaluating aspects of advocacy services such as reliability, responsiveness, professional competence, empathy, and implementation conditions. The results showed that the overall satisfaction level of teachers was quite high (M=4.01, SD=0.27), and all components of the service were viewed positively. Simultaneously, factors such as gender, age, location, and region influenced how teachers evaluated the quality of the service, while years of service and educational level had only a limited impact. On the other hand, all service components showed a positive correlation with the level of satisfaction with advocacy services in school social work. In this study, responsiveness, reliability, empathy, and implementation conditions showed statistically significant results. Therefore, the study suggests policy directions and further research, particularly in applying the service quality (SERVQUAL) model to measure and improve aspects of social work services.
The effect of systematically created success situations on learning motivation among primary school students Sabila Abzhanova; Gulnar Uaisova; Madina Togatay; Aliya Jakhayeva; Nazymkul Altayeva; Saule Zhorayeva
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.39540

Abstract

Learning motivation is a critical factor influencing students’ academic engagement, persistence, and long-term educational outcomes. In primary education, motivation is particularly important, as early learning experiences shape children’s attitudes toward school and their willingness to participate in academic activities. The aim of this study was to examine the impact of systematically created success situations on learning motivation among primary school students in Kazakhstan. The study involved 72 participants. A quasi-experimental design was employed, with students participating in a six-week intervention structured to provide frequent success experiences, while a comparison group continued regular classroom instruction. Motivation was assessed before and after the intervention using selected subscales of the intrinsic motivation inventory, including interest/enjoyment, perceived competence, and effort/importance. The results indicated significant improvements in all measured dimensions of motivation for students who experienced the intervention compared with the comparison group. Increases were observed in students’ perceived competence, engagement with learning activities, and willingness to invest effort. These findings suggest that systematically creating opportunities for success is an effective approach to enhancing learning motivation in primary education and provide practical guidance for classroom implementation.
Teachers’ perspectives on pedagogical challenges of AI integration in English language teaching Parthiban Ganesan; Karthikeyan Padmanathan; Thiyagu Kaliappan; Raja Kumar Subburaj; Durgaprasad Sahoo
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.39226

Abstract

Artificial intelligence (AI) tools are rapidly being integrated into English language teaching (ELT). However, limited empirical evidence exists regarding the pedagogical challenges teachers encounter during classroom implementation. This study investigates whether demographic variables influence ELT teachers’ perceptions of AI effectiveness and related pedagogical challenges. A quantitative survey design was employed, involving 200 ELT teachers with prior AI exposure. Data were collected using a validated Likert-scale instrument (α=0.81) and analyzed using independent samples t-tests, one-way ANOVA with Tukey post hoc analysis, and Chi-square (χ²) tests. Results revealed significant gender differences in perceived effectiveness (t=2.504, p=0.044) and pedagogical challenges (t=2.627, p=0.018), with female teachers reporting higher mean scores. Locality differences were significant only for perceived effectiveness (F=4.610, p0.05) or teaching experience (χ²=4.266, p>0.05). Educational level taught was significantly associated with perceived effectiveness (χ²=13.816, p

Page 228 of 236 | Total Record : 2356

 226   227   228   229   230 

Filter by Year

2012 2026


Reset
Filter By Issues
All Issue Vol 15, No 4: August 2026 Vol 15, No 3: June 2026 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