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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 2,356 Documents
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Development of ergonomic skills of future teachers of preschool organizations based on klax pedagogy Feruza Abdrimova; Sholpan Kolumbayeva; Aliya Kosshygulova; Gulnur Amirzhanova; Saltanat Khassanova
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.v15i4.39441

Abstract

Training future preschool teachers requires the systematic development of ergonomic skills due to the high physical and emotional demands of their professional activity. However, existing teacher education programs often emphasize theoretical knowledge while providing limited opportunities for the development of practical ergonomic competencies. This study addresses this gap by investigating the effectiveness of klax pedagogy, a movement-oriented and experiential approach, in dev eloping ergonomic competence among future preschool teachers. A quasi-experimental pre-test/post-test control group design was employed with 84 students (experimental group: n=42; control group: n=42). The experimental group participated in klax-based activities focused on posture control, movement coordination, spatial organization, and ergonomic awareness, while the control group received traditional instruction. The results revealed a statistically significant improvement in ergonomic skills in the experimental group (t=9.84, p
Competency-based evaluation of scientific-pedagogical master’s programs Nurzada Kozhamberdiyeva; Aliya Kudaibergenova; Bakytgul Imanbekova; Sarash Konyrbayeva; Zhanar Bekturganova; Yücel Gelişli
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.v15i4.37191

Abstract

The goal of this study is to conduct a comprehensive evaluation of the master’s degree programs at the Faculty of Philosophy and Political Science of Al-Farabi Kazakh National University from the perspective of the competency-based approach. The study involves a targeted sample of 120 participants directly involved in the implementation and evaluation of scientific and pedagogical master’s programs: 70 master’s students, 20 teachers, 20 graduates, and 10 employers. The study employs a mixed-method approach, including surveys of master’s degree students, faculty members, graduates, and employers, as well as qualitative analysis of interviews with participants. Course relevance received the highest rating. Faculty members positively evaluate the alignment of the programs with the competency-based approach. Graduates emphasize the applicability of their knowledge, while employers express satisfaction with the graduates’ level of preparation. Kruskal–Wallis test analysis does not reveal statistically significant differences between groups for most indicators, confirming a consistent perception of educational quality. The interviews reveal a generally positive attitude toward the programs but highlighted several shortcomings, such as uneven competency development, insufficient practical focus, and limited engagement with the professional environment. The novelty of the work lies in the comprehensive empirical evaluation of master’s programs based on a competency-based approach from the perspectives of students, teachers, graduates, and employers. The practical significance of the findings lies in justifying the need for stronger integration of theory and practice, greater transparency in competency assessment, and expanded collaboration with employers to enhance the quality of master’s degree training.
Developing a 2-DOF robotic arm kit for embodied AI learning in middle school technology education Dasol Kim; Sooin Kim
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.v15i4.39254

Abstract

Artificial intelligence (AI) literacy is increasingly emphasized in technology education, yet many middle-school classroom activities remain screen-based and offer limited opportunities to experience the full AI pipeline in an authentic design context. To address this gap, this study developed a low-cost, classroom-ready 2-degree-of-freedom (2-DOF) robotic arm kit and an eight-lesson AI-integrated instructional unit in which students assembled the robot arm, collected and labeled image data, trained and improved a classification model, and applied model outputs to robot-arm control. A quasi-experimental pretest–posttest control-group design was employed with 98 ninth-grade students in four intact classes (experimental group, n=46; comparison group, n=52). Quantitative data were analyzed using ANCOVA with pretest scores as covariates, and qualitative data from student reflection reports were analyzed thematically. The experimental group significantly outperformed the comparison group on value of AI, efficacy of AI, AI literacy, and total scores. Qualitative findings further showed that students recognized both benefits and risks of AI and proposed multi-layered safety strategies involving physical safeguards, operational rules, and data/model management. These findings suggest that embedding the full AI pipeline in a tangible engineering-design task can support embodied, responsibility-oriented AI learning in middle school technology education.
A study on exploring the effects of the school climate and teacher’s accountability on academic performance of students in early childhood care and education Kalpana Nagar; G. S. Prakasha
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.v15i4.36631

Abstract

This study investigates parental perceptions of school climate, teachers’ accountability, and students’ academic performance, as well as the relationship among these three factors. The descriptive research uses the demographic background of parents as a stratified sampling method to collect primary data. The statistical procedure shows that Pearson’s product-moment correlations between school climate and teachers’ accountability affect the academic achievement, with effect sizes of r=0.632, r=.646, which significantly correlate with each other. Regression analysis reveals the variability of the effect sizes of school climate and teachers’ accountability on academic achievement, with the values of β=0.070 and β=0.115. The independent variable, school climate and teachers’ accountability, explains 45.4% of the variability of academic performance of the students in early childhood care and education. The present study recommends that training teachers would link their accountability and measures to track the supportive climate of school to improve the student’s academic performance. Future research should conduct longitudinal studies to examine how relationships between school climates and teachers’ accountability affect different student populations and their academic performance.
Effect of PhET simulations and YouTube videos on polytechnic students’ conceptual understanding in fluid mechanics Jean D'Amour Iradukunda; Lakhan Lal Yadav
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.v15i4.37002

Abstract

Fluid mechanics is an important branch of engineering and science with various technological and scientific applications. However, students often struggle to develop a solid conceptual understanding of related concepts due to their abstract nature, which involves invisible forces and complex scientific phenomena. This study investigated the effect of physics education technology (PhET) interactive simulations combined with educational YouTube videos on students’ conceptual understanding in ten areas of fluid mechanics. Using a quasi-experimental pre-test and post-test design, 168 construction technology students from two Rwanda Polytechnic (RP) colleges were assigned to the experimental group (n=81) and the control group (n=87). The experimental group got instruction using PhET interactive simulations and YouTube videos, while the control group was taught using traditional methods. A validated test assessed students’ conceptual understanding before and after the intervention. Descriptive and inferential statistics analyses of the study show that the students in the experimental group demonstrated far enhanced conceptual understanding in different areas of fluid mechanics than those in the control group. Results using different measures (normalized learning gains and effect sizes, using different approaches) show that the experimental group gained significantly greater improvement in their level of conceptual understanding compared to that of the control group. For example, Cohen’s d for the post-test scores for the two groups was found to be 1.85; ratios of Hake’s normalized learning gains and Cohen’s d for post- and pre-test for the experimental group to the control group were respectively 2.2669 and 2.1623. Based on these findings, the study provided actionable recommendations for educational policy and practice for polytechnic colleges.
Effects of digital learning intervention on pre-service teachers’ innovation competence: evidence from Kazakhstan Zhazira Stambekova; Aziya Zhumabayeva; Zhanna Zhussupova; 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.v15i4.39363

Abstract

Developing innovation competence (IC) is essential for pre-service teachers, as it enables them to effectively design, implement, and adapt instruction in increasingly complex and digitally enriched learning environments where technology integration, student-centered approaches, and pedagogical flexibility are critical. However, empirical evidence on how structured digital learning interventions (DLIs) foster multidimensional IC remains limited. This study examined the effect of a twelve-week structured DLI on IC in 156 third-year pre-service teachers using a quasi-experimental pretest–posttest design with a non-equivalent control group (CG). Participants completed the IC scale before and after the intervention. Results showed that the intervention significantly improved overall IC and all four dimensions: creative problem-solving (CPS), pedagogical adaptability, proactive initiative, and technology-enhanced instructional design, with the largest gains in CPS and technology-enhanced instructional design. Engagement with digital learning activities further predicted competence development, particularly in the intervention group. These findings suggest that integrating structured digital learning with intentional pedagogical design can effectively enhance innovation-oriented competencies. Teacher education programs can apply these insights to design interventions that prepare future educators for innovative, technology-rich classrooms.
Bridging the transition gap: the role of practical career education in enhancing independent living skills for adolescents with developmental disabilities in Vietnam Dao Thi Thu Thuy; Nguyen Thi Quynh Hoa; Nguyen Thi Kim Hoa; Nguyen Thi Huyen; Nguyen Thi Phuong Hoa
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.v15i4.38936

Abstract

The transition to adulthood for adolescents with developmental disabilities (DD) in Vietnam is fraught with challenges, marked by a gap between rights-based policies and practical support. This study addresses the critical need to identify effective interventions for enhancing their independent living skills (ILS). Adopting the social cognitive career theory (SCCT) framework, we conducted a quantitative survey with 458 special education teachers and parents to evaluate the impact of three career education (CE) dimensions: practical teaching methods, teacher competence, and experiential environment. Multiple regression analysis revealed that practical teaching methods were the most significant predictor of socio-adaptive competence (β=.48). A key finding was the “will-skill” discrepancy, where students’ high motivation (M=3.35) contrasted with their limited functional skills (M=3.18). We conclude that in resource-constrained contexts like Vietnam, hands-on, task-based instruction is paramount. The study provides empirical evidence for policymakers to prioritize practical vocational training over theoretical approaches to effectively bridge the gap between students’ aspirations and their actual capabilities, fostering genuine autonomy.
Mathematical mindset shift: reducing math anxiety and enhancing attitudes in secondary school students through growth mindset intervention Noor Atiqah Mohd Noh; Aini Marina Ma'rof; Yusni Mohamad Yusop
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.v15i4.32397

Abstract

This study examines the effectiveness of a growth mindset intervention (GMI) in improving mathematical mindset, reducing math anxiety, and enhancing attitudes toward mathematics among secondary school students. A true-experimental design was employed, involving 69 Form Two students from secondary schools in Kedah, Malaysia. Participants were randomly assigned to a treatment group (n=35) or a control group (n=34). Data were analyzed using multivariate analysis of covariance (MANCOVA). The results revealed significant differences in math anxiety (p=0.000) and attitudes toward math (p=0.000) between the treatment and control groups after controlling for covariates (math scores and gender). However, no significant difference was observed in mathematical mindset between groups (p=0.292). Within the treatment group, significant improvements were noted in mathematical mindset (p=0.001), math anxiety (p=0.000), and attitudes toward math (p=0.000), while the control group showed no significant changes across these variables. Students in the treatment group experienced reduced math anxiety and improved attitudes toward math following the intervention. These findings suggest that GMI is an effective strategy for mitigating math anxiety and fostering positive attitudes toward mathematics, providing valuable insights for educators seeking to improve students' learning experiences and outcomes.
Exploring the relationship between teacher work engagement and organizational citizenship behavior in early childhood education Yixuan Zhao; Connie Shin
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.v15i4.39029

Abstract

The role of teacher work engagement (TWE) is very important in creating positive organizational citizenship behavior (OCB) within the early childhood education (ECE) context. This study hypothesizes the use of TWE structural equation modeling (SEM) with advanced logistic regression (ALR) (TWE-SEM-ALR) model and predict the occurrence of OCB among teachers. When 250 early childhood educators in both public and privates collected a teacher-based questionnaire data, it was observed that the information was gathered in questionnaires. Evaluation was done through experimental means, where an 80:20 train-test splitting was used. The model with the suggested accuracy of 92.4 and precision of 0.91, recall as 0.93, F1-score as 0.92, and area under the curve (AUC) of 0.95 was better than models based on logistic regression, support vectors machines, and SEM-only models. The error analysis and the ablation studies also served to validate the role of every model component, as it was shown that the combination of SEM and ALR greatly minimizes the error in predictions and enhances classification stability. The findings of the effectiveness of the proposed framework in explaining complex engagements-behavior relationships and it has rich implications to educational administrators who wish to improve teacher performance and organizational performance.
Developing primary student innovators through local wisdom and integrated learning Suwicha Wansudon; Trai Unyapoti; Phatcharida Inthama
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.v15i4.39994

Abstract

Elementary science, technology, engineering, arts, and mathematics (STEAM) education often struggles with abstract, disconnected lessons, leading to students engaging in “making without learning”. Addressing this gap, this study evaluated a novel STEAM learning package that uniquely integrates regional local wisdom with educational board games to enhance the innovator competencies and STEAM process knowledge of fifth-grade students. Employing a rigorous pretest-posttest quasi-experimental design, the study involved 240 students across four diverse school jurisdictions in Bangkok. To address common methodological limitations in educational research, a linear mixed model (LMM) was utilized to isolate the intervention’s true effect from nested school contexts. The results demonstrated that the experimental group achieved significantly higher innovator competencies and STEAM knowledge compared to the control group. Crucially, the variance analysis revealed that school administrative structure and resources had a negligible impact on student outcomes. This underscores the study’s strongest novelty: combining cultural heritage with gamification not only provides a highly effective pedagogical scaffold but also serves as an equitable instructional tool, successfully bridging the gap between abstract science and meaningful application across diverse educational environments.

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