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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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Academic stress and academic performance among early childhood education students in Peru Alvaro Camposano-Cordova; Juan Antonio Picoy-Gonzales; Néstor Jesús Caro-Seminario; Clorinda Barrionuevo-Torres; José Antonio Nieto-Custodio; Maria Clarisa Tovar-Torres-De-Aguilar; Melina Penélope Tolentino-Cotrina; Nelly Olga Zela-Payi; Jesus Mery Arias-Huanuco; Wendy Nelly Bada-Laura; Rosaura Huarcaya-Taype; Gladys Margarita Espinoza Herrera; Christian Luis Torres-Acevedo; Daniel Joel
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.v15i4.38904

Abstract

Academic stress is widely assumed to impair academic performance in higher education; however, empirical evidence remains inconsistent, particularly in professional teacher-training programs. This study examined the relationship between perceived academic stress and academic performance among 116 undergraduate students (18–25 years) enrolled in an early childhood education program at a public university in Peru. A quantitative cross-sectional correlational design was employed. Academic stress was measured using the perception of academic stress scale, while academic performance was obtained from official grade point averages (GPA), ensuring objective assessment. Data were analyzed using multiple regression and non-parametric tests (Mann–Whitney U and Kruskal–Wallis H). Results indicated moderate stress levels (M=3.65) and stable academic performance (M GPA=14.72). Academic stress did not significantly predict GPA, whereas age emerged as the only significant positive predictor. Gender and academic cycle showed no significant effects. These findings suggest that academic stress may not necessarily undermine performance and highlight the potential role of maturity and adaptive capacities in supporting resilience among future teachers.
Inclusive education readiness in suburban Malaysian primary schools Muhammad Afif Mohd Aris; Siti Faizah Zainal; Noor Asmina Mohd Rashid; Mohd Muslim Md Zalli; Mohd Ridhuan Mohd Jamil; Mazarul Hasan Mohamad Hanapi
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.v15i4.39303

Abstract

Inclusive education requires not only equitable placement of students with disabilities in mainstream schools, but also adequate structural support and positive stakeholder readiness. This study examined the readiness of sub-urban primary schools in Malaysia to implement inclusive education by focusing on school facilities, teachers’ perceptions, peer acceptance, and parents’ perceptions. A quantitative cross-sectional survey was conducted involving headmasters, teachers, students, and parents from five primary schools implementing inclusive education programs. Data were analyzed using descriptive statistics and Pearson correlation analysis. The findings showed that although several accessibility features were available, many essential facilities and specialized instructional supports remained limited. In contrast, teachers, students, and parents generally demonstrated positive perceptions of inclusive education. Teachers’ experience with disability and understanding of disability-related needs were also significantly associated with more positive perceptions. These findings reveal a structural–social gap in inclusive education readiness, in which supportive stakeholder attitudes coexist with incomplete infrastructural support. The study highlights the need to strengthen school facilities and sustain professional development to support more equitable and effective inclusive education in primary schools.
Examining dual-factor mental health: a confirmatory factor analysis among senior secondary students in Islamic boarding schools Rahmat Aziz; Esa Nur Wahyuni; Wildana Wargadinata; Ali Maksum; Retno Mangestuti; Iffat Maimunah
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.v15i4.39833

Abstract

This study examines the measurement properties of the dual-factor model of mental health among senior secondary students in Islamic boarding schools. Despite growing interest in the dual-factor framework, empirical validation in culturally embedded educational settings remains limited. Using a quantitative cross-sectional design, data were collected from 616 students across 10 schools using the Azira Mental Health Scale (AMHS-24), which assesses psychological well-being and psychological distress. Confirmatory factor analysis (CFA) supported a two-factor structure, indicating that well-being and distress are distinct yet related constructs. The model showed acceptable but not optimal fit (root mean square error of approximation (RMSEA)=.055; standardized root mean square residual (SRMR)=.063; comparative fit index (CFI)=.874; Tucker–Lewis index (TLI)=.862). Reliability was satisfactory (α=.855 and .861), and discriminant validity was supported (heterotrait–monotrait (HTMT)=.321). However, convergent validity was limited (average variance extracted (AVE)=.332 and .343). The novelty of this study lies in validating a dual-factor mental health instrument within Islamic boarding schools, providing a contextually grounded assessment of both positive and negative dimensions. Despite this limitation, the findings support the use of the AMHS-24 as a reliable tool for assessing general mental health patterns.
Policy–governance–culture dynamics in Myanmar education reform: implications for transformational leadership practice Chi Che; Win Pa Pa Tun
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.v15i4.39057

Abstract

Myanmar’s education reform faces a persistent enactment gap because policy intent is filtered through governance feasibility and culturally grounded legitimacy norms. This study examined whether transformational leadership functions as a mediation practice that buffers policy–governance misalignment and under what conditions that buffering is stronger. The novelty of this study lies in proposing and testing an integrated policy–governance–culture (PGC) leadership mediation model that explains reform enactment through the joint effects of structural misalignment, leadership buffering, and culturally conditioned legitimacy. An explanatory sequential mixed-methods design combined a two-wave time-lag survey of teachers and middle leaders from 48 schools (N=720) with semi-structured interviews to clarify mechanisms. Measurement models showed acceptable-to-strong fit (CFA: CFI=0.956, TLI=0.948, RMSEA=0.044, SRMR=0.041). Multilevel SEM (ICC_RE=0.11) indicated that policy–governance misalignment directly reduced reform enactment (β=−0.15, p=.003) while increasing leadership mediation practices (β=0.25, p
Culturally grounded student engagement in global citizenship education in Philippine higher education Airyn M. Arbuliente; Erwin B. Berry; Alvin O. Cayogyog; El Dixon G. Plazo
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.v15i4.39524

Abstract

Global citizenship education (GCE) is increasingly integrated into higher education; however, student engagement remains limited, often characterized by superficial participation rather than meaningful involvement. This study addresses this gap by examining how students experience engagement in GCE within a developing-country context. Using an interpretive phenomenological approach, data were collected from 25 undergraduate students in a Philippine state college through in-depth interviews and analyzed using interpretive phenomenological analysis (IPA). The findings reveal that engagement becomes meaningful when students participate in authentic community-based activities, develop emotional connections to real-world issues, engage in critical reflection on complex systems, and exercise voice and initiative in learning. Importantly, the study identifies culturally grounded engagement as a key dimension, showing that Filipino values such as bayanihan (communal unity), pakikipagkapwa-tao (shared humanity), and malasakit (profound care) function as resources that shape how students interpret and engage with global issues. These findings suggest that engagement in GCE is not only multidimensional but also culturally embedded. The study contributes to the literature by extending existing student engagement frameworks to incorporate cultural context as a core dimension. Practically, it highlights the need for culturally responsive and experiential pedagogies to enhance meaningful engagement in higher education.
Enhancing students’ environmental literacy through STEM and project-based learning Akylbekova Turar; Bebolat Ibashev; Salih Çepni; Zhazira Mukataeva; Klara Sarsekova; Ibraimov Aibat
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.v15i4.39227

Abstract

Amid escalating global environmental challenges and the increasing emphasis on sustainable development, enhancing students’ environmental literacy has become a critical priority in higher education. However, conventional instructional approaches remain predominantly theory-oriented and insufficient in fostering interdisciplinary thinking and real-world problem-solving competencies. Addressing this gap, this study proposes the integration of the science, technology, engineering, and mathematics–project-based learning (STEM–PjBL) model, which combines STEM education with PjBL to promote active engagement in authentic environmental problem-solving contexts. This study offers a novel contribution by implementing the STEM–PjBL approach within a Chemical Ecology course, thereby linking interdisciplinary STEM integration with the development of environmental literacy and systems thinking. A quantitative research design was employed involving 70 master’s students from Abai Kazakh National Pedagogical University with prior exposure to environmental disciplines. A 15-item diagnostic instrument was developed to assess environmental literacy, with content validity confirmed using Aiken’s V (0.70–0.91). Data were analyzed using descriptive statistics, correlation analysis, and Student’s t-test. The findings indicate a high level of environmental literacy (mean=85.1) and provide empirical evidence supporting the effectiveness of the STEM–PjBL approach. The results demonstrate improvements in systems thinking and environmentally responsible behavior, highlighting its potential to enhance environmental education practices in higher education.
Artificial intelligence literacy and foreign language confidence among university second language learners Ashraf Ragab Ibrahim; Hesham Ramadan Abdo; Mohammad Cherif Boraai; Mohamed Ebrahim Khalf; Mohamed Ali Nemt-allah; Hamed Samy Ghareib
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.v15i4.38707

Abstract

This quantitative correlational-predictive study investigated the relationship between artificial intelligence (AI) literacy and foreign-language confidence among university second-language learners. Two samples were recruited: a psychometric sample (N=341) for scale validation and a main sample (N=541) for hypothesis testing. Participants completed the artificial intelligence literacy scale (AILS), measuring awareness, usage, evaluation, and ethics dimensions, and the foreign language confidence scale (FLCS), assessing foreign language competence, sense of linguistic security, and sense of linguistic ownership. Pearson correlation analyses revealed statistically significant positive associations between all AI literacy and foreign language confidence dimensions (r=.398–.574). Simple linear regression demonstrated that AI literacy significantly predicted foreign language confidence (F(1, 539)=270.742, p
Reframing teacher evaluation in higher education: a three-pillar framework from Assam Arabinda Rajkhowa; Munmi Dutta
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.v15i4.40024

Abstract

Teacher evaluation shapes the quality of classroom instruction and, through it, student learning outcomes; yet in Indian higher education the dominant single-source model, student feedback channeled through the internal quality assurance cell (IQAC), is widely critiqued as ritualistic and developmentally inert. To the authors’ knowledge, no prior study has integrated student feedback, structured self-evaluation, and peer review into a coherent operational framework for regional Global South contexts. Drawing on primary data collected between 2009 and 2025 from approximately 200 undergraduate arts and science students, principally at North Lakhimpur College (now North Lakhimpur University) and other institutions across Assam, this study employs a qualitative-descriptive design with thematic analysis and triangulation of open-ended questionnaires and semi-structured interviews. Two contributions emerge. First, it yields a culturally grounded fivefold taxonomy of good teaching from Assamese student articulations, including culturally distinctive expectations: the teacher’s public moral role in the community and the obligation of intellectual life beyond the syllabus, that standardized student evaluation of teaching (SET) instruments routinely miss. Second, it proposes a developmental three-pillar framework integrating reformed student feedback, disciplined teacher self-evaluation, and structured peer review to restore the formative function of evaluation and improve student learning outcomes. Both the taxonomy and the framework are scalable across comparable institutions in the Global South.
Social support for hearing parents raising deaf children in Kazakhstan: challenges and solutions Zhansaya Janpeisova; Assel Sarsenova; Karlygash Yessenamanova; Kulmarash Kashkinbayeva
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.v15i4.38135

Abstract

In Kazakhstan, social support for families with hearing-impaired children remains a pressing issue requiring further research and improvement. The aim of this study is to assess the social support provided to families of hearing parents with children who have hearing impairments in Kazakhstan. The study involved 176 families from Kazakhstan, in which the parents are hearing, and the children have hearing loss. This study employed a convergent mixed-methods approach, combining the simultaneous collection and analysis of qualitative (interviews) and quantitative (surveys) data with the subsequent integration of the findings to gain a more comprehensive understanding of the situation. The results showed that 89% of respondents were aware of existing social assistance programs; financial and medical support were considered particularly important, while psychological support was deemed insufficient. Socioeconomic and geographic factors significantly influenced access to services. The data also showed that income level and type of settlement significantly influence families’ access to social services and awareness of support programs, while the age of parents and children has less influence, although the needs of children of different ages vary. The practical significance of the study lies in identifying problems within the social assistance system, such as low information accessibility, long waiting times, inadequate support, and service quality fluctuations. The obtained data can be used to improve social support mechanisms and raise awareness among families with children who have hearing impairments. These findings can be used to improve social support mechanisms and raise awareness of this issue among families with hearing-impaired children.
Religious literary literacy in pesantren: a phenomenological study of moral and spiritual learning Lamri Lamri; Else Liliani; Sri Harti Widyastuti
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.v15i4.39013

Abstract

This study explores how santri (student) in pesantren (Islamic boarding school) education experience and interpret religious literary practices as a medium for moral and spiritual learning and conceptualizes these experiences into a religious literary literacy (RLL) model. Using a qualitative interpretative phenomenological approach through interpretative phenomenological analysis (IPA), the study examines santri’s lived experiences and meaning-making processes. Data were generated through in-depth semi-structured interviews with eight santri from four pesantren in East Java and Yogyakarta, Indonesia, supported by analysis of student literary works and pesantren literacy archives. The analysis involved iterative stages of close reading, coding, thematization, and hermeneutic interpretation. The findings reveal three interconnected dimensions of RLL: i) literature as spiritual and moral reflection; ii) transformative selfhood and moral consciousness developed through reflective reading and writing; and iii) pesantren as a pedagogical ecosystem integrating faith, ethics, and creative expression. These dimensions form the RLL model, which conceptualizes literary practice as a cyclical process of devotion, reflection, and self-transformation. The study contributes theoretically by extending the concept of religious literacy beyond textual competence toward experiential and interpretative moral formation. Practically, the model offers a conceptual framework for designing reflective literacy programs in Islamic education that support character development and address contemporary moral challenges among youth.

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