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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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Determinants of entrepreneurial intentions of private university students in Thailand Nithima Yuenyong; Tanpat Kraiwanit; Ekaphot Congkrarian
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.v15i4.39455

Abstract

The growing interest in student entrepreneurship, research has yet to comprehensively examine both internal and external determinants of startup intentions among private university undergraduates in Thailand, a context shaped by rapid digital transformation and national innovation priorities. This study investigates the factors predicting entrepreneurial intentions among 400 undergraduate students at private universities in Pathum Thani, Thailand. Using a quantitative research design, data were collected via a validated structured questionnaire and analyzed through descriptive statistics and stepwise multiple regression. Five factors significantly predicted startup entrepreneurial intention: financial resources, entrepreneurial skills, prior experience, economic conditions, and technological factors, collectively explaining 60.3% of the variance. Financial resources and entrepreneurial skills emerged as the strongest predictors, while political-legal, socio-cultural, and environmental factors were not significant predictors. The study concludes that entrepreneurial intention is shaped by the interplay between individual competencies and contextual enablers. These findings call for universities to strengthen entrepreneurship education across all faculties and for policymakers to improve students' access to financial resources and startup support mechanisms.
A model for enhancing teacher training by integrating internet of things, cloud computing, and robotics in a blended learning Meiramgul Mukhambetova; Salamat Idrissov; Nurgul Baitemirova
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.v15i4.39473

Abstract

Despite educational digitalization, a divide persists in integrating robotics and the internet of things (IoT) into classroom practice. Both pre-service and in-service teachers struggle to translate theory into application due to the lack of unified methodological frameworks. This gap demonstrably undermines student academic performance. The present study introduces the teachers-oriented, learning content, methodological approaches, digital support, expected outcomes (T-LMDE) model to bridge this divide through the synergistic integration of key dimensions. The model integrates robotics and IoT with cloud computing, utilizing the Arduino IoT cloud for data analytics and remote control. Delivered via a blended-learning portal, the curriculum provides didactic materials and feedback mechanisms, enabling educators to master complex engineering solutions. The model’s efficacy was empirically validated with 31 participants across two modalities: a 15-week course for pre-service teachers and an 80-hour intensive program for in-service educators. Using a quasi-experimental, mixed-methods design, data were analyzed via paired t-tests and qualitative thematic scrutiny. Findings confirm the model’s positive impact on professional transformation and competency advancement, shifting educators from content consumers to “teachers-as-designers”.
Online collective efficacy and its relationship with organizational sustainable development in higher education Ashraf Ragab Ibrahim; Ibrahim Mohammed Ibrahim; Billal Mohamed Aboelhasayb; Mohammed Maher Mohammed; Ahmed Metwally Eissa; Mohamed Ali Nemt-allah
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.v15i4.38721

Abstract

Digital transformation in higher education has intensified reliance on online collaboration, yet the role of shared digital capability beliefs in driving institutional sustainability remains underexplored. This study examined the relationship between online collective efficacy (OCE) and organizational sustainable development (OSD) among faculty members in Egyptian higher education. Using a quantitative correlational design, a purposive sample of 647 faculty members and teaching assistants from Al-Azhar University completed two validated instruments: the OCE scale and the OSD questionnaire. Pearson correlation and multiple regression analyses revealed exceptionally strong positive associations between all OCE dimensions and OSD outcomes (r=.887, p
Blended-language instructional-approach as a determinant of science learning in rural classrooms Atomatofa Rachel Ovuezirie; Sekegor Crescentia Ojenikoh; Avbenagha Andrew; Ewesor Stella
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.v15i4.39263

Abstract

Scientific concepts such as gravity continue to pose challenges for students in rural and under-resourced classrooms, where reliance on a single language of instruction often restricts access to meaning and limits conceptual understanding. This study investigated the impact of a blended English and Urhobo (BEAU) instructional approach on junior secondary one students’ learning and retention of gravity concepts in rural Nigeria. A quasi-experimental pre-test–post-test non-equivalent control group design was employed with 243 students assigned to English-only, Urhobo-only, or BEAU instructional conditions. A validated 30-item multiple-choice gravity test was administered, and analysis of covariance (ANCOVA) was used to examine differences while controlling for pre-test scores. The findings show that students taught using the BEAU language approach achieved better significantly in both post-test and retention tests compared to those taught using English-only or Urhobo-only instructional approaches. The findings provide empirical evidence that the blended language instructional approach enhances science learning outcomes in rural Nigerian contexts. Linguistically responsive instructional approach improves conceptual understanding and supports long-term retention of abstract scientific ideas, underscoring the importance of leveraging students’ linguistic resources to strengthen science education in rural and under-resourced classrooms.
Artificial intelligence technologies in teaching Russian as a foreign language Larissa Krymova; Navruz Khasanov; Zhamiila Arstanbekova; Ariya Azamatova; Nuraisha Bekeyeva
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.v15i4.38077

Abstract

The present study aims to investigate the impact of integrating artificial intelligence (AI) technologies into teaching Russian as a foreign language (RFL) from the perspective of educators. Employing a mixed-methods research design, the study utilized several methodologies, including a teacher survey, an analytical-descriptive approach to data interpretation, and the development and evaluation of AI-based interventions. The study sample comprised 120 RFL instructors from three public universities in Kazakhstan. Preliminary findings revealed a considerable awareness among teachers regarding various AI technologies, such as chatbots, voice assistants, the ChatGPT neural network, educational platforms, gaming applications, and task design tools. Nonetheless, the practical utilization of these technologies varied significantly, with only a subset of teachers incorporating them into their regular teaching practices. The study culminated in the development of a conceptual framework for AI-driven educational interventions, incorporating platforms such as Coursera, Moodle, Open EdX, and eFront; game-based applications including Duolingo, Talk2Russia, and Russian Verbs Pro; and task creation tools such as Kahoot! and Quizlet. Following the integration of these interventions into the curriculum, post-implementation evaluations indicated that teachers generally perceived the tools as effective, with the average effectiveness rating surpassing 4.0 out of 5.0 across all assessed categories. The findings of this study have practical applicability; they can be used to enhance professional development programs for teachers of the Russian language and to formulate strategies for the integration of AI technologies into language education within the Central Asian region.
Pedagogical environments for the formation of research competence in students within practice-oriented chemistry education Kanat Sadykov; Nesipkhan Bektenov; Nursulu Zhussupbekova; Ainash Baidullayeva
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.v15i4.39216

Abstract

Despite the importance of research competence in modern chemical education, traditional instructional methods often fail to sufficiently prepare students for independent scientific inquiry and professional growth, creating a gap between theoretical knowledge and practical application. The research aimed to experimentally validate a multifaceted system of pedagogical environments (research-focused, metacognitive-digital, and motivational) designed to foster research competence in chemistry students through practice-oriented learning. The research design of the research was a 30-week longitudinal pedagogical experiment utilizing a quasi-experimental design with pre- and post-test assessments. The sample comprised of 325 third- and fourth-year future chemistry teachers (experimental group (EG)=165; control group (CG)=160) from a national university in Kazakhstan. Statistical analysis (Pearson χ² test) confirmed significant growth in the EG across all competence criteria, with the proportion of students reaching “high-level” research proficiency increasing from 10.9% to 38.8%. The key implication is integrating structured pedagogical environments into teacher-training curricula effectively bridges the gap between theoretical knowledge and practical inquiry, providing a scalable framework for modernizing science, technology, engineering and mathematics (STEM) education.
English medium instruction in Jordanian medical education: a systematic review Hassan Mohammad Bani-Issa; Norsofiah Abu Bakar; Muhammad Zaid Daud; Jong Hui Ying; Hytham M. Bany Issa
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.v15i4.39643

Abstract

English-medium instruction (EMI) dominates Jordanian medical education, yet its equity implications and consequences for assessment validity remain poorly evidenced, particularly after the disruptions of the COVID-19 pandemic. Following preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 guidelines, this review searched Scopus, Web of Science, ERIC, and PubMed for peer-reviewed work published between 2000 and 2024. A total of 34 studies met inclusion criteria after mixed methods appraisal tool (MMAT) quality appraisal and were analyzed through thematic synthesis. The evidence reveals a structural paradox: EMI supports international academic integration while disadvantaging students from Arabic-medium secondary schools by conflating English proficiency with medical competence. The lexical and morphological complexity of medical English increases cognitive demands and became more pronounced during pandemic-related online teaching. Students rely on code-switching and morphological analysis as coping strategies, but neither is recognized in policy or assessment. The review delivers the first PRISMA-aligned synthesis of EMI in Jordanian medical education, proposes the Jordanian Medical English Corpus (JoMEC) as a corpus-based diagnostic for measuring lexical burden, and reframes EMI equity as a measurable issue of assessment validity rather than a normative concern alone. Findings support bilingual scaffolding and validity-oriented assessment reform to advance equity in medical education across Jordan and comparable Middle East and North Africa (MENA) contexts.
Immersive technology in English language learning: a bibliometric analysis Zhou Bo; Lim Seong Pek; Nahdia Kabir; Mohamed Bouteraa; Asna Asna
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.v15i4.37947

Abstract

This bibliometric analysis, drawing on data from the Web of Science (WoS) core collection, explores the expanding role of immersive technologies in English language education. Virtual reality (VR) and augmented reality (AR) have shown strong potential to improve learner motivation, engagement, and communicative competence, yet their integration into formal English language settings remains uneven. By analyzing 248 peer-reviewed articles published between 2021 and 2025, this study finds significant trends, influential contributors, and emerging areas of interest within the field. The findings show a steady increase in publications and citations, reflecting growing recognition of the educational value of immersive environments. Prominent themes include emotional engagement, lowered language anxiety, and improved performance in vocabulary, speaking, listening, and cultural understanding. Much of the literature underlines authentic and situated learning, VR-based interactive environments, VR-supported problem-based learning, and AR-assisted vocabulary development. The analysis also identifies leading countries, with China and the United States producing the largest share of research, a pattern supported by strong institutional participation worldwide. These insights help guide educators and policymakers as they consider how to bring immersive technologies into English instruction. The study also establishes a foundation for future research on effective, engaging, and sustainable immersive language learning practices. Overall, these findings clarify how research on immersive technologies in English language education has evolved between 2021 and 2025 and identify influential studies and key contributors. They also point to persisting gaps, such as equity, teacher readiness, and cognitive-load–informed design, that warrant further investigation.
Rethinking computer-based examinations in higher education: psychological, technical, and pedagogical challenges from students’ learning experience and future directions Ahmad Adnan AlZyoud; Eman Mohammad Qudah
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.v15i4.39228

Abstract

The swift adoption of computer-based examinations (CBEs) in higher education has revolutionized assessment methods; nonetheless, there is a lack of thorough research investigating the psychological, technical, and pedagogical experiences of students using these systems. This research explores the various challenges associated with CBEs at Yarmouk University and assesses their influence on students’ learning experiences. A cross-sectional quantitative survey was conducted among 545 undergraduate students from various academic fields during the first semester of the 2025–2026 academic year. Both descriptive and inferential analyses were performed to evaluate students’ perceptions. Research shows a moderate level of acceptance for CBEs, but notable worries remain. The main source of stress was found to be technical reliability, often overshadowing worries about educational content. The one-way navigation aspect was recognized as a significant obstacle, which restricted students’ ability to review answers and added to cognitive strain and hasty decision-making. Furthermore, a significant gap in feedback was noted, as students mostly viewed the system as a tool for grading rather than a resource for ongoing learning. The research finds that successful digital assessment necessitates not just operational effectiveness but also adaptable design, alignment with pedagogical goals, and valuable feedback systems. Practical implications involve rethinking navigation elements, improving technical support, and offering focused training for faculty.
Classroom management and preschool children’s social behaviors Ayşe yakupoğulları; İsa Kaya
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.v15i4.38854

Abstract

Classroom management is widely recognized as a core component of early childhood education. While previous studies have largely focused on its relationship with academic outcomes, its role in explaining children’s social behaviors in early childhood classrooms has received comparatively less attention. This study examines how preschool teachers’ classroom management skills are associated with children’s positive and negative social behaviors. The study was designed within a correlational framework and included 25 preschool teachers and 339 children enrolled in their classes. Data were collected using the preschool teachers’ classroom management skills scale and the social behavior scale for preschool children and analyzed using Pearson correlations and multiple regression analyses. The results revealed a moderate and statistically significant positive relationship between teachers’ overall classroom management skills and children’s overall social behavior levels. Among the dimensions of classroom management, planning–program implementation and physical arrangement emerged as significant predictors of children’s emotional competence. These findings indicate that classroom management functions not only as an organizational practice but also as a contextual factor supporting children’s social and emotional development. Strengthening preschool teachers’ classroom management skills through practice-oriented professional development initiatives may contribute to the promotion of positive social behaviors in early childhood settings.

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