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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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Digital addiction and anti-mattering: the serial mediation role of state hope and flourishing Zeynep Demirtaş; Selim Uylas; Serhat Arslan; Fatih Yılmaz; Celalettin Çelebi; Nihan Arslan; Sümeyra Dilek Uylas
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.v15i4.39198

Abstract

This study examines the serial mediating roles of state hope and flourishing in the relationship between digital addiction (DA) and anti-mattering (AntiM). Using a cross-sectional correlational design, data were collected from 461 university students in Turkey. Participants completed the digital addiction scale (DAS), anti-mattering scale (AntiMs), flourishing scale (FS), and state hope scale (SHS). The hypothesized model was tested using partial least squares structural equation modeling (PLS-SEM). Measurement and structural models were evaluated in terms of reliability, validity, path coefficients, and predictive relevance. Bootstrapping procedures were applied to test the significance of direct and indirect effects. The findings indicate that state hope and flourishing significantly mediate the relationship between DA and AntiM. Specifically, higher levels of DA are associated with lower state hope and reduced well-being, which in turn increase feelings of AntiM. These results reveal important psychological mechanisms underlying the negative effects of DA and highlight the protective role of positive psychological resources. The study offers valuable implications for future research and intervention programs aimed at reducing DA and promoting well-being.
Academic procrastination and achievement among university students under AI overreliance and contextual factors Sang My Tang; Le Quoc Thang
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.v15i4.38954

Abstract

Academic procrastination remains a persistent challenge in higher education, particularly as artificial intelligence (AI) tools become increasingly integrated into students’ learning activities. While AI can assist with academic tasks, excessive reliance on such technologies may influence students’ learning behaviors and time management. This study employed a quantitative, cross-sectional design to examine the factors associated with academic procrastination and its relationship with academic achievement in higher education contexts where AI tools are widely used. Data were collected from 301 university students and analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that the model explains a substantial proportion of variance in academic procrastination (R²=0.72) and a moderate proportion in academic achievement (R²=0.30). Academic procrastination shows a significant relationship with academic achievement (β=0.551, p
Enhancing undergraduates’ career preparedness: environmental determinants and mediating role of resilience Ainullutfi Azzman; Teoh Sian Hoon; Leele Susana Jamian; Nurhayani Romeo; Mohammad Hafiz Mohd Yusof; Koo Ah Choo
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.v15i4.39733

Abstract

Current environmental changes, combined with personal challenges, require further study to address the existing knowledge gap in career preparedness. Hence, this study aims to examine determinants of undergraduates’ career preparedness by integrating environmental and psychological factors within an extended theoretical framework. Specifically, this study investigates the effects of resilience as a mediator in the relationship between environmental factors and career preparedness. This study used stratified purposive sampling to capture final-year undergraduates from universities in three main structures, namely research universities, non-research public universities, and private universities. A total of 409 undergraduates participated in this study. A correlational research design was employed for the investigation of the relationships. Structural equation modeling (SEM) was used to test the hypothesized relationships and mediation effects. The results indicated that environmental factors were a robust predictor of resilience (effect size, f2=1.377) and exerted a small but significant direct effect (f2=0.051) on career preparedness. Furthermore, resilience strongly predicted career preparedness (f2=0.450). Overall, the findings show that resilience mediates the relationship between environmental factors and career preparedness. This study contributes to the literature by demonstrating that resilience-based activities, such as career planning and goal-setting sessions, should be focused on undergraduates who are participating in a constructive environment.
Integrating Kahoot! in ESP courses: Vietnamese technical students’ perspectives Thi Duyen Phuong; Thi Thanh Huyen Phuong
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.v15i4.38283

Abstract

This study investigates the integration of Kahoot!, an online gamified platform, in an English for specific purposes (ESP) course at a Vietnamese state-run university. The study examines Kahoot!-use frequency and students perception of its effectiveness in supporting classroom and autonomous learning. Using an explanatory mixed-methods design, the study draws on survey data from 87 technical students and focus groups with 10 volunteers. Findings indicate that while Kahoot! was frequently used in class, its use outside classrooms was limited by insufficient teacher support. Although gamified tasks were perceived as engaging and useful, misalignments between instructional practices and learners’ expectations, including over-emphasis on vocabulary and grammar, inappropriate pacing, insufficient feedback, and overly challenging tasks, reduced its effectiveness and motivational impact. The study highlights the need to align gamified pedagogy with ESP learners’ needs, use platform analytics for pedagogical adaptation, and use Kahoot! beyond classrooms to enhance learners’ engagement and autonomy.
Establishing quality indicators for higher-order thinking skills: development and validation using factor analysis Nia Kania; Florence Kyaruzi
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.v15i4.38884

Abstract

Assessing higher-order thinking skills (HOTS) in mathematics education remains challenging because available instruments often measure critical thinking (CT), creative thinking (CrT), and problem-solving (PS) separately, limiting a coherent evaluation of their interrelated nature. This study developed and empirically validated an integrated set of quality indicators for HOTS assessment using a mixed-methods design. In the qualitative phase, focus group discussions (FGDs) with five experts in mathematics education and educational evaluation generated theory-driven indicators grounded in instructional practice. In the quantitative phase, 70 participants (university lecturers, secondary school teachers, and undergraduate students) were selected through stratified purposive sampling to evaluate the indicators. An exploratory factor analysis (EFA) was performed using principal axis factoring with varimax rotation, and factorability was confirmed using Kaiser-Meyer-Olkin (KMO) and Bartlett’s test of sphericity. The results showed satisfactory construct validity (KMO=0.75; Bartlett’s p
Assessing English writing needs for civil engineering students: evidence from a Philippine college Sittie Aina T. Pandapatan; Abdullah H. Edris; Johara D. Alangca-Azis; Stephen A. Fadare; Al-nor D. Ansao; Basmah S. Hussain
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.v15i4.38708

Abstract

This study examined the perceived English writing needs of civil engineering students at a private higher education institution in the Philippines. Using a quantitative, descriptive, cross-sectional survey design, data were collected from 216 second- to fourth-year students through purposive sampling and a validated 15-item writing needs questionnaire. The instrument demonstrated strong internal consistency, and the data were analyzed using descriptive statistics. The findings showed that students reported substantial needs in both foundational writing skills and field-related written outputs. The most strongly perceived needs were related to grammar, sentence clarity, idea development, and the writing of engineering reports, executive summaries, formal letters, and memoranda. These results suggest that general English instruction alone may be insufficient to address the disciplinary communication demands of civil engineering. The study highlights the need to integrate discipline-specific writing support into the curriculum to strengthen students’ academic writing, professional communication, and workplace readiness.

Page 236 of 236 | Total Record : 2356

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