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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 2,437 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.
Reshaping the doctoral journey in the AI era Chung Xuan Le; Wurong Shih
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.40091

Abstract

This article systematically reviews how artificial intelligence (AI) systems, particularly generative AI (GenAI), are reshaping the doctoral journey. Unlike existing reviews that examine AI in higher education broadly, this review positions doctoral candidates as emerging scholars whose AI use intersects with learning, research, academic writing, authorship, and early knowledge production. Drawing on Web of Science Core Collection records from 1998 to 2026, the study followed preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 guidelines and retained 28 studies from an initial pool of 185 records. VOSviewer-based co-occurrence and co-citation analyses were integrated with full-text reading to identify five synthesized themes: AI as academic infrastructure, AI-mediated restructuring of doctoral practices, technology acceptance and negotiation, ethical risks and academic integrity, and wellbeing, adaptation, and support. The findings suggest that AI is intertwined with doctoral education not only as a tool for efficiency but also as part of a broader socio-technical and identity-forming process. The review contributes a doctoral identity-centered synthesis of how AI intersects with research practices, authorship, academic voice, supervision, academic integrity, wellbeing, and doctoral support.
Rasch validation of constructivist learning environment in Indonesian primary school mathematics Indah Mustika Rini; Awaluddin Tjalla; Muchlas Suseno
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39902

Abstract

Despite widespread use of the constructivist learning environment survey (CLES), there is limited evidence regarding its validity in primary mathematics classrooms in Indonesia. This gap raises concerns about the accuracy of measuring students’ perceptions of constructivist practices in this specific context. This study aims to examine the psychometric properties of the Indonesian version of the CLES using the Rasch measurement model. A total of 246 fifth- and sixth-grade students from four districts participated in the study. The results indicate that the instrument demonstrates adequate psychometric quality, including good reliability (Cronbach’s α=0.83), strong person reliability (0.81), and excellent item reliability (0.97). The scale also satisfies unidimensionality assumptions, and the 5-point Likert response format functions effectively. These findings suggest that the instrument consistently captures students’ perceptions and the items are well-targeted to the sample. However, differential item functioning (DIF) was identified across gender and district groups, indicating potential bias in several items. Overall, the Indonesian CLES is a reliable and valid tool, with minor refinements needed to improve measurement invariance across groups. This study contributes to both theory and practice by providing a context-sensitive, Rasch-validated instrument that supports accurate evaluation and improvement of constructivist mathematics teaching in Indonesian primary schools.
Supporting learner autonomy through interactive H5P content: evidence from an EMI vocational higher education context Hilda Cahyani; Nadia Hanayeen; Alvin Nouval; Achmad Suyono; Vhirell Bextor Mahtya Setiawan
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39732

Abstract

The integration of interactive digital content has become increasingly important in supporting autonomous learning in higher education, particularly in vocational contexts where practical language competence is essential. This study aims to examine the role of interactive H5P (HTML5 package)-based content embedded in a learning management system (LMS) in supporting autonomous English learning among students enrolled in an international class at a vocational higher education institution in Indonesia. Employing a qualitative-dominant mixed-method approach, data were collected through student questionnaires, reflective feedback, and observations of learning activities within the online learning environment. The findings indicate that H5P interactive content effectively supports learner autonomy by enabling self-paced learning, providing immediate feedback, and increasing student engagement in independent English practice. Quantitative results show a high level of student satisfaction, with a mean score of 4.23, indicating that learners perceived the materials as accessible, motivating, and aligned with their individual learning needs. However, challenges related to technical familiarity and varying levels of learner readiness were also identified. This study provides empirical evidence that H5P-based interactive content enhances learner autonomy through measurable engagement and repeated task interaction.
From theory to practice: examining legal literacy among pre-service teachers in Kazakhstan Raushan Kanagatova; Nazigul Gazizova; Aray Amanova; Perizat Seiitkazy; Sayan Zhangazin
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39508

Abstract

Pre-service teachers in Kazakhstan are expected to operate within a complex legal framework that governs student rights, inclusion, and teacher accountability, yet legal education in teacher training programs remains critically underdeveloped. This study investigated the current state of legal literacy among pre-service teachers in Kazakhstan, examining knowledge levels, pedagogical approaches, and students’ perceptions of relevance. Using a convergent mixed-methods design, data were collected from 189 pre-service teachers via survey and 20 semi-structured interviews across five public universities. Findings revealed severely limited factual legal knowledge, low situational confidence, and strong dissatisfaction with the existing “fundamental law” course. Qualitatively, participants described legal training as exclusively lecture-based and disconnected from classroom realities. Applying Nonaka’s knowledge management framework, the study identifies a systemic failure in converting explicit legal knowledge into tacit professional competence. Despite these gaps, students expressed strong motivation for practical legal training (92% rated legal knowledge as essential). The study concludes with recommendations for curriculum reform, including case-based modules, practicum integration, and interdisciplinary collaboration between law and education faculties.

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