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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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Social emotional learning in artificial intelligence-driven education: a bibliometric and strengths, weaknesses, opportunities, and threats analysis Fatin Syamilah Che Yob; Rita Wong Mee Mee; Emily Abd Rahman; Lim Seong Pek; Wong Yee Von; Cathy Mae Toquero; Karen Joy B. Talidong
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.v15i5.39318

Abstract

The rapid integration of artificial intelligence (AI) into education has transformed how social emotional learning (SEL) is conceptualized, yet a comprehensive understanding of it is research trajectory and strategic implications remains limited. This study addresses this gap by examining influential SEL research within AI-driven educational contexts. A mixed analytical approach was employed, combining bibliometric performance analysis and strengths, weaknesses, opportunities, threats (SWOT) analysis. Using the Scopus database, publications from 2016-2025 were systematically identified according to PRISMA procedures, and the 10 most-cited articles were selected for in-depth evaluation. The findings reveal three dominant research orientations: critical policy discourse, pedagogical integration of SEL, and emerging AI-driven innovations. The SWOT analysis highlights strengths in AI-enabled personalization and engagement, as well as opportunities for adaptive emotional learning environments. However, weaknesses related to limited empirical validation and threats concerning ethical risks, emotional surveillance, and algorithmic bias persist. The study concludes that while AI presents transformative potential for SEL, its implementation must remain human-centered and ethically grounded. These findings offer important implications for educators, policymakers, and future research in developing responsible AI-supported SEL frameworks.
“There was no learning”: a phenomenon in mathematics education after modular distance learning Fresan R. Magnate; June Rey S. Sulatra
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.v15i5.39701

Abstract

Modular instruction, limited scaffolding, reduced monitoring, and heavy reliance on home support contributed to what many teachers described as a period where “there was no learning,” resulting in compounded academic and motivational deficits. This study investigated the challenges mathematics teachers faced while transitioning from modular distance learning to face-to-face instruction, particularly the persistent disruptions in classes and the interventions they implemented in response. Using a phenomenological case study design, qualitative data were collected from eighteen elementary and secondary mathematics teachers through interviews, focus group discussions, and classroom observations. Findings revealed that foundational learning gaps, pre-emptive resistance to mathematics, delayed curriculum pacing, teacher overload, and resource scarcity are the products of modular instructions and learning disruptions. Many students lacked mastery of basic operations, struggled with comprehension, and exhibited low confidence, making grade-level instruction difficult to sustain. In response, teachers implemented structured remediation, peer tutoring programs (e.g., math aiders), community-based support mechanisms (e.g., Mobile Learning Hub and Distance Learning Center), localized materials, and extended instructional time. The findings suggest that mathematics learning recovery requires more than content delivery; it demands systematic rebuilding of foundational skills and student engagement. The study stressed the need for structured bridging curricula, flexible pacing policies, sustained remediation programs, and stronger school–community partnerships to ensure resilient and equitable mathematics education.
Strategies of academic writing as a tool for developing research-oriented learning in geography teacher education Aigerim Yespenova; Meruyert Tasbolatova; Gulnur Berkenova; Shalkar Turganov; Viktor Trofimov; Daulet Sartayev
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.v15i5.40173

Abstract

In contemporary teacher education, academic writing is regarded as a key meta-competence reflecting students’ analytical thinking and readiness for research. However, in geography teacher education, writing often remains descriptive and provides limited support for interpreting spatial processes and developing research-oriented thinking. This is problematic because future geography teachers must analyze spatial, cartographic, field-based, and socio-cultural data. The study aims to determine whether architectural terminology can serve as an interdisciplinary cognitive framework for developing research-oriented academic writing among future geography teachers. Its originality lies in integrating architectural conceptual terminology with geographic information systems (GIS)-supported academic writing instruction within a unified pedagogical framework. A mixed-methods approach combined quantitative and qualitative analyses of students’ written work before and after the intervention, alongside field observations, GIS-based spatial analysis, expert evaluation, and comparative text coding. The results indicate a shift from descriptive to analytical writing, demonstrated by increased use of interdisciplinary concepts such as “structure,” “scale,” and “composition,” stronger argumentation, and deeper interpretation of spatial processes. Expert evaluation confirmed improvements in critical reasoning and visual data presentation. The findings suggest that architectural vocabulary can function as a cognitive scaffold for higher-order thinking and research-oriented learning, contributing to the modernization of geography teacher education and competency-based academic writing instruction.
Performance evaluation of school principals in Kosovo Selim Mehmeti; Luljeta Shala; Arafat Shabani
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.v15i5.39899

Abstract

This study examines the performance evaluation practices of school principals in Kosovo’s public education system. Despite the existence of a formal evaluation framework based on professional standards, its implementation remains inconsistent and challenging. The study aims to explore how evaluation practices are implemented, how they are perceived by principals and evaluators, and what challenges affect their effectiveness. A qualitative research approach was employed using a case study design. Data were collected through document analysis and semi-structured interviews with 10 school principals and 5 evaluators. Thematic analysis was used to identify key patterns and themes. The findings reveal that evaluation practices are characterized by limited use of professional standards, inconsistencies in procedures, and differences in evaluator capacities. The evaluation process is often focused more on documentation than on actual leadership practices. Participants reported unclear procedures, insufficient preparation, and limited impact on professional development. The study concludes that although the evaluation system has potential to improve school leadership, its effectiveness is constrained by structural and professional limitations. Strengthening evaluator capacities, improving the use of standards, and ensuring consistent implementation are essential for enhancing evaluation process.
Trachtenberg speed math and multiplication performance of Danao learners: a quasi-experimental pilot study Rose Mary L. Almacen; Ronnel Victor B. Kilat; Lislee C. Valle; Romel C. Mutya; Dawn Iris Calibo-Senit; Margarito B. Callao; Jennifer B. Carillo; Rowena P. Dato-on; Adrian P. Ybañez
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.v15i5.40084

Abstract

Multiplication fluency remains a persistent challenge for many Filipino learners, yet community-based evidence on low-cost supplementary interventions is limited. This study examined whether a six-week Trachtenberg speed math intervention was associated with improved multiplication performance among learners aged 8 to 13 years in three local communities in Danao City, Philippines. The study used a one-group pretest-posttest quasi-experimental pilot design conducted during a community-based numeracy intervention. Paired scores from 135 participants were analyzed using paired-samples t-tests, mean gains, 95% confidence intervals (95% CI), and within-subject effect sizes (dz). Scores increased significantly in Maslog from 27.31 to 49.82, in Sabang from 32.68 to 49.84, and in Taytay from 31.91 to 48.78 (all p
Academic burnout in multicultural pre-service teacher education: a conceptual model Kriangsak Rattakul; Lanlalit Seubpradit
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.v15i5.39936

Abstract

Academic burnout among pre-service teachers in multicultural contexts is a critical issue that negatively impacts teaching quality, teacher retention, and educational equity. While existing psychological models successfully explain general academic stress, a critical research gap persists regarding how the intersection of standard academic demands and acculturative stress accelerates burnout among minority teacher candidates. To address this gap through an integrative literature review, this article proposes the integrative multicultural burnout framework (IMBF). The IMBF seeks to extend existing burnout literature through three interconnected theoretical propositions: i) treating cultural dissonance as an intersecting academic demand within multicultural learning environments; ii) conceptualizing burnout as a recursive resource-depletion process consistent with the conservation of resources (COR) “loss spiral” perspective; and iii) recognizing institutional intercultural competency as a contextual factor that may moderate these relationships. Ultimately, this framework generates testable propositions for future empirical research and highlights specific practical implications for teacher education policy, notably advocating for culturally responsive practicum evaluation rubrics and proactive mental health training programs.
Critical mathematical thinking process in definite integral applications: an action, process, object and scheme based on cognitive styles Rezi Ariawan; Yohanes Leonardo Sukestiyarno; Emi Pujiastuti; Sugiman Sugiman
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.v15i5.38424

Abstract

Higher-order thinking skills are essential in calculus learning. However, research examining how students with different cognitive styles construct mathematical critical thinking processes within the action, process, object and scheme (APOS) framework when solving integral application problems remains limited. Furthermore, the integration of cognitive styles with the APOS framework has not been widely explored. This study investigates differences in students’ mathematical critical thinking processes based on cognitive styles using the APOS framework. This study used a qualitative case study design involving 20 students, and four subjects were purposively selected for in-depth analysis, representing field-independent (FI) and field-dependent (FD). Data were collected through critical thinking tests, the group embedded figures test (GEFT), and semi-structured interviews, and analyzed using data reduction, data presentation, and data verification aligned with the APOS stages. The results showed two contrasting reasoning patterns. FI students reached the schema stage with a complete thinking trajectory (understanding the problem, formulating a strategy, performing calculations, and partial evaluation) supported by object-process actions. In contrast, FD students were limited to the action stage with problem-understanding thinking processes. These findings contribute by showing that the development of critical thinking is non-linear and influenced by cognitive style, and emphasize the importance of adaptive learning strategies in calculus.
Classroom environment and student-centered pedagogy as predictors of learning outcomes and 21st-century skills in Indian higher education D. Appala Naidu; Sanjeev Kumar Jha; Pradeep Kumar Yadav; Atul Gautam; Mamta Ahuja; Priya Sharma
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.v15i5.39898

Abstract

This study explores the association of classroom environments and students centered pedagogical practices on student learning outcomes (LO) and the 21st-century skills development in Indian higher education (IHE). Despite the National Education Policy (NEP) 2020 strongly advocating learner-centered pedagogy, a gap exists between policy vision and classroom practice. Using a cross-sectional survey, the data were collected from 320 students enrolled in higher education institutions (HEIs) in Delhi (India). The study employed the self-developed tools, including students’ perception on classroom environment scale (SPCES), and students’ centric pedagogical practices scale (SCPPS), along with measures of perceived LO and 21st-century skills. Statistical analyses, including factor analysis, Chi-square, analysis of variance (ANOVA), and multiple regression, were conducted. The findings reveal that classrooms having innovative environment (InnE) and interactive environment (IntE) are significantly associated with LO and 21st-century skills. Instructional and assessment quality (IAQ) emerged as the strongest predictor of LO, followed by technology-enhanced learning modes (TELM). The study concludes traditional teacher-led models still dominate in the classroom, despite NEP reform. This paper highlights the need for systematics pedagogical transformation, supported by faculty development, and alignment of classroom practices with NEP in India and comparable Global South contexts.
The role of directed activities related to texts in enhancing traditional laboratory experiments for qualitative salt analysis learning Mohamad Mahathir Shamsulbahri; Norehan Zulkiply
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.v15i5.39484

Abstract

Qualitative salt analysis is widely recognized as a challenging topic in chemistry due to its abstract concepts and the large amount of complex information involved. This often places high cognitive demands, limiting students’ ability to integrate experimental observations with conceptual knowledge during laboratory-based activities. This study investigated the effects of integrating directed activities related to texts (DARTs) into traditional laboratory experiments on students’ achievement, knowledge retention, cognitive load, and learning efficiency in qualitative salt analysis. A quasi-experimental design was employed involving 100 Form 4 science stream students from two fully residential secondary schools, who were equally assigned to either a traditional laboratory experimental group (control) or a DARTs-integrated experimental group (treatment). Data from pre-test, post-test, and delayed post-test were analyzed quantitatively. Results showed that the treatment group demonstrated significantly higher achievement and retention, lower perceived cognitive load, and higher learning efficiency than the control group, indicating that structured DARTs activities facilitate deeper cognitive processing and a more efficient use of cognitive resources during laboratory learning. The study provides empirical evidence supporting the potential value of integrating DARTs into laboratory-based instruction to enhance conceptual learning in qualitative salt analysis, compared with traditional laboratory methods.
Examining the relationship between social-emotional learning and research competency among undergraduate students Alvin Ryan A Dizon; Florina Padilla-Santiago; Catherine G. Javier
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.v15i5.39642

Abstract

The impact of social-emotional learning (SEL) integration on psychological research instructional material enhancement (PRIME) scores of undergraduate psychology students was investigated in this study. A quantitative non-experimental correlational design was used with 362 students who were sampled by the total population sampling technique. The five domains of research competency and SEL integration were measured using two researcher-developed instruments. The data were collected using a face-to-face survey technique and analyzed using descriptive statistics and Pearson correlation analysis. Results showed that both research competency and integration of SEL were high. Strong relationships were seen between the different domains of the SEL and research competency (r=0.734-0.891, p

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