cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
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
 236   237   238   239   240 
The relationship between the autotelic personality and cognitive wisdom among higher education teachers Mustafa Radhi Hasan; Omar Khalaf Rasheed
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.v15i5.39809

Abstract

This study aimed to identify the levels of autotelic personality and cognitive wisdom among higher education instructors and examine the relationship between both variables. The study adopted the descriptive correlational approach as the most suitable method for achieving its objectives. The sample consisted of 400 male and female instructors from the University of Anbar selected through stratified random sampling. To achieve the aims, researchers verified the psychometric properties of the two scales. Findings showed above-average levels of autotelic personality and cognitive wisdom. No statistically significant gender differences were found. However, significant differences appeared by specialization favoring scientific disciplines. Differences also appeared by academic rank particularly between professors and assistant lecturers with professors scoring higher on both variables. Furthermore, results confirmed a positive statistically significant relationship between autotelic personality and cognitive wisdom. These findings indicate strong internal motivation balanced use of knowledge and emotional experience enhancing teaching effectiveness, research performance, and educational goals among faculty members at the university when dealing with different academic situations and supporting sound decisions in professional practice daily responsibilities and continuous development opportunities across departments for all staff members in general context.
Multisensory teaching and learning research: a bibliometric analysis using R-Biblioshiny Durgaprasad Sahoo; Sridevi M.; Thiyagu Kaliappan; Mayur Pujari; Sudin B. L.; Anju V.; Parvathy Sreekumar
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.v15i5.39796

Abstract

Multisensory teaching and learning have emerged as an important pedagogical as well as instructional approach to enhance students’ engagement, comprehension, and retention. The study shows how the multisensory teaching and learning research area develops through existing research patterns and intellectual patterns. The study has obtained bibliographic information from the Scopus database. The first identification process detected 688 documents, which were examined according to preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, finally 148 documents being selected for bibliometric assessment after a screening process. For this study the investigator has used R Studio software with the Bibliometrix package and Biblioshiny interface to conduct data analysis. Research on multisensory teaching grew exponentially from a sparse, peripheral interest between 2000 and 2026, peaking at 29 articles in 2025. The United States has the largest overall output, but the highest average citation impact is in Germany and Australia. The intellectual structure of the field is composed of three clusters of sensory mechanisms, learning theories, and educational applications. Technology-enhanced learning, inclusive education, and multimedia strategies are identified as priority areas that are underdeveloped. The findings highlight the importance of interdisciplinary collaboration, methodological rigor, and equitable use of knowledge globally to advance multisensory approaches in educational practice. It also highlights the importance and necessity of adopting multisensory instruction for enhancing the students’ understanding of different subjects related concept.
Constructivist-based teacher education and pre-service teachers’ instructional competence for fostering cognitive activity Bakytkul Yessentayeva; Sazhila Nurzhanova; Askarbek Kussainov; Assel Tanatova; Bakyt Aidarkhan; Iroda Kholdorova
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.v15i5.40296

Abstract

This study examines the effect of a constructivist-based teacher education (CBTE) program on pre-service primary teachers’ (PST) instructional competence for fostering cognitive activity (IC-CA). A quasi-experimental pretest–posttest control group (CG) design was employed with 180 pre-service teachers assigned to experimental (n=90) and control (n=90) groups using stratified allocation within intact cohorts. The intervention consisted of a 12-week program incorporating problem-based learning, collaborative tasks, microteaching, and reflective activities. Results indicated a statistically significant difference in adjusted posttest instructional competence scores in favor of the experimental group (EG) after controlling for baseline performance. Although both groups showed improvement over time, gains were greater in the experimental condition. The findings suggest that structured constructivist teacher education is associated with enhanced development of multidimensional instructional competence for fostering cognitively engaging teaching practices, including instructional design, learner interaction, pedagogical questioning, reflection, and instructional decision-making. The study provides empirical evidence that practice-oriented constructivist learning environments can support the development of such competence in pre-service teachers.
Empathy and social media addiction: the mediating role of emotional contagion among university students Mohamed Ali Nemtallah; Reda Mahrous Ebrahim; Shimaa Abdelmoghny Elbeltagy; Sabry Mohamed Sharamant; Aya Fawzy Torky; Ashraf Ragab Ibrahim
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.v15i5.38774

Abstract

Social media addiction (SMA) has emerged as a significant behavioral health concern among university students, yet the mechanisms linking empathic sensitivity to compulsive platform use remain unclear. This study examined whether emotional contagion mediates the relationship between empathy and SMA among 1,471 Egyptian university students. Participants completed the affective and cognitive measure of empathy (ACME), susceptibility to emotional contagion scale, and SMA scale. Structural equation modeling revealed that empathy negatively predicted SMA directly (β=-.527, p
Enhancing EFL speaking competence through literature-based instructional materials: evidence from a quasi-experimental study with Chinese undergraduates Xue Cao; Putu Kerti Nitiasih; Ni Nyoman Padmadewi; Ni Wayan Surya Mahayanti
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.v15i5.39785

Abstract

This study examined the effectiveness of literature-based instructional materials in improving English as a foreign language (EFL) learners’ speaking fluency and accuracy. Using a quasi-experimental design, 160 first-year Chinese non-English majors were assigned to an experimental group (literature-based tasks) or a control group (conventional textbook instruction) for 16 weeks. Results showed that while both groups improved, the experimental group made significantly greater gains in fluency and accuracy with large effect sizes. Questionnaire responses also revealed higher levels of interest, engagement, perceived usefulness, and speaking confidence among experimental group learners. These findings suggest that integrating literary texts with task-based speaking activities within a structured input-interaction-output framework can effectively enhance both linguistic and affective aspects of speaking development.
The impact of student number and class duration on the effectiveness of artificial intelligence-assisted learning Svetlana Dmitrichenkova; Elena Dolzhich; Ainash Alzhanova; Iza Berechikidze
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.v15i5.39205

Abstract

The aim of this study is to determine the effects of class size and course duration on students’ academic performance in artificial intelligence (AI)-supported learning environments and to develop recommendations for optimizing these parameters. Previous research has not examined the simultaneous impact of class size and course duration on the effectiveness of AI-assisted learning. To achieve this objective, a quasi-experimental design was employed, including a control group (CG) (n=75) and an experimental group (EG) (n=20). Outcomes were assessed using pre-test and post-test measures evaluating knowledge of Chinese history. Statistical hypotheses were tested using independent samples t-tests and one-way analysis of variance (ANOVA). The EG demonstrated a significantly higher mean post-test score (85.6) compared to the CG (76.3), with statistical significance at p
Mapping trends in mathematics graduate theses Julie A. Buasen; Nick W. Sibaen; Monica S. Alimondo
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.v15i5.40078

Abstract

Despite the increasing use of thesis archives to study research trends, there is still limited work that closely examines what graduate research in mathematics education focuses on within specific institutional contexts. This study explores the research trends and thematic orientations of Master of Arts (MA) in mathematics theses to inform curriculum development and future research directions. Using a qualitative content analysis approach, 129 theses completed between 2000 and 2024 were examined through their titles, abstracts, and statements of the problem. Through inductive coding and thematic synthesis, five major domains emerged: predictive and correlational studies (PCS) (31.78%); instructional interventions and innovations (III) (28.68%); assessment of mathematics readiness, achievement, and curriculum (AMRAC) (24.81%); cultural and contextual dimensions of mathematics learning (CCDML) (8.53%); and affective, motivational, and self-regulated learning in mathematics (AMSRLM) (6.20%). The findings point to a strong concentration on performance-oriented and quantitatively driven studies, particularly those using correlational and intervention-based approaches. This pattern reflects both the accessibility of quantitative methods and the program’s emphasis on measurable outcomes. In contrast, studies that explore affective and sociocultural aspects of learning remain limited, although there are signs of gradual growth in more recent years, especially in work that adopts qualitative and culturally grounded perspectives. These patterns suggest that graduate research is shaped not only by educational priorities but also by the structure of the program and the type of methodological training students receive. Overall, the study highlights the need to broaden the scope of inquiry toward more context-sensitive and interdisciplinary approaches, and it offers insight into how thesis work reflects the evolving directions of mathematics education research.
Conceptualizing cultural adaptation through game-based learning among international students: evidence from a systematic scoping review Yoon Shwe Sin; Ophat Kaosaiyaporn; Warapark Maitreephun
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.v15i5.39174

Abstract

International students frequently experience acculturative stress and social isolation during their transition to higher education. This systematic scoping review investigates how game-based learning (GBL) serves as a structured experiential system to support this cultural transition. Following the preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews (PRISMA-ScR) protocol and population, concept, and context (PCC) framework, we screened five academic databases (2015–2025), identifying eight peer-reviewed articles from an initial pool of 608 records. Data were synthesized using a three-stage thematic analysis to map the structural pathways between pedagogical design and adaptation outcomes. The results indicate that GBL design elements, such as immersive simulations and role-play, foster cultural awareness by activating core learning mechanisms like social negotiation and reflective feedback. These findings reveal a three-layered conceptual architecture where GBL facilitates shifts across cognitive, affective, and behavioral dimensions to support identity-level transformation. This study implies that GBL can move beyond superficial engagement to provide a predictive roadmap for educators. Ultimately, this framework advances theoretical understanding by reconceptualizing adaptation as an iterative, mechanism-driven learning process rather than a passive transition, offering a theoretically grounded approach for designing robust cultural adaptation (CA) interventions in higher education.
Mathematics anxiety and self-efficacy in pre-service teachers: implications for intervention Ysmael V. Caballas; Reynald M. Cacho
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.v15i5.39782

Abstract

This study examined the relationship between mathematics anxiety and self-efficacy among pre-service teachers at a Philippine college of education and generated evidence to inform institutional intervention design. Addressing the limited mixed-methods evidence in the local teacher education context, the study used a convergent parallel mixed-methods design. Quantitative data were collected from 131 first- and second-year pre-service teachers using validated measures of mathematics anxiety and self-efficacy, while qualitative data were gathered through an open-ended prompt on students’ mathematics learning experiences. Findings showed moderate to high mathematics anxiety, particularly in test and individual performance situations, alongside generally high self-efficacy in collaborative and familiar contexts. Pearson’s correlation revealed a significant moderate negative relationship between mathematics anxiety and self-efficacy (r=-0.349, p=0.001). Through joint interpretation of the quantitative and qualitative findings, the study showed that supportive relationships, enjoyment of mathematics, real-life relevance, passion for the subject, and strong foundations supported self-efficacy, whereas fear of failure, perceived difficulty, skill gaps, and negative past experiences heightened anxiety. The study contributes context-sensitive evidence on the integration of affective factors in Philippine teacher education and informed the development of the empowering anxiety support and yearnings in mathematics (EASY-MATH) program, a proposed intervention grounded in the identified emotional, academic, and social support needs of pre-service teachers.
An integrated professional framework for experimental chemistry teaching Pham Thi Thuy; Pham Thi Binh; Nguyen Mau Duc
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.v15i5.39418

Abstract

Experiment‑based teaching is a core feature of school chemistry education. However, existing accounts of teachers’ competence often treat laboratory techniques, pedagogical skills, and professional reflection as separate domains, leading to a fragmented understanding. The novelty of this study lies in establishing a unified, process-oriented competence framework that connects five components of experimental chemistry teaching and operationalizes them through 23 Delphi-validated manifestations. A mixed‑methods framework-development design was employed, using a two‑round Delphi method to establish consensus. The panel comprised 16 experts in chemistry education and teacher training. The final framework connects five components: cognition of experimental use, conducting experiments, designing learning activities, organizing classroom instruction, and evaluation and adjustment. All manifestations achieved strong expert consensus (Mdn=4.00-5.00; interquartile range (IQR)≤1.00) and high item‑level content validity index (I‑CVI=0.88-1.00). In conclusion, shifting from isolated skill lists to a process-oriented structure provides a coherent basis for chemistry teacher education, professional development (PD), and future research.

Page 238 of 244 | Total Record : 2437

 236   237   238   239   240 

Filter by Year

2012 2026


Reset
Filter By Issues
All Issue Vol 15, No 5: October 2026 Vol 15, No 4: August 2026 Vol 15, No 3: June 2026 Vol 15, No 2: April 2026 Vol 15, No 1: February 2026 Vol 14, No 6: December 2025 Vol 14, No 5: October 2025 Vol 14, No 4: August 2025 Vol 14, No 3: June 2025 Vol 14, No 2: April 2025 Vol 14, No 1: February 2025 Vol 13, No 6: December 2024 Vol 13, No 5: October 2024 Vol 13, No 4: August 2024 Vol 13, No 3: June 2024 Vol 13, No 2: April 2024 Vol 13, No 1: February 2024 Vol 12, No 4: December 2023 Vol 12, No 3: September 2023 Vol 12, No 2: June 2023 Vol 12, No 1: March 2023 Vol 11, No 4: December 2022 Vol 11, No 3: September 2022 Vol 11, No 2: June 2022 Vol 11, No 1: March 2022 Vol 10, No 4: December 2021 Vol 10, No 3: September 2021 Vol 10, No 2: June 2021 Vol 10, No 1: March 2021 Vol 9, No 4: December 2020 Vol 9, No 3: September 2020 Vol 9, No 2: June 2020 Vol 9, No 1: March 2020 Vol 8, No 4: December 2019 Vol 8, No 3: September 2019 Vol 8, No 2: June 2019 Vol 8, No 1: March 2019 Vol 7, No 4: December 2018 Vol 7, No 3: September 2018 Vol 7, No 2: June 2018 Vol 7, No 1: March 2018 Vol 6, No 4: December 2017 Vol 6, No 3: September 2017 Vol 6, No 2: June 2017 Vol 6, No 1: March 2017 Vol 5, No 4: December 2016 Vol 5, No 3: September 2016 Vol 5, No 2: June 2016 Vol 5, No 1: March 2016 Vol 4, No 4: December 2015 Vol 4, No 3: September 2015 Vol 4, No 2: June 2015 Vol 4, No 1: March 2015 Vol 3, No 4: December 2014 Vol 3, No 3: September 2014 Vol 3, No 2: June 2014 Vol 3, No 1: March 2014 Vol 2, No 4: December 2013 Vol 2, No 3: September 2013 Vol 2, No 2: June 2013 Vol 2, No 1: March 2013 Vol 1, No 2: December 2012 Vol 1, No 1: July 2012 More Issue