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
 237   238   239   240   241 
Generative artificial intelligence and academic outcomes of Philippine information technology students Ronald U. Wacas; Christina T. Caddawan
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.v15i5.39079

Abstract

Generative artificial intelligence (AI) is increasingly embedded in higher education, yet evidence from Philippine computing programs remains limited. This study examined whether student characteristics and generative AI use patterns are associated with academic outcomes among Bachelor of Science in Information Technology (BSIT) undergraduates at a Philippine public university. Using a quantitative-dominant mixed-methods design, the study administered a descriptive–correlational survey to 60 randomly selected students and used short interviews and open-ended responses to contextualize the quantitative results. Descriptive statistics summarized participant characteristics and tool use, while multivariate tests examined associations with perceived academic benefits and self-reported academic performance. Most respondents reported frequent use and high familiarity and described benefits for engagement, idea development, and learning flexibility. However, students also reported distraction, overreliance, and occasional inaccuracies. Age, frequency of use, and familiarity were significantly associated with academic outcomes, whereas gender and year level were not. The findings indicate that generative AI can support student learning when institutions pair curricular integration with verification practices, ethical-use guidance, and assessment designs that preserve independent thinking.
Need-supportive instructional leadership, basic psychological needs and teacher professional development in higher education: a multilevel study from Kazakhstan Anara Zhakisheva; Murshida Nurgaliyeva; Bakhyt Galiyeva; Maiya Kayumova; Samal Antikeyeva
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.v15i5.39804

Abstract

Quality of teaching in higher education depends on faculty development and well-being. Drawing on self-determination theory (SDT), this study examined how academic managers’ instructional leadership, operationalized as a management-cycle quality (MCQ) index, relates to faculty outcomes via basic psychological need satisfaction, with organizational culture as context. A cross-sectional study was conducted at Toraighyrov University with 100 staff across 18 departments (50% female; M_age=39.8). Measures included MCQ coding, basic psychological need satisfaction and frustration scale (BPNSFS), Utrecht Work Engagement Scale (UWES-9), Copenhagen Burnout Inventory (CBI), Teachers’ Sense of Efficacy Scale (TSES-12), and trait emotional intelligence (EI). Analyses involved reliability (ω≈.78–.92), confirmatory factor analysis (CFA), inter-rater intraclass correlation coefficient (ICC) (.76–.84), multilevel regression, and bootstrap mediation. Need satisfaction predicted higher engagement (β=.44) and lower burnout (β=−.22), while need frustration predicted higher burnout (β=.39). MCQ independently related to engagement (β=.21) and burnout (β=−.18). Teacher self-efficacy was associated with need satisfaction (β=.31) and trait EI (β=.24). Models explained substantial variance (R² up to .41). Mediation analyses showed that need satisfaction partially mediated MCQ effects on engagement, burnout, and self-efficacy. Findings indicate that need-supportive managerial behavior is a practical lever for improving motivation and well-being, with organizational culture shaping implementation. Limitations include cross-sectional design and modest sample size.
Perceived competence and faculty needs in the key result areas for academic promotions in a Philippine state university Rose Mary L. Almacen; Adrian P. Ybañez; Ryan O. Tayco; Benjamin S. Villagonzalo Jr.; Dawn Iris Calibo-Senit
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.v15i5.39595

Abstract

Faculty promotion in Philippine state universities depends on performance in instruction, research, extension, and professional development, yet institutions often lack evidence on whether faculty are equally prepared across these domains. This study examined perceived competence and developmental needs among regular faculty members at a large, multi-campus Philippine state university. Using a descriptive-analytical cross-sectional design, all 824 regular faculty members were invited to an online survey; 346 responded, and 300 valid responses were analyzed. Descriptive statistics, association tests with false discovery rate adjustment, and thematic analysis of open-ended responses were used. Not applicable responses were excluded from domain score denominators to avoid penalizing faculty for non-applicable promotion indicators. Findings showed uneven competence across the four domains. Instruction remained the strongest area, while research was the most constrained domain, with low levels of indexed publications, scientific presentations, and intellectual property outputs. Qualitative themes highlighted unequal access to opportunities, research support needs, workload pressures, funding constraints, and field-alignment concerns. Promotion-oriented faculty development should therefore prioritize structured research mentoring, protected time, support for converting outputs, and equitable access mechanisms across campuses.
Online and blended learning in engineering education: a review of developments and impact Hamza Abu Owida; Areen Arabiat
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.v15i5.40235

Abstract

Although online and blended learning have become sturdy elements of engineering education, their educational usefulness is still debatable in situations when professional competency depends on experimentation, troubleshooting, and teamwork. The data on blended and flipped instruction, remote and virtual labs, immersive technology, learning analytics, and new artificial intelligence (AI) support in engineering education is compiled in this comprehensive narrative review. The review develops the tactile-digital gap as an analytical construct, guided by the perspectives of the community of inquiry (CoI) and technological pedagogical content knowledge (TPACK): the danger that advances in digital access and conceptual practice are not matched by comparable opportunities to develop embodied technical skills and professional identity. Four requirements are shared by successful hybrid models in the literature: learning outcomes dictate the choice of modality, online activity is dynamic and feedback-rich, digital laboratory work is sequenced with real-world physical practice, and institutions offer equitable access, faculty development, and quality assurance. Long-term evidence for practical competence and professional identity is still scarce, while the best evidence is found for conceptual achievement, adaptability, and self-direction. For post-pandemic engineering education, the review offers an integrative framework and design principles. It contends that adopting technology on its own is insufficient and that pedagogically integrated hybrid ecosystems that strike a balance between flexibility, experimentation, teamwork, and professional competence are necessary for high-quality engineering education.
Emotional intelligence and teamwork effectiveness among Generation Z students: a mixed-methods study Abdulghani Ali Al-Hattami; Ali Khaled Bawaneh
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.v15i5.38749

Abstract

This study examined the association between emotional intelligence (EI) and perceived group-work effectiveness among Generation Z pre-service teachers, and explored how students experience emotions in collaborative learning. Using a convergent mixed-methods design, quantitative data were collected from 206 Bahrain Teachers College students (Years 1-4) using Hall’s EI test and the comprehensive assessment of team member effectiveness (CATME). Semi-structured interviews with 15 students provided contextual explanations. One-way analysis of variance (ANOVA) and Pearson correlations were used for the survey; interviews were analyzed using reflexive thematic analysis. EI increased across academic years, F(3, 202)=27.27, p
The impact of vocational training on female labor productivity an evaluation in Vietnam’s construction sector Truc Thai Phuong; Lam Nguyen Son
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.v15i5.39427

Abstract

Vietnam’s construction sector has experienced strong growth through rapid urbanization and infrastructure investment. However, female workers continue to face significant barriers, including high informal employment rates (60–65%), 15–20% lower labor productivity than males, and limited access to vocational training (only 19–25% hold certificates). This study investigates the impact of the share of females aged 15+ with vocational training certificates (STFW15+) on female construction labor productivity (FCLP). Using a short time-series dataset (2010–2024, n=15) from General Statistics Office (GSO) of Vietnam, International Labor Organization (ILO), and World Bank, the study applied ForestDiffusion synthetic data pipeline-time-series to generate 75 high-quality synthetic samples (total 90 observations). An artificial neural network (ANN) model integrated with SHapley Additive exPlanations (SHAP) was employed to analyze feature importance and nonlinear interactions. Results show that STFW15+ is the strongest predictor of FCLP (mean |SHAP|=0.514). It exerts a strong positive effect and acts as a powerful moderator, amplifying benefits from income and economic growth while mitigating the negative impact of informal employment. The findings highlight the critical role of gender-responsive technical and vocational education and training (TVET). This study recommends targeted vocational training programs, gender integration in public investment, and public-private partnerships to advance gender equality and support sustainable development goals (SDGs) 5 and 8.
Cultural cognition in artificial intelligence generated content adoption among visual designers Li Yan; Muhammad Fauzan Abu Bakar
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.v15i5.39625

Abstract

Artificial intelligence generated content (AIGC) is transforming visual arts by automating image design, illustration, and interface composition. Extending beyond traditional technology acceptance models (TAM), this study integrates cultural memory (CM) theory to develop a four-layer pathway model comprising CM perception, cultural cognition evaluation (cultural preservation (CP) and cultural transformation (CT)), functional assessment, and behavioral intention. Using partial least squares structural equation modeling (PLS-SEM) in SmartPLS, data from 238 visual designers were analyzed. The results show that CM significantly influences CP (β=0.564, p
Using digital technologies in teaching German as a second foreign language to improve communicative competence and motivation in multilingual classrooms Sholpan Alimova; Ademau Akylbekova; Aliya Zhakiyenova; Baglan Kulbayeva; Aigul Raissova
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.v15i5.39688

Abstract

The development of communicative competence and the maintenance of learner motivation in multilingual classrooms remain persistent challenges in foreign language pedagogy. This study aimed to examine the impact of digital technologies (the online platforms Moodle, ChatGPT, and Grammapp) on the development of communicative competence and learner motivation in German language instruction, in comparison with traditional teaching approaches. The study was conducted using a mixed-methods design, including a quasi-experimental quantitative component (communicative competence test, motivation questionnaire) and a qualitative component of pedagogical observation. The validity of the instruments was ensured by content assessment by experts, and reliability was confirmed by high internal consistency of the scales (Cronbach’s alpha coefficient=0.87 for motivation and alpha=0.84 for the communicative competence test). The study involved 200 students from a Kazakh university, who were divided into two groups: an experimental group (EG) (receiving instruction via an innovative method) and a control group (CG) (receiving traditional instruction). The findings revealed a statistically significant improvement in overall communicative competence (t=10.62, p
Demographic determinants and interaction effects on parental involvement: a case study from Kosovo Serdan Kervan; Soner Yıldırım; Erdoğan Tezci; Taleh Khalilov
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.v15i5.39611

Abstract

This study examined parental involvement in education among 1,228 parents in Kosovo whose children attend preschool and primary school, with respect to native language, gender, education level, number of children, and the child’s grade level. Findings indicated that the highest parental involvement was in home organization and academic monitoring (HOAM) and the lowest in school-based active participation (SBAP). Multivariate analysis of variance (MANOVA) by native language revealed significant differences across all four dimensions. Discriminant analysis (DA) results showed that SBAP was the strongest discriminator; Albanian-speaking parents scored higher in SBAP and teacher–parent communication (TPC), whereas Turkish-speaking parents scored higher in home-based learning support (HBLS) and HOAM. Interaction analyses showed that language was a stronger discriminator particularly for fathers. The interactions of native language×education level, native language×number of children, and education level×gender were not significant. Overall, the findings demonstrate that the multidimensional structure of parental involvement varies systematically across demographic factors.
Language anxiety, speaking proficiency, and language learning beliefs among English major students: a mediation analysis Charmaine Kaye Puno Balboa; Gideon Sindad Sumayo
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.v15i5.38887

Abstract

This study examined the relationship between English language anxiety and speaking proficiency among Bachelor of Secondary Education (BSEd) major in English students at the University of Southern Mindanao (USM)–Libungan Campus, with language learning beliefs as a mediating variable. Many tertiary learners experience anxiety in speaking English, yet the mechanisms through which this affects oral performance remain unclear. Using a quantitative descriptive–correlational design, data were collected from 150 students through standardized questionnaires and a speaking proficiency assessment. Descriptive statistics, regression analysis, and mediation analysis were employed to analyze the data. Results showed that students experienced English language anxiety at an “agree” level, with fear of negative evaluation as the most prominent factor. Their speaking proficiency was generally at a modest level, while language learning beliefs were positive, particularly in terms of motivation and expectations. Regression results indicated that language anxiety did not directly predict speaking proficiency. However, mediation analysis revealed that language learning beliefs significantly mediated the relationship between anxiety and speaking performance. The findings suggest that anxiety influences speaking proficiency primarily through learners’ beliefs about language learning. Addressing both emotional and cognitive factors is therefore essential in improving students’ oral communication skills.

Page 239 of 244 | Total Record : 2437

 237   238   239   240   241 

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