International Journal of Evaluation and Research in Education (IJERE)
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2012 research outputs found
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The PERMA well-being scale assessment in undergraduate students: confirmatory factor analysis and network analysis
Get PDFThe mental health issues among undergraduate students have become increasingly recognized as a pressing concern, often impacting their overall well-being over time. Despite escalating scholarly attention to students’ well-being, a significant gap persists in theoretical frameworks and measurement instruments with established benchmarks, remarkably those applicable to the Thai context. This study aims to develop and validate a contextually appropriate well-being instrument for Thai university students, grounded in the PERMA model, which examines five dimensions: positive emotion, engagement, relationships, meaning, and accomplishment. A multistage sampling approach was utilized to enlist 1,080 participants for an online questionnaire incorporating the PERMA well-being scale. The data were examined through confirmatory factor analysis (CFA) and network analysis to assess the structural validity and inter-item correlations. Results from the second-order CFA yielded an excellent model fit with a root mean square error of approximation (RMSEA) of 0.013, with all the constructs significant at p<0.001. In addition, network analysis showed the centrality within constructs. The findings revealed that the PERMA model was indicative of Thai university students’ well-being exhibited robust internal consistency, and significant intra-construct correlations. This contextually relevant instrument yielded valuable insightful information for educators and policymakers in Thailand. This could thus help shape strategies to evaluate and improve student well-being
Fostering students’ interest in trigonometry using game-based learning strategy: a case of repeated measures
Get PDFThis study investigated the effectiveness of game-based learning in enhancing students’ interest in trigonometry among secondary school students in Enugu State, Nigeria. The study addressed the need for increased engagement and interest in trigonometry by leveraging successful implementations of game-based learning from other educational contexts. A true experimental design with a repeated measures approach was employed, involving senior secondary two (SS 2) students randomly assigned to either the experimental or the control group. The experimental group received trigonometry instruction through game-based learning, while the control group followed traditional teaching methods. The data collection instrument was the trigonometry interest inventory (TII) used to assess students’ interest levels at three points: pre-intervention, post-intervention, and follow-up. The repeated measures analysis of variance (ANOVA) was utilized to analyze changes in interest levels over time and between groups. The findings revealed two key findings: i) game-based learning significantly increased students’ interest in trigonometry and ii) gender, age, and location did not significantly affect the effectiveness of the game-based learning approach in fostering students’ interest in trigonometry. The study concludes that game-based learning effectively enhances students’ interest in trigonometry, offering implications for educators to improve mathematics teaching practices through interactive and engaging strategies
The tug-of-war between sports and physical activity anxiety in quest for self-actualization among university students
Get PDFThis study investigates the relationship between sports and physical activity anxiety and self-actualization among university students. Utilizing a quantitative research design with a descriptive correlation approach, the study involved 2,043 respondents selected through simple random sampling. Two primary instruments were employed: the physical activity and sport anxiety scale (PASAS) to measure anxiety levels and the index of self-actualization to assess self-actualization traits. Data were analyzed using descriptive statistics and Spearman’s rho correlation coefficient to explore the relationships between the variables. Results revealed that respondents exhibited low levels of sports and physical activity anxiety and moderate levels of self-actualization. Notably, a significant negative correlation was identified between sports and physical activity anxiety and self-actualization. These findings imply that higher anxiety related to sports and physical activities is associated with lower levels of self-actualization, highlighting the need for supportive environments that mitigate anxiety in physical activity contexts. The study underscores the importance of implementing strategies to reduce anxiety and promote self-discovery, ultimately fostering resilience and personal growth among students
Mobile gaming in education: a bibliometric analysis of trends and performance
Get PDFThis bibliometric analysis, based on data from the Web of Science (WoS) database, examines the increasing role of mobile gaming in education. Mobile gaming has demonstrated strong potential to improve student engagement, motivation, and cognitive skills, yet research on its integration within formal educational settings is still emerging. By analyzing data from 247 scholarly articles published between 2014 and 2023, this study identifies key trends, influential contributors, and areas of growing interest within this field. The findings reveal a significant rise in publications and citations, underscoring the expanding recognition of mobile gaming’s educational value. Prominent themes in the literature include gamification strategies that encourage collaboration, problem-solving, and critical thinking, focusing on multiplayer online battle arenas (MOBAs) and other interactive gaming environments that facilitate active learning. The analysis also highlights leading countries, with the United States at the forefront of research output, alongside significant institutional contributions globally. These insights guide educators and policymakers on leveraging mobile gaming in educational practices while addressing potential challenges. By emphasizing the alignment of mobile gaming with sustainable development goal 4 (quality education), this study establishes a foundation for future research into innovative, technology-enhanced learning solutions that are accessible, engaging, and effective
The role of social support and academic self-efficacy in enhancing academic engagement among undergraduates
Get PDFAcademic engagement is vital to students’ academic success, especially in higher education settings where motivation and support systems vary widely. This study investigated the influence of social support and academic self-efficacy on academic engagement among undergraduates of Nnamdi Azikiwe University. The main objectives were to determine the extent to which parental and peer support and students’ belief in their academic abilities correlate with their level of academic engagement. A correlational research design was used to guide the study. From a total population of about 20,000 undergraduate students enrolled in the 2023/2024 academic session, a sample of 403 students was randomly selected using a simple random sampling technique to ensure equal representation. Data were collected using three standardized instruments: the social support questionnaire (SSQ), the academic self-efficacy questionnaire (ASEQ), and the academic engagement questionnaire (AEQ). The data were analyzed using SPSS software. Pearson’s product-moment correlation and multiple regression analysis were used to test the research questions and hypotheses. Findings showed significant positive relationships between social support (both parental and peer), academic self-efficacy, and students’ academic engagement. These results highlight the importance of fostering supportive learning environments and building students’ confidence in their academic abilities. Practical implications suggest that universities should implement structured peer mentoring, parental involvement strategies, and workshops that enhance academic self-efficacy to improve student engagement and academic outcomes
Well-being and engagement: its implications for university policy on administrative employee’s wellness program
Get PDFThe well-being and engagement of administrative employees are critical to creating a productive and sustainable work environment. This study investigates causes of university administrative staff well-being and professional involvement. This study examines: i) employee engagement and well-being; ii) administrative employees’ biggest workplace challenges; and iii) how wellness programs promote personal and professional progress. This study used a concurrent triangulation mixed-method research approach. Gallup’s employee engagement survey found that 124 employees have overall favorable attitudes, with a composite mean score of 4.36 demonstrating moderate to high levels of engagement across key workplace indicators. The inconsistent recognition may have an impact on involvement, with the lowest mean of 3.80 and the biggest variability of 1.09. Meanwhile, semi-structured interviews were conducted with 12 administrative employees from a university in region 4A. The findings highlight factors influencing well-being, such as effective communication, work-life balance, positive office environments, and opportunities for promotion. Stress, heavy workloads, and insufficient recognition were seen to be significant challenges, whereas coping strategies including task prioritization, emotional regulation, and peer support were regarded as critical. The results show that well-being boosts commitment and productivity, whereas engagement improves mental health and job happiness. Universities must offer stress management, professional development, and recognition to improve results and staff engagement
Team up for better learning: evaluating team-based learning in anatomy education
Get PDFThis study evaluated the effectiveness of team-based learning (TBL) in teaching musculoskeletal anatomy compared to traditional lectures. A total of 267 second-year medical students participated. Student performance was assessed using pre- and post-tests, and results were analyzed with a paired t-test (p<.05), revealing significantly higher anatomy scores following TBL. Student perceptions were explored through a Likert-scale questionnaire analyzed descriptively, and focus group discussions (FGDs), which were transcribed and analyzed using thematic analysis. Students reported that TBL enhanced their understanding of musculoskeletal anatomy and added value by illustrating clinical relevance, encouraging active learning, promoting discussion and communication skills, improving motivation, and reinforcing class preparedness. TBL also fostered knowledge integration, critical thinking, and peer teaching. Despite its benefits, students noted challenges such as limited in-depth discourse, varying group dynamics, subjective peer evaluations, and logistical constraints like unsuitable room setups. Overall, the findings suggest that TBL is an effective alternative to traditional lectures in anatomy education, supporting both academic performance and the development of key competencies essential for future medical professionals
Does cognitive load moderate students’ learning engagement mechanism in blended learning?
Get PDFWith the popularity of technology-supported blended learning (BL) in vocational colleges, students’ cognitive load (CL) caused by the increasing complexity of BL environments potentially impact the overall learning satisfaction (LS). In order to explore the effects of CL on students’ BL, this study investigates how different dimensions of learning engagement (LE) (emotional, cognitive, and behavioral) impact on students’ LS and whether CL can moderate these relationships. This quantitative study was conducted among 615 Chinese vocational students. Survey research was carried out by questionnaires that have been well-established that were taken and modified from previous studies. Structural equation modeling (SEM) was used to analyze the relationships among these variables. Findings revealed that emotional, cognitive, and behavioral engagement (BE) can positively predict LS. Additionally, BE mediates the relationship between psychological engagement (emotional and cognitive) and LS when CL is not at a low level. CL moderates the pathways from psychological engagement to BE and in turn changes the LE influence mechanism on LS. This study provides valuable insights for educators to stimulate students’ engagement by satisfying their psychological needs, and optimize teaching design to balance CL in order to maintain active LE and satisfaction levels
Environmental and psychological influences on adolescents’ self-concept: teacher-student relationship as a moderator
Get PDFAdolescence is a critical stage for the development of self-concept and psychological resilience. However, the impact of environmental and psychological factors on adolescents’ self-concept through psychological resilience has not been fully explored. Meanwhile, the discussion on whether the teacher-student relationship moderates the relationship between psychological resilience and self-concept is relatively rare. Based on cognitive-behavioral and social learning theories, this study collected data from 404 Chinese adolescents through a questionnaire survey. It employed partial least squares structural equation modeling (SEM) to test the hypotheses. The study found that environmental and psychological factors significantly influence adolescents’ psychological resilience, and psychological resilience mediates the relationship between environmental and psychological factors and self-concept. Moreover, the teacher-student relationship moderates psychological resilience and self-concept, particularly the positive teacher-student relationship, significantly promoting adolescents’ self-concept. This research highlights the critical influence of psychological resilience and teacher-student relationships in shaping adolescents’ self-concept. It provides empirical support for educational practice, highlighting the key role of environment, psychological factors, and good teacher-student relationships in adolescents’ mental health and self-concept development
A systematic review of the utilization of artificial intelligence applications within the educational Oman systems
Get PDFIn the wake of rapid digital transformation and the increasing role of artificial intelligence (AI) in enhancing educational outcomes, this study investigates the integration of AI applications within the Omani educational portal under Oman’s Vision 2040. A systematic review was conducted using the Education Resources Information Center (ERIC) database, focusing on peer-reviewed articles published between 2020 and 2024. The six studies were selected for analysis following a rigorous screening process with defined inclusion and exclusion criteria. The findings indicate that AI is currently enhancing personalized learning, enabling data-driven decisionmaking, and supporting hybrid education platforms in Oman. These developments reflect the educational system’s readiness to adopt further AI technologies while directly contributing to the strategic priorities of Oman’s Vision 2040. This study provides important insights for decision-makers and educators looking to enhance the incorporation of advanced AI applications, thus revolutionizing educational practices and fostering sustainable national growth