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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Prakasha, G. S.
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Humanities Education Library & Information Science Social Sciences Other

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Influence of organization ethos on research competence of teachers in higher education institutions Srivastava, Kiran; Prakasha, G. S.
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28652

Abstract

The standards of research depend on the maintenance and coordination of research activities that are conducted by the teachers in higher education institutions. The flexibility in ordinances and statutes empowers the higher education institutions to frame the guidelines that empower the research competence of the teachers. This descriptive research has collected the data from 451 regular teachers of higher education institutions from different areas of discipline for the research. The results of the study show that there is a significant difference in measures of the perceptions of the teachers towards the relationship between organization ethos and research competence in higher education institutions. The study indicates the practical and academic importance for teachers to enhance research performance of higher education institutions.
Online cooperative learning: exploring perspectives of preservice teachers after the pandemic Chakyarkandiyil, Nisha; Prakasha, G. S.
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.27796

Abstract

Mainly, research has explored pre-service teachers’ perspectives toward cooperative learning within face-to-face teaching. However, in a postpandemic scenario, previous research has yet to effectively explore preservice teachers’ (PSTs) perspectives toward online cooperative learning (OCL) in teacher education programs. So, recognizing the gap in the literature, this paper aims to explore the perspectives of PSTs towards OCL. The researchers employed a qualitative research design for the present study. The researchers conducted semi-structured interviews with 10 PSTs who underwent OCL during the pandemic. These PSTs may possess digital proficiency, virtual collaboration abilities, flexibility in evolving educational environments, and an enhanced understanding of online cooperative learning methodologies within modern education. Researchers employed a thematic analysis to analyze the qualitative data obtained. The various themes that emerged from the study are perceived benefits of OCL, challenges to OCL, technological proficiency, learning strategies and support, and building a supportive online learning community. Future researchers may contribute to advancing effective online learning practices by gaining a deeper understanding of pre-service teachers’ perspectives towards OCL through research on a larger scale, including various teacher education programs in various countries.
Effectiveness of museum visits: attitude and learning of history Sahani, Chatterjee; Prakasha, G. S.
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28734

Abstract

This quasi-experimental study investigates the effectiveness of museum visit on 6th-grade students’ attitude towards and learning of history. The study engaged 120 students in the museum visit intervention. That includes, 60 students in the experimental group and 60 students in the control group. The study design included pre-test and post-test measures. The study administered an achievement test and an attitude scale toward history. The study analyzed the data using the repeated measures analysis of variance (ANOVA) statistical test. The study’s result revealed that the experimental group outperformed the control group in achievement test scores of histories. The museum-visit group expressed a more positive attitude towards history learning and engagement. These findings underscore museums’ potential as experiential learning environment, offering knowledge and fostering a positive attitude towards history. The study recommends the future researchers to conduct similar empirical studies in science subjects as a venue for place-based pedagogy in the Indian context.
Opportunities and challenges while conducting field trips to the museum: a narrative review Sahani, Chatterjee; Prakasha, G. S.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.29297

Abstract

The museum visit field trip engages and motivates the children in various activities. Field trips to the museum provide the students with a constructivist and experiential learning environment as they construct knowledge through observing the artifacts. The present study describes the possible opportunities and challenges for school children while conducting field trips to the museum. The study employed a narrative review technique to address the research question raised. The study selected the literature reviews from 2012-2023, including studies on field trips to the museum for the academic engagement of school children. The data includes 50 peer-reviewed journal articles categorized into five categories: students’ overall development, experiential learning opportunities, the museum as a resource, the role of teachers, the school, and museum authority. Results revealed that the museum is a resource for learning and is perfect for improving students’ cognitive and affective development towards the various school subjects and helping them enhance their participatory learning opportunities. However, teachers’ knowledge, infrastructure, parental consent, and legitimization with the school authority are some challenges in conducting museum visit field trips. Future research may focus on conducting empirical studies, which include school-museum collaboration, to enhance the horizon of school and community knowledge.
The impact of leader motives in students: a systematic review DCosta, Anil; Chennattuserry, Joseph Chacko; Prakasha, G. S.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.31418

Abstract

Leader motives elucidate the driving forces behind leadership behavior and decision-making, which are pivotal for understanding effective leadership dynamics across diverse contexts. In this context, the systematic literature review (SLR) analyzed leader motives among students, providing insights into the underlying drivers shaping leadership behaviors within educational environments. This paper aims to understand how leader motives impact student behavior, academic performance, and social dynamics within educational environments. Based on McClelland’s needs theory as a conceptual framework, the review examines students’ prevalence and manifestations of achievement, power, and affiliation motives. This study systematically reviewed 16 papers, scholarly databases, and pertinent literature published between 2007 and 2024. A preferred reporting items for systematic reviews and meta-analysis (PRISMA) method was used to report the items. The findings underscore the importance of nurturing leader motives in educational settings, which contribute to positive student outcomes and foster leadership development through the lens of need theory. This study contributes to understanding how leader motives can elevate leadership behaviors and outcomes, offering valuable insights for policymakers and academic leaders aiming to enhance educational quality.
Teachers’ professional development on student achievement: perceptions of district superintendents of schools in USA Prakasha, G. S.; Grundmeyer, Trent; Arulnesan, Sivaselwam; Bahubali, G. P.; Sangtam, Yolila
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.23295

Abstract

The perceptions of school superintendents on planning and designing of school teachers’ professional development programmes (PDP) place a crucial role in inservice teacher development. The present study aimed to examine the school superintendents’ perceptions towards professional development of teachers based on students’ academic achievement. The study employed quantitative descriptive research design which included descriptive and inferential statistics to interpret the superintendents’ perceptions on teachers’ professional development plan. The researchers utilized quntitiatve surveys to gather data from 128 public school superintendents and captured their perceptions on Teachers PDPs. Findings reported that superintendents’ perceived PDPs must integrate knowledge on student achievemet, skills needed, and worthwhile-content mastery. Study further revealed that, students’ academic achievement details can provide accurate components to be included in teachers PDP. Future researchers may explore the evidence-based planning of PDPs to motivate the teachers’ active participation in professional growth activities.
Impact of online cooperative learning strategies on self-directed learning among pre-service teachers Chakyarkandiyil, Nisha; Prakasha, G. S.
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.23496

Abstract

Self-directed learning (SDL) often drives learners to engage with what they want to learn. Thus, investigating teaching-learning strategies that drive SDL gains importance in this technology-driven era. The present study investigates the impact of online cooperative learning (OCL) strategies on SDL skills among pre-service teachers (PST). The study engaged 130 PSTs using a quasi-experimental non-equivalent control group design with a pretest and posttest. The study divided PST into a control group and an experimental group. The experimental group underwent OCL strategy, and the control group had a traditional online lecture method. The researchers measured the SDL of PST using the SDL scale. The paired sample t-test results indicated a significant enhancement in SDL skills among the experimental group compared to the control group. The findings underscore the importance of integrating cooperative learning (CL) strategies in online instruction to foster SDL ability among learners. Further studies may create user-friendly features in video-conferencing platforms that provide more opportunities to engage students with CL pedagogies.
Reflective writing skills among pre service teachers: a scoping review Kumari, J. A. Mary; Prakasha, G. S.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.28620

Abstract

Reflection is a soul-searching process. It is an innate ability to delve down the memory lane to judge a reaction to a particular situation as right or wrong as a response. The positive reactions are reinforced and the ineffective negative ones are relinquished. Developing reflective skills among preservice teachers include regular reflective practice sessions. They have to painstakingly record all their reflections after the delivery of each lesson as part of their curriculum along with other reflective practice opportunities. This effort should lead to evolution of professional practitioner in the long run. Although, there are factors affecting its development, preservice teachers seem to do it more monotonously without much reflective learning. Their reflective writing skills are way behind the expected level. This study adopts the research design outline advocated by Arksey and O’Malley. The study appraised the research studies conducted from 2015 to 2024 as a part of scoping review. The study throws light on the various aspects related to the teacher-trainees’ reflective writing skills. Future studies may focus on empirical validation of the reflective writing skills among preservice teachers.
Co-Authors Arulnesan, Sivaselwam Bahubali, G. P. Chakyarkandiyil, Nisha Chennattuserry, Joseph Chacko DCosta, Anil Grundmeyer, Trent Kumari, J. A. Mary Sahani, Chatterjee Sangtam, Yolila Srivastava, Kiran