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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Kaliappan, Thiyagu
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Humanities Education Library & Information Science Social Sciences Other

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Development and standardization of an attitudinal assessment scale for virtual laboratory integration in science education Kaliappan, Thiyagu; Thomas, Mary Vineetha; Thangan, Santhosh; Padmanaban, Srinivasan
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32272

Abstract

The escalating adoption of virtual laboratories (V-Labs) within science education highlights an urgent need for an established metric to evaluate student attitudes toward their implementation. This research introduces a detailed attitudinal assessment scale, specifically designed to measure various aspects of student perceptions such as perceived effectiveness, satisfaction, pedagogical impact, usability, and overall influence on educational outcomes. The development process involved an elaborate procedure for generating items based on a thorough review of existing literature and insights from subject matter experts, followed by a pilot test conducted on a select cohort of science students aimed at refining the items. Employing stringent empirical methods including detailed item analysis and factor analysis, the research confirmed the scale's high reliability, evidenced by a Cronbach’s alpha of .983. Factor analysis identified five principal components that collectively encompass technological, psychological, and educational factors shaping student attitudes toward virtual labs. This scale is crucial for educators and administrators for effectively assessing and enhancing virtual lab integrations. It provides valuable insights that can inform the enhancement of virtual lab configurations, curriculum integration, and teaching strategies, ultimately improving student engagement and learning outcomes. The creation of this scale addresses a critical void in academic research by offering a standardized method to assess student attitudes and also paves the way for future investigations into the extensive implications of virtual labs in diverse educational settings and disciplines.
Designing cyber safety and security literacy programs to enhance cyber security competency of prospective teachers Thangan, Santhosh; Kaliappan, Thiyagu; Vijayan, Vrinda; Abhinav, Venukanti Sai; Shanthipalla, Ashalatha
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.v14i5.32359

Abstract

This study examines the design, development, and evaluation of a cyber safety and security literacy program (CSLP) aimed at enhancing cyber security competency (CSC) among prospective teachers. Utilizing a research and development (R&D) method, the program was structured using the analysis, design, development, implementation, evaluation (ADDIE) model to create instructional modules covering key cyber safety topics. The validity of the program was ensured through expert evaluations, and its effectiveness was tested via a pre-experimental research design with a single group of 50 prospective teachers from training colleges in Kerala, India. Pre- and post-test assessments were conducted using a standardized CSC scale. Statistical analysis, including t-tests and Cohen’s d, revealed a significant improvement in participants’ CSC, with a large effect size (Cohen’s d=4.32), indicating the program’s substantial impact. This study emphasizes the importance of incorporating structured cyber safety education into teacher training programs to bridge the gap between digital engagement and online safety. The findings also highlight the broader need for integrating cyber security literacy in professional contexts to foster responsible digital behavior.
Impact of cyber safety and security literacy program on cyber etiquette of prospective teachers Thangan, Santhosh; Kaliappan, Thiyagu; Vijayan, Vrinda; Abhinav, Venukanti Sai; Chandrashekhargoud, Mandala; Anuganti, Suresh
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.22747

Abstract

This research aims to evaluate the effectiveness of a module-based intervention program called cyber safety and security literacy program (CSLP) on cyber etiquette among prospective teachers. The entire study was divided into two major sections, namely: i) design and development of the CSLP; and ii) assessing the impact of the program. For the design, the research and development (RD) method was used. To assess the impact of the program a quasi-experimental design was followed. Pre-experimental research with a one group pre-test and post-test design was adopted to measure the impact. The convenience sampling method was adopted for the selection of the sample. 50 prospective teachers from various training colleges in India participated in the study. The cyber etiquette scale with 50 items (Cronbach’s α=0.889) and valid (Kaiser-Meyer-Olkin (KMO) value=0.804) used for this purpose. The study’s findings highlight the effectiveness of the intervention in promoting responsible digital behavior, evidenced by the substantial improvements in participants’ pre-test and post-test scores. The strong positive correlation (r=0.74) and large effect size (Cohen’s d=5.16) confirm the program’s success in fostering higher levels of cyber safety awareness and ethical online conduct.
Co-Authors Abhinav, Venukanti Sai Anuganti, Suresh Chandrashekhargoud, Mandala Padmanaban, Srinivasan Shanthipalla, Ashalatha Thangan, Santhosh Thomas, Mary Vineetha Vijayan, Vrinda