International Journal of Evaluation and Research in Education (IJERE)
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.
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<![CDATA[Development and validation of year five geometrical measurement skills instrument ]]>
<![CDATA[Siti Nur Annisa Mohd Nasser]]>;
<![CDATA[Lim Hooi Lian]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i3.21439
<![CDATA[Geometrical measurement is one of the most difficult fields in primary school mathematics and regularly found to be an area of weaknesses. The factors affecting the low understanding is due to the lack of valid and reliable assessment instruments. Thus, this study aimed to develop and validate a Geometrical Measurement Skill Instrument (GMSI) to assess Year Five National school pupils’ geometrical measurement skills in geometrical measurement. GMSI was developed by applying the Structure of Observed Learning Outcomes (SOLO) Taxonomy and was constructed in the super item format which consisted of 24 items altogether. This study applied a survey approach to assess 132 Year Five pupils’ geometrical measurement skills. The content validity was examined using the content validity index (CVI) analysis. For the construct validity, data were obtained and analyzed using the Rasch analysis. From the CVI analysis, the results showed that GMSI could be used for the pilot study. Results for the construct validity indicated that GMSI fulfilled the psychometric properties and is valid and reliable. Hence, the results could help teachers and pupils to diagnose the strength and weaknesses of geometrical measurement and help them to plan systematic remedy to improve teaching and learning.]]>
<![CDATA[Embracing TVET education: The effectiveness of project based learning on secondary school students’ achievement ]]>
<![CDATA[Zaharah Che Isa]]>;
<![CDATA[Nurulwahida Azid]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i3.21392
<![CDATA[Project based learning (PBL) has long been used especially in developing countries. Various results of PBL-related studies have also been found to be effective and have a positive impact on students. However, although it has been introduced in Malaysia, it is still considered foreign to students and teachers. Therefore, this study was conducted to look at the effectiveness of applying the PBL method in the topic of project design on form two students' learning process. An experimental study with mixed method approach was conducted through pre and post-tests on one control and one treatment group. A total of 60 form two students were involved, of which 30 were treatment students and another 30 were control students. Five students from the treatment group were randomly selected to go through a semi structured interview process. This interview was conducted to confirm the results of the quantitative study. The results of analysis of covariance (ANCOVA) showed that students in the PBL group performed significantly better in project design learning process than those in the contrast group. Therefore, this study demonstrated that the PBL method had a positive impact on students' learning process. Based on the interviews, all respondents agreed that PBL was an excellent approach because the learning activities were interesting and different from the normal learning environment. In addition, the interview results also showed that the respondents suggested that the PBL method should be continued and implemented in other topics and subjects.]]>
<![CDATA[Strategies for boosting students’ enrolment into business education programme of colleges of education ]]>
<![CDATA[Clever Omovigho Igberaharha]]>;
<![CDATA[Moses Onyesom]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i3.22005
<![CDATA[A close observation in recent times has shown a steady decline of students’ enrolment into business education programme especially in the colleges of education. The situation is becoming worrisome considering the social implications it has on the education industry. Thus, the study was conducted to determine strategies for boosting students’ enrolment into business education programme of colleges of education in Delta State. Design of this research was descriptive survey and 118 business education lecturers in the colleges of education in Delta State participated in the survey. Data were collected with questionnaire. The results of data analysis showed that the respondents agreed that the attracting and retaining strategies considered in the study were necessary frameworks for boosting students’ enrolment into business education programme. The test of hypotheses showed that irrespective of the years of work experience of the respondents, their responses did not differ significantly. This indicated that the examined attracting and retaining strategies were critical for boosting students’ enrolment. It was concluded that the attracting and retaining strategies determined by the study are effective means of reversing the steady decline of students’ enrolment experienced in recent years at the colleges of education in Delta State, Nigeria.]]>
<![CDATA[Gender of transformational school principals and teachers’ innovative behavior ]]>
<![CDATA[Aziah Ismail]]>;
<![CDATA[Nor Shafrin Ahmad]]>;
<![CDATA[Rahimi Che Aman]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i3.21448
<![CDATA[The purpose of this paper is to examine the different levels of transformational leadership between male and female principals and their relationships with teachers' Innovative Work Behavior (IWB) in Malaysian secondary schools. In total, 477 teachers from various secondary schools were randomly selected as respondents (218 are working under female principals, while 259 of them are under male principals). This study revealed that the respondents agree that male principals practice transformational leadership higher than female principals. However, the female principals were highly influential on the teachers’ IWB compared to their male counterparts. This study provides a glimpse of the teachers' innovative behavior improvement resulted from transformational leadership by male and female school principals.]]>
<![CDATA[From competition to collaboration: Unraveling teachers’ lesson study experiences ]]>
<![CDATA[Romiro G. Bautista]]>;
<![CDATA[Wilfredo B. Baniqued]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i3.21101
<![CDATA[Lesson study is a professional development program among teachers. It reciprocates teachers’ development to students’ outcomes. It is also an act of leveraging classroom practices, enriching teachers’ content knowledge, and process skills and beliefs. This study explored the experiences of a group of science secondary school teachers that implemented the lesson study in their classes. Qualitative data were gathered from the informants’ interview during the implementation of the lesson study. Data were processed through document trail among the informants to ascertain the veracity of the transcribed responses, reflections, and observations. Thematic analysis revealed five themes on the experiences of the teachers in implementing the Lesson Study: developing a culture of oneness, crafting teachers’ competence through synergism, boosting teachers’ morale and confidence, refining the quality of the research lesson, and scheming avenues for critical thinking. It is, therefore, suggested that lesson study be implemented by all teachers across all subject-areas in the division and introduced among pre-service teachers to further discover its efficacy towards teachers’ development and students’ outcomes. Furthermore, it is strongly suggested that knowledgeable others be involved in the implementation of the lesson study as their presence were found significant in ensuring its success as most of the teachers are not specialized in the field that they are teaching.]]>
<![CDATA[Satisfaction on the university frontline services: From the lens of transacting students and employees ]]>
<![CDATA[Marivic A. Gorospe]]>;
<![CDATA[Ma. Angelita S. Rabanal]]>;
<![CDATA[Arlene D. Talosa]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i3.21680
<![CDATA[Client satisfaction is an influential predictor of academic life, such as services delivered with suitable standards. Thus, the study focused on determining the level of client satisfaction on the frontline services of Cagayan State University in Aparri, Philippines from the perspective of students and employees. To assess suitability, relevance, and to ensure adequate and reliable information for the evaluation of the study, the researchers adopted the descriptive- evaluative design and ascertained the level of clients’ satisfaction on the frontline services received and experienced on the campus. The study, however, was limited to the assessment of the respondents on their level of contentment only on the frontline services and providers they have encountered. The results indicated a very high level of satisfaction with which heads of offices have gained higher satisfaction ratings than that of their staff. When grouped according to the respondents’ profile, the older students rated higher the frontline services and providers than the younger ones. At the same time, regular employees have a higher level of satisfaction as compared to non-regular. The result of the study manifests students' and employees’ very high contentment with the actual performances of the frontline service providers.]]>
<![CDATA[Pre-service biology teacher’s perception on local environment problems as contextual learning resources ]]>
<![CDATA[Ahmad Yani]]>;
<![CDATA[Mohamad Amin]]>;
<![CDATA[Fatchur Rohman]]>;
<![CDATA[Endang Suarsini]]>;
<![CDATA[Muhammad Rijal]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i3.21091
<![CDATA[A survey and exploratory study were conducted to analyze Lake Tempe as a resource for contextual learning (CTL). The first phase of the study included exploring the lake’s potential through interviews with the people who live in the lake’s coastal region. Quadrat transects were done to identify aquatic plants around the lake. A feasibility analysis was conducted to see the lake’s potential as a learning resource. Field data were collected and compared to the environmental biology (EB) curriculum, responses, and learning outcome. The data were analyzed descriptively and tested using a paired-sample t-test. The results showed differences in the three stations’ physicochemical parameters and decreased quality of the water. It was found that anthropogenic activity had a significant contribution to the lake’s pollution. Nine species of six aquatic plant families were found in the lake. The survey revealed that the lake was feasible as a learning resource with criteria easy to access, safety, time efficiency, costs, and the material's suitability for EB courses. The t-test showed a difference in the students’ scores between before and after exploration practices. These findings suggest that Lake Tempe can serve as a resource for CTL in EB courses.]]>
<![CDATA[Are students with disabilities ready for college? The influence of college readiness to college engagement ]]>
<![CDATA[Alies Poetri Lintangsari]]>;
<![CDATA[Ive Emaliana]]>;
<![CDATA[Fatmawati Fatmawati]]>;
<![CDATA[Unita Werdi Rahajeng]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i3.21692
<![CDATA[Inclusive education is seen as promising way to accommodate students with disabilities in accessing higher education; yet, the implementation leaves challenges for the students with disabilities and also the faculties. Regarding the secondary education curriculum that is not preparing students with disabilities to attend higher education, students with disabilities are struggling in adjusting college life. This research aimed at confirming the influence of college readiness to college engagement of students with disabilities. There were 61 college students with disabilities participated in the survey on college readiness and college engagement. Independent T-Test and simple regression analysis was applied to test the hypothesis. The result showed that the college readiness influence college engagement with large effect size (r=.769>0.50, F=85.494, p (.000) <0.01) which indicates that the more students are college-ready, the more they are engaged. Subsection’s variables of gender and education background do not statistically significant affect the college readiness and engagement of students with disabilities. As the opportunity for students with disabilities attending college is uprising, college transition program is highly suggested to prepare students with disability for college life.]]>
<![CDATA[Building a synergy between mentors’ field practices and teacher-trainees’ performance in student teaching ]]>
<![CDATA[Gail G. Gumilet]]>;
<![CDATA[Bonimar T. Afalla]]>;
<![CDATA[Sanny J. Dangis]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i3.21532
<![CDATA[The gradual change from the position of a teacher-trainee to the role of a teacher depends on effective teamwork between educational institutions and the wider education community. Hence, this study ascertained the relationship between the field practices of college deans, supervising instructors, school principals, and teachers and the teaching performance of teacher-trainees. A descriptive-correlational study was employed in this study. A rating scale was used to collect data from the mentors and teacher-trainees who served as respondents. Descriptive statistics such as frequency counts, percentages, and weighted means were employed to describe the levels of mentors’ field practices and teaching performance of teacher-trainees. To establish a significant relationship between the variables, the Spearman rank-order of correlation coefficient was used. Results of the study show that when the deans, supervising instructors, school principals and cooperating teachers manifest an exceptional level of field practices in student teaching, it follows that all the dimensions of field practices are highly practiced. Further, when the teacher-trainees exhibit an exemplary teaching performance, all other dimensions of student teaching are also found to be remarkable. Finally, an outstanding field practice in the student teaching shows minor or slight influence in the outstanding teaching performance of teacher-trainees.]]>
<![CDATA[Factor of Zoom cloud meetings: Technology adoption in the pandemic of COVID-19 ]]>
<![CDATA[Zulherman Zulherman]]>;
<![CDATA[Zalik Nuryana]]>;
<![CDATA[Astadi Pangarso]]>;
<![CDATA[Farah Mohamad Zain]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i3.21726
<![CDATA[The purpose of this study was to prove the factors that influence the use of online learning platforms used in the COVID-19 pandemic. This study used quantitative methods to analyze the validity and reliability of items and to test hypotheses. This study employed the theory of UTAUT2 models with several other variables. The total participants in this questionnaire were 175 people: lecturers, teachers, and students at the university and were randomly drawn. Consists of ten independent variables and one dependent variable. The findings of this study on ten hypotheses were only two accepted and eight rejected but. the authenticity of this study was never investigated about the purpose of using the Zoom platform during the COVID-19 pandemic in the context of education in Indonesia.]]>
