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[Integration of Ignatian values in the development of algebraic thinking via utilization of quasi-variables: A lesson study ]]>
<![CDATA[Marian Grace Veloso]]>;
<![CDATA[Lucio Landanganon]]>;
<![CDATA[Raquel Lamanilao]]>;
<![CDATA[Levi Elipane]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.21583
<![CDATA[This paper reflects on the outcome of lesson study in teaching the concept of algebraic equations utilizing quasi-variables. It also concurrently examines the integration of Ignatian values and social issues in learning the said concept. This study aimed to establish a culture of planning, collaboration, and reflection in developing the understanding and relevance of mathematical concepts in grade school through lesson study. The study showed how the process of lesson study was done given the following phases: planning phase, implementation phase, and post-lesson reflection and discussion phase. Emphasis on the planning phase was given on the details of the lesson design which aimed to integrate Ignatian values in the discussion while developing algebraic thinking from quasi-variable thinking delivered in the implementation phase. Findings highlighted on three statements: i) Collaborative lesson planning nurtures a deeper sense of scholarship and collegiality; ii) Building algebraic thinking from quasi-variable (arithmetic) thinking is a viable strategy for understanding the concept of algebraic equation; and iii) Looking into the “big picture” and responding to relevant social issues could strengthen meaning - integration of Ignatian values. Strong collaboration and communication among teachers in creating detailed lesson design enabled more meaningful learning among pupils. Research revealed the significant role of lesson study in creating meaningful strategies and activities which provided efficient structure in developing a chosen lesson topic. It does not only focus on the nature of the topic but also include making meaningful connections to the real world and integrate values.]]>
<![CDATA[Managing educational institutions: School heads’ leadership practices and teachers’ performance ]]>
<![CDATA[Cherry Joy C. Aquino]]>;
<![CDATA[Bonimar T. Afalla]]>;
<![CDATA[Fitzgerald L. Fabelico]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.21518
<![CDATA[School heads are agents of change who contribute a major impression on the educational milieu through their information-sharing methods, creating supportive social connections, participating in mentoring programs, and fostering progress. Hence, this study ascertained the interrelation between the public school head’s leadership practices and teachers’ performance. As correlation research, simple random sampling was used to calculate the sample size for teachers, while total enumeration was used for school heads. A structured questionnaire was developed to gather the necessary information that reinforced the theme of this analysis. Weighted mean was used to ascertain the level of leadership practices of school heads and the level of teacher performance. T-test, F-test, post-hoc test, and Pearson r were employed to establish the degree of association between and among variables. This study concluded that the variation in leadership practices experienced by school heads and teachers is absolutely vital, confirming that their reactions are fundamentally better. Teachers' performance is consistent irrespective of age, educational achievement, or significant contributions. In terms of teaching status and number of years of experience, head teachers have improved teaching efficiency than teachers and master teachers. Teachers with shorter relevant experience showed poorer educational quality relative to those who spent more time in the school system. School heads who have obtained their doctorate degrees get a greater level of leadership practices than the holders of master's degrees. The very productive performance of teachers stays the same, regardless of whether the school heads exhibit a very high degree of authentic leadership.]]>
<![CDATA[Perception of teaching performance in the virtual learning environment ]]>
<![CDATA[Guillermo Morales-Romero]]>;
<![CDATA[Nicéforo Trinidad-Loli]]>;
<![CDATA[Beatriz Caycho-Salas]]>;
<![CDATA[Yanet Paucar-Manrique]]>;
<![CDATA[César León-Velarde]]>;
<![CDATA[Sofia Gamarra-Mendoza]]>;
<![CDATA[Nestor Alvarado-Bravo]]>;
<![CDATA[Almintor Torrez-Quiroz]]>;
<![CDATA[Carlos Aliaga-Valdez]]>;
<![CDATA[Florcita Aldana-Trejo]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.22056
<![CDATA[This article aims to analyze the perception of the students of the professional school of business administration about the teaching performance in the virtual learning environment during the COVID-19 pandemic. When developing the research, it was determined that there is a good teaching performance, according to the perception of the students. However, it was identified that the factors of domain of the topic and class session management, present a better perception in this context of virtual learning; while the didactic strategies factor is the one that presents a not so favorable perception. In addition, through a comparative analysis, it was determined that the didactic strategies and planning factors have suffered a negative variation with respect to the perception per teacher, when moving from face-to-face to virtual learning, since, of the total of 17 specialty teachers, seven of them one negative variation. These results are validated by the linear regression test, where an R2 value of 0.965 is calculated, with respect to the didactic strategies factor. It means that this factor influences 96.5% on the perception of students with the global factor and an R2 value of 0.921 for the planning factor, which indicates an influence of 92.1%.]]>
<![CDATA[Students’ opinions on the need for interactive multimedia development for entrepreneurship learning ]]>
<![CDATA[Mochamad Kamil Budiarto]]>;
<![CDATA[Triana Rejekiningsih]]>;
<![CDATA[Sudiyanto Sudiyanto]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.21411
<![CDATA[The use of information technology in education has the potential to have positive outcomes in the face of globalization. This study aimed to identify various needs in order to integrate technology into learning. The study employed a quantitative approach with a survey method to senior high schools. The questionnaire was used as a data collection instrument which was distributed to a research sample of 60 students who were randomly selected. The results revealed that students' attitudes toward the integration of technology into the learning process are inversely proportional to their use of learning media, which is still limited to the printed module. Students would like to create interactive multimedia as a medium for learning craftsmanship and entrepreneurship, based on the needs of students who are technologically literate and efforts to optimize the use of facilities that available at school.]]>
<![CDATA[High school mathematics teachers’ competence on the contents of a quantitative research paper ]]>
<![CDATA[Lany D. Dullas]]>;
<![CDATA[Samuel R. Soliven]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.21574
<![CDATA[Competence in research is an attractive feature that should be established for all practitioners because specialists with training and expertise in research will recognize strategic thinking, interpretation, and synthesizing more easily. Hence, this study aimed to describe the knowledge competency among junior high school mathematics teachers on the research processes applied on the contents of the various sections of a quantitative research paper. The descriptive method of research has been used to characterize the knowledge competence of 108 junior high school teachers on the research processes. The study used the research skill test, which was a researcher-made instrument, consisting of 50 multiple choice items with four choices each. The instrument went through the process of validity and reliability analysis obtaining a good result of 0.81. This study revealed that they were “novice” or had achieved the learning level of competency on the research processes applied on the contents of the different parts of a quantitative research paper. More so, they identified that interpretation of statistical results was a challenging part of doing a research paper.]]>
<![CDATA[The correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia ]]>
<![CDATA[Romi Adiansyah]]>;
<![CDATA[Aloysius Duran Corebima]]>;
<![CDATA[Siti Zubaidah]]>;
<![CDATA[Fatchur Rohman]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.21597
<![CDATA[This was quantitative correlational research, which investigated the correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia. The research sample was biology education students in the second semester, with 104 students consisting of 47 males and 57 females. The instruments employed in this study were those for assessing metacognitive skills, scientific attitudes, and retention. Metacognitive skills and retention were measured using essay tests, while scientific attitudes were measured using observation sheets. The results indicated that the value of the simultaneous contribution of metacognitive skills and scientific attitudes towards to the retention of female students was higher than that of male students. The effective contributions of metacognitive skills and scientific attitude towards male students' retention were 3.33% and 24.67%. Metacognitive skills and scientific attitudes both contribute 14.5% and 17.2%, respectively, to female students’ retention.]]>
<![CDATA[Student alienation and perceived organizational culture: A correlational study ]]>
<![CDATA[Rajvi Trivedi]]>;
<![CDATA[G. S. Prakasha]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.21304
<![CDATA[It is generally expected that the students are supposed to gain an engaging and enriching experience throughout their journey of higher education. The educational institutions have to take up the responsibility to ensure that students are engaged meaningfully and are in a state of well-being. However, in the present scenario, students at colleges and universities have started to feel alienated from the campus life. Research shows that alienation levels are rising among the youth. Factors like stress, coping mechanism, restrictive parental behavior, peer pressure, academic performance, and organizational culture have an impact on alienation among the students. This study attempts to understand the relationship between student alienation and organizational culture in an educational institution. The study employed a descriptive correlational design and collected data from 600 under graduate students studying in a university. The study used student alienation scale and organizational culture assessment instrument to collect the survey data. Study revealed that there is a negative correlation between student alienation and organizational culture. There were 30% variation in student alienation is explained by different types of organizational culture. Clan culture reduces student alienation compared to hierarchy culture. The researchers urge for further research to identify ideal organizational cultures that can promote student engagement and student well-being.]]>
<![CDATA[Indonesian pre-service teachers’ mindfulness, social emotional competence, and academic achievement ]]>
<![CDATA[Pudja Hermana]]>;
<![CDATA[Zuraida Zuraida]]>;
<![CDATA[Lingga Agustina Suganda]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.21272
<![CDATA[Pre-service teachers must be able to fulfill the standards of having teachers’ competencies and more than adequate knowledge to teach the future generations. In relation to this, mindfulness, social emotional competence, and academic ability become crucial reasons they need in perceiving the quality to become professional teachers. The respondents of this study were 68 students who were English as a Foreign Language (EFL) pre-service teachers ranging from the age of 19-22 from the Faculty of Teacher Training and Education at one of the university in South Sumatra, Indonesia. The aims of this study were to find out the relationship among these pre-service teachers’ mindfulness, social emotional competence and academic achievement. The instruments of this study were the five-facet mindfulness and social emotional competence questionnaires. The documentation of their GPA which were analyzed using Pearson Product Moment Test. The results of this study showed that pre-service teachers had high level of mindfulness and social emotional competence. It also highlighted that there were significant weak correlation between their five facet mindfulness and academic achievement, and their five facet mindfulness and social emotional competence toward academic achievement. Specifically, the non-judging dimension from the five-facet mindfulness and self-management from social emotional competence also correlated significantly to academic achievements. In conclusion, the pre-service teachers’ mindfulness, social emotional competence, and academic achievement had beneficial relationship one another.]]>
<![CDATA[Learning retention in mathematics over consecutive weeks: Impact of motivated forgetting ]]>
<![CDATA[Julius Valderama]]>;
<![CDATA[Jubert Oligo]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.21577
<![CDATA[Retention is the ability to retain information in the mind, either in short-term or long-term memory. Memory in the long-term is more ideal. Thus, this has become a challenge for educators on how to transfer ideas in short-term memory to long-term memory. To concretize the effect of time on mathematics learning retention, a randomized pre-test post-test x groups design, using matched subjects was used in the study. Seven matched groups of students were identified, and took the pre-test as the basis of the initial amount of learning, after which a group of students was assigned to take the post-test every week for seven weeks. The post-tests results were the basis of the amount of retained learning of the students. The study found out that: i) The amount of retained learning among the students diminished following a negative exponential curve; ii) The amount of retained learning was comparably equal with the initial amount of learning up to the second week; iii) The amount of retained learning became incomparable with the initial amount of learning after the third week; and iv) The concepts in the knowledge level had a great chance to be remembered while the concept with analysis level was prone to motivated forgetting.]]>
<![CDATA[Factors affecting students’ choice of educational administration major: Why do students join the program? ]]>
<![CDATA[Didik Wardaya]]>;
<![CDATA[Lantip Diat Prasojo]]>;
<![CDATA[Sugiyono Sugiyono]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.21904
<![CDATA[The study examined factors affecting Behavioral Intention (BI) regarding students’ choice of educational administration as their major. Samples were taken from Indonesian students. The process was begun with the adaptation of survey instruments from previous studies validated through content validity. In testing the normality, Skewness and Kurtosis values were computed. Reliability assessment was applied through Cronbach’s alpha. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were both conducted for the constructs. In examining the relationship, Structural Equation Modeling (SEM) analysis using AMOS 23.0 was applied to 257 responses. The findings informed that two relationships were significant while the other two are insignificant. Perceived Behavioral Control (PBC) and Attitude (AT) significantly predicted BI, while Subjective Norm (SN) and Facilitating Condition (FC) did not significantly predict BI. The current study can expand an in-depth contribution and reference for further researchers as a basis of the empirical evidence in relation to the validated survey questionnaire. Access to the questionnaire may contribute to educational stakeholders establishing policies to improve students’ interests in studying in an educational administration study program.]]>
