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[Entrepreneurial education on skills acquisition for university graduates in Nigeria ]]>
<![CDATA[Mohammed, Idris Abdullahi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.20461
<![CDATA[The rate of unemployment among graduates of tertiary institutions in Nigeria is still on the alarming level, with a large number of graduates relying on government jobs. Interaction with university graduates discovered that most of them did not possess the adequate skills and knowledge needed to personally engage in entrepreneurial ventures. The yardstick that will lead to the realization of the objectives of entrepreneurial education is not translated into practical realities, right from the policy implementation to the transmission of the knowledge and skills desirable for practical application in the real-life business. Hence, this study aimed at providing the graduates with essential skills and knowledge required for empowering them to establish businesses of their own. This, therefore, enabled the graduates to become self-employed and self-reliant for a sustainable livelihood, and socio-economic development in the society. Entrepreneurial education is determined to inculcate the entrepreneurial spirits, amongst especially the graduates to start thinking of setting up their own businesses for self-employment instead of relying on the government for the white-collar jobs. Thus, this study will highlight the impact of entrepreneurial education on skills acquisition for preparing the graduates into a successful occupational career. This paper is a library-based collection of data using textbooks, journal articles, and various research websites from the internet, by identifying and gathering relevant and reliable information that serves the purpose for which it is intended. The study has 4 objectives in the form of questions the answer to which vividly indicates the pertinent nature and benefits of entrepreneurship on entrepreneurial skills acquisition by the graduates in setting-up their own businesses. The study portrayed that entrepreneurship education can provide indispensable entrepreneurial skills required by the graduates to pursue and engage in entrepreneurial activities. In conclusion, this study is capable of providing the graduates with the knowledge and skills necessary to identify, determine and pursue new business opportunities for self-employment and self-reliance, which lead to the realization of economic self-independence in the society on one hand and the country at large on the other hand.  ]]>
<![CDATA[What Motivates Mobile E-Book Use among Mathematics Postgraduate Students? ]]>
<![CDATA[Letchumanan, Malathi]]>;
<![CDATA[Muniandy, Balakrishnan]]>;
<![CDATA[Mohamad, Mariam]]>;
<![CDATA[Said Husain, Sharifah Kartini]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.21167
<![CDATA[This paper aims to understand the factors that encourage the use of mobile e-books among mathematics postgraduate students. Eight mathematics postgraduate students from a local public university in Malaysia participated in the study. The participants were from Algebra research group. This study employed qualitative case study approach. Data were collected via interview and non-participant observation. Collected data were analysed by using constant comparative analysis. This study used three theoretical frameworks as its guiding theory, namely Technology Acceptance Model, Pleasure, Arousal and Dominance Theory and Diffusion of Innovation Theory to explore the factors that influence the use of mobile e-book among the participants. Findings showed that utilitarian, cognitive, affective, social norm and content qualities were the main factors influencing the use of mobile e-books among the participants. This study also demonstrated that the participants were interested in using mobile e-book and this may assist academicians and mobile e-book designers in improving and understanding the use of mobile e-book among mathematics postgraduate students. This study could contribute in terms of expanding readers’ understanding on the factors that motivate use of mobile e-book among mathematics postgraduate students for their learning activities.]]>
<![CDATA[A successful career in early childhood education: personal values of childcare trainees ]]>
<![CDATA[Omar, Romarzila]]>;
<![CDATA[Abdul Aziz, Nor Azah]]>;
<![CDATA[Salleh Hudin, Norlaile]]>;
<![CDATA[Che Mustafa, Mazlina]]>;
<![CDATA[Md.Yassin, Sopia]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.20848
<![CDATA[Early childhood education is a non-formal education for children under the age of six. The main aim of childcare centers is to prepare small children with basic knowledge before receiving a formal education as a first-grader in the primary schools. This paper discusses the findings of a study that focused on childcare trainees’ personal values in building a career in early childhood education. This study used the convergent parallel mixed method involving a survey and interviews, in which 1497 and 159 respondents were selected, respectively. Findings from qualitative data showed that childcare trainees had strong personal values by being respectful of their students, affectionate in taking care of children, and punctual in conducting their teaching lessons. Collectively, such traits can make these future teachers a good role model that students can emulate. More importantly, such strong personal values are extremely important to meet the strong demand for competent, caring childminders and early childhood education teachers, which has lately been made more urgent in view of the proliferation of childcare centers over the nation.]]>
<![CDATA[Status of professional learning communities in developing countries: Case of Vietnam and Uganda ]]>
<![CDATA[Doan Nguyet Linh]]>;
<![CDATA[George Wilson Kasule]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.21717
<![CDATA[What is the status of professional learning communities in Vietnam and Uganda? Is there a significant difference between the teaching experience of secondary teachers and how they see the relevance of professional learning communities on professional development in Vietnam and Uganda? The forementioned questions were explored by collecting data from secondary school teachers (n=345) in Vietnam and Uganda through a questionnaire. Descriptive statistics, analysis of variance (ANOVA) and Tukey honestly significant difference (HSD) were used to analyze the data. The findings depict that involvement of secondary school teachers in professional learning communities and the associated contribution on professional development is ‘moderate’ in Vietnam whilst, it is ‘minimal’ in Uganda. It was also established that significant difference exists between the teaching experience of secondary teachers and how they recognize the relevance of professional learning communities on professional development. The findings suggest that relevant educational policies and adequate funding ought to be considered in order to make professional learning communities vibrant in both Vietnam and Uganda. This is deemed key to enhance secondary school teacher competence which in turn could lead to higher students’ learning outcome in Vietnam and Uganda respectively.]]>
<![CDATA[The effectiveness of blended learning with combined synchronized and unsynchronized settings on self-efficacy and learning achievement ]]>
<![CDATA[I Dewa Ayu Made Budhyani]]>;
<![CDATA[Made Candiasa]]>;
<![CDATA[Made Sutajaya]]>;
<![CDATA[Putu Kerti Nitiasih]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.22178
<![CDATA[This study analyzed the effect of blended learning with combined synchronized and unsynchronized settings on self-efficacy and achievement of the students in learning basic design. The population was 145 students of vocational schools (sekolah menengah kejuruan/SMK) who learned basic design. The schools were selected through multistage random sampling which selected four schools with 115 students. The data for self-efficacy were collected with a questionnaire and those for learning achievement with a multiple-choice test. The data were analyzed using descriptive statistical test and inferential statistical test of multivariate analysis of variance (MANOVA). The study found that blended learning with combined synchronized and unsynchronized settings has a positive effect on the students’ self-efficacy and learning achievement in basic design, thus making the learning more joyful and more conducive.]]>
<![CDATA[What makes locked-down students happy: The sense of mattering and subjective well-being ]]>
<![CDATA[Hao Wang]]>;
<![CDATA[Kususanto Ditto Prihadi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.22578
<![CDATA[Subjective well-being (SWB) of university students who had to study off-campus due to the pandemic was investigated in this current study. Studies had reported that one of the most robust factors of SWB is the sense of mattering. While the sense of mattering is built upon social feedback, being locked down limited their source of social feedback to they can only develop their interpersonal mattering through their significant others whom they shared the dwelling place and their societal mattering through the ‘society’ they found in the social media. We purposively selected 82 participants to respond to our scales of mattering types and SWB. Among our inclusion criteria was to have a limited number of living partners (0-3) to make sure that their mattering was predominantly built from the social media feedback. The result of the multiple regression analysis suggested that despite their interpersonal mattering having a weaker contribution to their SWB, it was still a significant predictor of SWB when controlling for societal mattering. Thus, both types of mattering are still considered salient and robust predictors of SWB. Further limitations and suggestions are discussed.]]>
<![CDATA[Ethnomathematics: Mathematical ideas and educational values on the architecture of Sasak traditional residence ]]>
<![CDATA[Lalu Muhammad Fauzi]]>;
<![CDATA[Farida Hanum]]>;
<![CDATA[Jailani Jailani]]>;
<![CDATA[Jatmiko Jatmiko]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.21775
<![CDATA[Sasak traditional architecture, including the shape of the structure, layout, and other supporting buildings, has references and rules in its designing and planning. Traditional residence is one of the cultural artifacts. A residence is not only built based on aesthetic values, but is also reviewed from strengths and values contained philosophically. Thus, this study aimed to describe mathematical ideas that are contained in the architecture of Sasak traditional residence as well as educational values in the culture that can be made as the initial step in designing learning processes at schools. This study was qualitative research conducted by using an ethnographic method. The informants in the study encompassed Adat figures, Adat stakeholders, and cultural experts who understand the culture of Sasak people. Participant observation, interview, documentation, and field record were the data collecting techniques used in the study. Findings showed the existence of mathematical ideas that are potential to be made as the initial step in learning mathematics contextually.]]>
<![CDATA[Challenges of virtual classroom during COVID-19 pandemic: An empirical analysis of Indian higher education ]]>
<![CDATA[Ajay Kumar Singh]]>;
<![CDATA[Mukesh Kumar Meena]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.21712
<![CDATA[Higher education institutions (HEIs) usually work open throughout the academic session. In the COVID-19 pandemic time, all the HEIs were also closed temporarily. The study examined the major challenges faced by the teachers and students from the virtual classroom during the nationwide lockdown. Due to the nationwide lockdown and lack of funding, convenience sampling and snowball sampling techniques were used for data collection. A total of 893 responses were analyzed for this study. Data was collected through a structured questionnaire on a Likert scale from 305 teachers and 588 students of higher education institutes from the entire India. Network connectivity was the major challenge faced by the faculty members (mean value of 3.68) followed by 3.17 mean value for lack of professional environment at home, 3.03 for lack of teaching material at home, 2.92 for lack of personal computer/laptop. Lack of professional environment at home (mean value of 3.59) was the major challenge faced by the students followed by 3.57 for lack of teaching material at home, 3.35 for network connectivity, 3.31 for lack of personal computer/laptop. Virtual classrooms have challenges such as poor internet connectivity, non-availability of appropriate electronic devices, lack of a teaching environment at home, less information and communication technology (ICT) knowledge among students and teachers. It implied less engagement of students and teachers in the teaching and learning process.]]>
<![CDATA[A bibliometric analysis of the graduate employability research trends ]]>
<![CDATA[Nor Amirah Masduki]]>;
<![CDATA[Mastura Mahfar]]>;
<![CDATA[Aslan Amat Senin]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.22145
<![CDATA[Graduate employability has received considerable attention over the years, owing to the labor market’s desire for highly skilled graduates. This study was to examine trends in graduate employability research from 1986 to 2020 through the use of a standard bibliometric procedure. During the study period, as many 343 documents were yielded from the Scopus database. The findings indicated that the relative growth rate of published article was 69 documents per year on average. Geographically, the United Kingdom ranked first as the most productive country, with 104 articles published. Between 2000-2010, the employability topic focused primarily on the role of higher education in providing appropriate career guidance and strategy development for graduates from both public and private institutions seeking employment. Between 2011-2019, the focus shifted to employability skills, work-integrated learning, and curriculum designs that are connected to the long-term enhancement of graduate employability and its impact on career goals. The findings of this study indicate a significant increase in graduate employability literature, as well as a significant number of citations. Academic researchers are encouraged to pursue development strategies that result in successful graduates finding employment in the labor market. This paper is innovative in that it identifies a trend and future for research in the field of employability.]]>
<![CDATA[Developing and validating the multidimensional industry commitment scales: The perspective of vocational high school students ]]>
<![CDATA[Tuatul Mahfud]]>;
<![CDATA[Nuraly Masum Aprily]]>;
<![CDATA[Ida Nugroho Saputro]]>;
<![CDATA[Ibnu Siswanto]]>;
<![CDATA[Suyitno Suyitno]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.21840
<![CDATA[Industry commitment plays a vital role in vocational education programs, especially in vocational high schools. The involvement of the industry is the key to the success of implementing vocational education. However, how to measure industry commitment in vocational learning is still not discussed. This study aimed to develop and test the validity of an industry commitment questionnaire. The industrial commitment questionnaire validation test gradually used three techniques, namely, content validity test, pilot test, and confirmatory factor analysis (CFA). The respondents were 390 culinary students of seven state vocational schools in Yogyakarta Special Region Province, Indonesia. This study revealed that industrial commitment can be measured by 12 items of industry commitment questionnaire consisting of four career opportunity items, two performance assessment items, four involvement/participation items, and two empowerment items. This study fills a gap in the assessment of industry commitment to engagement in vocational education programs. This study has implications for vocational education practitioners to evaluate the extent of industry commitment to vocational education programs.]]>
