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International Journal of Evaluation and Research in Education (IJERE)
Published by Institute of Advanced Engineering and Science
ISSN : 22528822     EISSN : 26205440     DOI : -
Core Subject : Education,
Education
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.
Arjuna Subject : -
Articles 60 Documents
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Search results for , issue "Vol 11, No 2: June 2022" : 60 Documents clear
Graduate school students’ self-efficacy toward online learning in the midst of the COVID-19 pandemic Rommel Royce Cadapan; Darin Jan Tindowen; Marie Jean Mendezabal; Pyrene Quilang
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.21856

Abstract

The COVID-19 pandemic brought drastic changes in graduate education. One of the most pressing concerns that graduate education students experience is their adjustment to the online learning modality. This study was conducted to determine their self-efficacy in online learning. A descriptive method of research was employed by 147 graduate school students in the Northern Philippines. The findings showed that students have a high level of self-efficacy when it comes to online learning. Despite their struggles and challenges in the online classroom, particularly in social interactions and communication with their classmates and teachers, they are eager to complete their respective degrees since they are confident in their learning management system's use. In addition, their current level of self-efficacy in online learning varies according to their age, occupation, and online courses they were previously enrolled in.
Students’ readiness on language distance learning: Case of translation teaching Roswani Siregar; Risnawaty Risnawaty; Milisi Sembiring; Ferry Safriandi
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22037

Abstract

The outbreak of COVID-19 has brought the disrupt change to education activities; from face to face to distance learning. In large-scale e-learning implementations, both teachers and students face an overload of subject material, making it difficult to adjust to the online context. This qualitative research investigated the students’ perception of e-learning implementation from the perspective of translation-course participants. The perception reflected the student challenges that categorized as adaptability to e-learning environment; technical availability and computer literacy; time-management, learning engagement; and self-effort and readiness. A semi structured-questionnaire Google Form that consisted of 19 items was developed to collect the students' perceptions and opinions. The questionnaire distributed and collected online. The data was tabulated, presented, and analyzed statistically. The perception of students on e-learning revealed the importance of improvement on technical support for learning instruction and material presentation, as well as students’ self-discipline on learning schedule. The finding of this study was feedback for authors to provide effective teaching by consideration to student's challenges in the e-learning environment. 
Matriculation students’ usages and its driving factors in mobile learning for Chemistry Wai Foong Lok; Mahizer Hamzah
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22468

Abstract

The study identified how Malaysian matriculation students employ mobile devices for learning Chemistry, and the driving factors that influence their use of mobile devices for learning Chemistry. A qualitative case study approach was adopted in this study, in which interviews and student journals were the main instruments used for the data collection process. The study was conducted in a matriculation college, and all students were invited to participate in the study voluntarily. A total of 17 students who were actively using mobile devices to learn Chemistry were selected for individual and face-to-face interviews. The data were analyzed in a three-stage process to inductively identify the themes. The analysis revealed that matriculation students used mobile devices for referential and collaborative learning activities. They preferred to search the relevant learning resources on the web, and learn collaboratively with their peers or lecturers. Meanwhile, the driving factors of these mobile learning practices were primarily due the ability of mobile learning to overcome their learning difficulties, convenience, as well as the ability to provide a better user experience in the digital age. The findings of this study suggest that the mobile device is a viable social constructivism pedagogical tool for learning Chemistry. The lecturers and management of matriculation colleges can use the findings of this study as a basis to promote the adoption of mobile learning for Chemistry in the digital age.
Influence of competitive activity on the development of self-realization among adolescents Ekaterina Mikhailovna Akishina; Elena Petrovna Olesina; Alexey Igorevich Mazanov
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22361

Abstract

The article examines the problems of social self-realization of modern adolescents in competitive activity. Based on the conducted scientific studies, the authors determine the important role of competitions in the process of school students’ socialization. The article presents the most important criteria of adolescents’ level of self-realization in competition activity such as self-esteem adequacy, creativity, self-organization, teamwork, and stress resistance, as well as the results of studying the level of development of such paired personality traits as sociability/insularity and friendliness/aggressiveness developing in adolescents in competitive activities. The authors emphasize the high degree of risk of any contests as the participants experience worry, fear, and stress. The article presents a comparative analysis of studies of the level of socialization in school students conducted in the years 1999, 2013, 2019, and 2020. Authors prove that competition is a relevant form of developing social personality traits in school students in modern society. It is necessary to create certain pedagogical conditions when preparing and holding a competition and ensure pedagogical assistance and support to minimize the possible risks. It is important for modern pedagogics to study and account for childhood and adolescent fear, as well as psychological and pedagogical risks of carrying out competitions for school students. 
Teacher-student interactions for enhanced learning in upper secondary mathematics classroom Aline Dorimana; Alphonse Uworwabayeho; Gabriel Nizeyimana
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22152

Abstract

Interactive teaching practices in mathematics classrooms are encouraged to meet the learning potential. However, how it is applied in the classroom is still challenging. This paper uses evidence gathered from a large research project to contribute to the understanding of teacher-student interactions. It followed an interventional approach with two teachers and 82 students of two grade 11 classes from one school of Kayonza District in Rwanda. Data were collected through observations, video recordings, and field notes. Results revealed that there is a variety of ways to facilitate and keep interactive learning. These include asking purposeful questions and giving feedback. The quality of teacher facilitation (52%) and students' engagement (60%) were moderately high. However, there was little guidance from teachers in the problem-solving process and the classroom discourse. It is argued that the role of instructional language in communication hinders the quality of teacher-student interactions. This leads us to advise an exploration of language supportive pedagogy in the Rwandan context.
Factors affecting readiness toward online learning among medical students during COVID-19 pandemic in Indonesia Rony Wiranto; Rizma Adlia Syakurah
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.21673

Abstract

The rapid spread of transmission COVID-19 leads to the government applied a regulation to close schools and colleges for a while, as an effort to stop the spread. It also has an impact on medical student education that can be threatened by their educational system. This study identified and analyzed the factors affecting the readiness of medical students for studying online during the COVID-19 pandemic. This was an observational analytic study with a cross-sectional approach. A total of 3,331 respondents from all over Indonesia participated in this study. An online questionnaire by Indonesian Medical Student Senate Association (Ikatan Senat Mahasiswa Kedokteran Indonesia/ISMKI) was used and distributed from April 9th, 2020 to June 21st, 2020. A Chi-square test (alternative: Fisher exact test) and logistic regression with significance alpha=0.05 used to analyze. The university origin (p=0.031, OR=1.130 (1.012–1.263)), internet connections (p=0.001, OR=1.387 (1.134–1.696)), and learning interaction models (p<0.000, OR=0.463 (0.384–0.558)) were affected medical students’ readiness for online learning.
Asian university students’ perspectives on online English courses during COVID-19: A systematic review Nurzahirah Zainal; Melor Md Yunus
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22420

Abstract

Globally, English courses intended for university students are conducted online due to the COVID-19, including in Asian countries. Hence, this systematic review paper attempts to review relevant studies regarding the Asian university students’ perspectives towards online English courses during COVID-19. This paper employs PRISMA, whereby several stages to filter and gather relevant information have been carried out. Twelve articles have been identified and analysed based on the research designs, methodologies, and themes. The main themes are positive and negative perspectives on online English courses learning during COVID-19, and suggestions to improve online English courses learning during COVID-19. It is found that university students in Asia are generally ready to learn online English courses due to flexibility and easy access. Poor internet connection and infrastructure are among negative perspectives towards the online English courses during COVID-19. It is recommended that improving technological infrastructure, conducting training programmes, and restructuring task assessments should be done to improve the quality of online English courses during COVID-19.
Learning during COVID-19 pandemic: A systematic literature review Awal Kurnia Putra Nasution; Mustafa Kamal Nasution; Muhammad Hasyimsyah Batubara; Imam Munandar
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.21917

Abstract

The COVID-19 pandemic has transformed education worldwide. Learning that is usually done offline has turned into online learning to avoid the spread of the COVID-19 virus. The purpose of writing this article is to describe the latest and updated learning conditions during the COVID-19 pandemic. What kind of learning was carried out during the COVID-19 pandemic, was the learning effective, how was the learning outcome, and the challenges faced. The systematic literature review is used to find answers to this article's purpose by synthesizing 53 articles selected according to the criteria. The synthesis results found that online learning was carried out using video conference as a substitute for face-to-face meetings, discussions, exams, and learning feedback using supporting applications. The internet was the direct support. Most of the learning shows significant results. Learning outcomes cannot be concluded whether it is good or not. There are many challenges during learning. It indicates that the world of education is not fully ready to transform from offline learning to online learning. A standard platform for online learning and rules of learning is required to minimize negative impacts and pay attention to the socio-emotional aspect.
Narration and multimodality: The role of the human body and material objects in science teaching Panagiotis Pantidos; George Kaliampos; Konstantinos Ravanis
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22074

Abstract

This article seeks to shed light on the semiotic approach to science teaching and learning. Essentially, the mental representations of learners are also affected by the sign vehicles employed to communicate ideas in the material world. Thus, any learning object also appears as a material representation, consisting of acoustic and visual forms, which affect its content. The human body’s kinetic modalities, spatial configurations (i.e., graphs, images), material objects, prosody, as well as the written and spoken word constitute the perceptual data that encode the concepts. This particular paper deals with the possibility that the more emphatic signifiers, i.e., the human body and material objects, can create narrative spaces and produce meaning during science teaching. It also discusses alternative uses of material objects along with the multiple interpretations their visual images can evoke. As regards the human body, iconic, deictic, and ergotic gestures are analyzed as forms that produce meaning and are autonomous and dynamic when working with the other semiotic systems. Both material objects and the human body rely upon the ability of the learners’ imagination to transport them to narrative worlds located outside the classroom.
The influence of virtual instructional leadership on teachers’ commitment: A Malaysian e-leadership case study Hapini Awang; Mat Rahimi Yusof; Mohd Faiz Mohd Yaakob; Mohd Fairuz Jafar; Ramlan Mustapha; Kalipakiam Subramaniam
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22669

Abstract

The ability of instructional leadership practices in shaping positive school culture is well known. Similarly, it is also proven that this kind of school leadership could strengthen teachers’ commitment. However, the research tended to focus on conventional instructional leadership and the ability of virtual instructional leadership to produce such impact remains unclear. Therefore, this study investigated the influence of virtual instructional leadership on teachers’ commitment. Based on Meyer and Allen’s Organizational Commitment Model the research model developed and analyzed using partial least squares-structural equation modeling (PLS-SEM). The finding revealed a positive impact of principals’ virtual instructional leadership practices towards teachers’ commitment in schools. Despite this, the study also discovered that normative and continuous commitments are not the fit dimensions for teacher’s commitments in the context of virtual instructional leadership, which is quite shocking. Hence, this would be a fruitful area for further works.

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