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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 72 Documents
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Search results for , issue "Vol 11, No 4: December 2022" : 72 Documents clear
Trust of the generation z in artificial intelligence in the assessment of historical events Mikhail V. Vinichenko; Galina Yu. Nikiporets-Takigawa; Natalia V. Ljapunova; Sergey A. Makushkin; Oхana L. Сhulanova
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22117

Abstract

The article considered the degree of trust of Russian and Slovak students of Generation Z (Gen Z) in artificial intelligence (AI) in the assessment of historical events in the conditions of digital society. The basic empirical methods of the study were a sociological survey and focus group conducted in the context of the COVID 19 pandemic remotely using the resources of the online Google Form and cloud conference platform Zoom. The degree of trust of Russian and Slovak Gen Z students in the general issues of the use of AI, the assessment of historical events by AI generally coincide on fundamental issues and have some contradictions on secondary ones. The analysis of the research data showed that Russian and Slovak Gen Z students have a generally positive attitude to historical information coming from AI. Differences in the degree of trust (not trust) between Russian and Slovak Gen Z students in the presentation of historical information to them by the AI, contradiction in the evaluation of individual historical events were revealed. Gen Z is wary of AI, believing that AI is dangerous for humans and should not be fully trusted in all matters of presentation and assessment of historical events.
The validity and reliability of an instrument to evaluate the practices of learning organization Saraswathy Kullan; Mahaliza Mansor; Rosnah Ishak
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22974

Abstract

The future of students learning, and excellence of schools absolutely depend on the competence, skills, and expertise of its teachers. This study aimed to report on the validity and reliability of the practices of the learning organization instrument. The dimension of the learning organization questionnaire (DLOQ) instrument was used for the validity and reliability practices of learning organization among teachers. A total of 50 teachers who were selected at random from four indigenous primary schools located in Negeri Sembilan, Malaysia were the respondents in this survey study. The results showed: i) The item-content validity index (I-CVI) value achieved was between 0.67 to 1.00; ii) The scale-content validity index (S-CVI) value between 0.95 to 1.00; and iii) The modified kappa statistic between 0.57 to 1.00, proved that the DLOQ instrument adapted in this study had a high content validity. Hence, Cronbach’s Alpha values, Cronbach’s alpha if item deleted, inter-item correlation and corrected item-total correlation also explained that this instrument had high reliability. Therefore, the DLOQ instrument was reliable to measure characteristics of learning organization practices in the context of indigenous primary schools, Malaysia. In line with this, the practices of learning organization among teachers in schools especially primary schools need to be fully applied and implemented to produce more broadly skilled teachers, competent, have a high quality of teaching, able to produce students with high marketability, maintaining the sustainability of schools and educational institutions.
Conceptions of Moroccan secondary school students in relation to the “Integrative Concept” of plate tectonics Radouan Chakour; Anouar Alami; Sabah Selmaoui; Aâtika Eddif; Hanaa Chalak
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.21861

Abstract

The study of learners’ conceptions of geological concepts has been the subject of several studies in the field of earth science didactics. The majority of these studies show that learners have misconceptions that can be an obstacle to learning Earth sciences. The present work aimed to identify the views of second year undergraduate students on plate tectonics to identify some of the barriers to teaching this unifying scientific theory across the different disciplines of the Earth sciences. The data was gathered with questionnaire administered to students in the second year of the Baccalaureate before teaching about plate tectonics. The results of our study confirmed that student learners do indeed have conceptions of plate tectonics and associated phenomena but have great difficulty in mobilizing their knowledge to explain geological phenomena related to plate tectonics. These difficulties may have several origins: the nature of the geological knowledge transposed, and the very limited knowledge of teachers with a bachelor’s degree in Biology. 
Employability of technology and livelihood education graduates Reynald M. Cacho; Rodrigo D. Abenes; Ryan R. Dejapa; Hannah Rose D. Mapula
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.23207

Abstract

This paper examines the job-seeking experiences of the 2019 Bachelor of Technology and Livelihood Education (BTLE) graduates from a teacher education university. Identifying these graduates’ employability is vital to the field of educational research, particularly in determining the impact of a higher education institution’s BTLE program. Employing quantitative research design through a survey of 50 graduates, this research revealed that great majority of them have been employed, with majority securing education-related jobs within a year after graduation, while some having chosen careers unrelated to their pre-service education. Strategies for job search and reasons for job offer acceptance vary from traditional, economic concerns, to complexities of work opportunities and requirements. They have also reported that the pre-service courseworks they undertaken have, to a great extent, relevance to the improvement of their skills in problem-solving, communication, critical thinking, human relations, knowledge/technical, leadership, research, and information technology thus making it aligned with current employment and/or self-employment demands. Apart from presenting the reasons of their employment acceptance and post-college education undertakings, this paper also outlines the challenges in securing employment. Thus, such issues forwarded by the paper, arising from academic training vis-à-vis actual industry works, are strong points for pre-service BTLE program enhancements.
Determining and Strengthening Configurations of Instructional Leadership among Primary School Principals in Pakistan Adeel Ahmed Khan
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22920

Abstract

The goal of this research is to add to the growing literature on educational leadership and management in Pakistan by coping with numerous objectives. To begin, the researchers wanted to see if an existing measurement tool, the Principal Instructional Management Rating Scale (PIMRS) Teacher Form, could be used in Pakistan. Second, this study aimed to explain instructional leadership configurations among a group of primary school principals in Pakistan. Third, the researchers looked into whether these major instructional leadership configurations were linked to student academic achievement. This study intended to expand the ‘indigenous knowledge base’ in Pakistan and furthermore adding to the expansion of the worldwide knowledge base. In this study, a quantitative survey method was applied. The sample included 440 teachers and 79 principals from 79 primary schools in Pakistan. Data collection employed PIMRS Teacher Form. In order to analyze the data, the researchers employed Cronbach's test of internal consistency, confirmatory factor analysis, and structural equation modelling.
Being successful in school: A case study of the Orang Asli (Aboriginal People) of Malaysia Badli Esham Ahmad; Mohd Amli Abdullah; Tengku Intan Suzila Tengku Shariff; Mohd Yusri Mohamad Nor; Mohd Rozaidi Ismail; Nor Farah Liyana Mohd Akhir
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.23051

Abstract

The Orang Asli have been marginalized in many aspects including education. Despite the various support and assistance provided by the government, their development in the educational process is still lagging. However, there are cases of Orang Asli children who have managed to complete their education. The objective of the study is to identify the success factors that help the Orang Asli to be successful in their education. The research is exploratory research using qualitative method, with semi structured interviews as the primary data collection. The respondents are Orang Asli children who have completed their tertiary education. The study found that motivation and the right environment are the two important factors that contributed to the success of the respondents in the study. Environment factor is inclusive of parental, familial and societal contribution to the development of the Orang Asli education. Hence, providing the right motivation and creating the correct environment for the Orang Asli children would help them to complete their education. However, the findings are limited to the selected Orang Asli tribes and cannot be generalized to the whole Orang Asli in the country. Nonetheless, the findings provided relevant insights into the Orang Asli education and can serve as a platform for future studies.
Establishment of Green Chemistry Awareness Instrument for secondary school students Che Nidzam Che Ahmad; Asmayati Yahaya; Rozita Yahaya; Hafsah Taha; Mohd Mokhzani Ibrahim
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.23406

Abstract

The purpose of the study was to develop a valid and reliable instrument that can assess green chemistry awareness among secondary schools. This study applied a quantitative approach with a survey design to obtain information related to items and constructs to build an instrument to access student awareness of green chemistry. The study population involved all form four students who are taking a chemistry subject in 85 secondary schools in the State of Melaka, Malaysia. This study involved two phases and all the respondents were selected using a random sampling method. The first phase involved 700 respondents and the second phase involved 500 respondents. The pilot study involved 100 students who were also randomly selected from the same population but not involved in phase I and phase II study. The data obtained were analyzed using Statistical Package for Social Science (SPSS) software. As a result, the Green Chemistry Awareness Instrument (GCAI) was developed. GCAI contains six constructs with a total of 29 items; knowledge (eight items), attitudes (six items), value (eight items), and awareness lighting (seven items). GCAI was found to have good content and construct validity as well as high reliability. Hence, it can assess green chemistry awareness among secondary school students. GCAI also has the advantage of being easily administered.
Capturing School Context Characteristics Using the Job Demands-Resources Model: Adaptation and Validation Bing Li; Zheng Li
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22160

Abstract

Work environments play a key role in teachers’ professional development. However, instruments assessing teachers’ work context are still lacking. The principal objective of the present study was to validate a Work Environments Inventory for Teachers (WEIT) constructed based on the Job Demands-Resources (JD-R) model. Two studies were conducted involving two independent samples totaling 696 (232 for Study 1 and 464 for Study 2) school teachers in Mainland China. Both exploratory and confirmatory factor analyses were employed to cross-validate the WEIT. The eternal construct validity of the WEIT was checked through investigating its connection with the Thinking Styles in Teaching Inventory. Findings indicated the WEIT is an adequate measure to map the characteristics of work environments for school teachers. Limitations of the present research and implications for future studies are discussed.
Sociomathematical norms in online learning in the COVID-19 pandemic period Samsul Maarif; Novia Oktarina; Sandi Sessu; Fitria Sulistyowati; Wikan Budi Utami
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.23046

Abstract

This case study analyzed students' sociomathematical norms for the formation of study groups conducted by teachers, the role of sociomathematical norms on students' social interactions when learning mathematics, gender differences that can affect students' sociomathematical norms, and sociomathematical norms on derived material in terms of gender aspects among students. The nine subjects of this study were selected purposively. Data collection techniques were observation, interviews, and documentation. The study concluded that among the four indicators of sociomathematical norms, three indicators of male students are superior to female students. Male students are superior in accepting explanations from teachers, accepting differences of opinion, and mathematical insight. Meanwhile, female student excels in only one indicator (the effectiveness of mathematics).
Development of chemistry learners’ problem-solving skills through hands-on instructional model Esther Samwel Kibga; John Sentongo; Emmanuel Gakuba
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22688

Abstract

Learners can experience science in the real world by interacting with materials, collaborating with peers, and engaging in a problem-solving process. Notwithstanding, secondary school learners’ problem-solving skills (PSS) can be developed by using an instructional strategy that actively involves them in the learning process instead of sorely focusing on content learned. This paper shows how the production of materials for teaching and learning can go hand-in-hand with the development of learners’ PSS through the implementation of a Hands-on Instructional Model (HIM) in chemistry lessons. This study was a Design-based Research using a convergent mixed-method approach. The data was collected using lesson observation protocol, focus group discussions guide, and problem-solving test. On the aspect of the development of PSS, learners were enhanced with the skills to solve an ordinary chemistry problem and the criteria of observation were on the ways learners identify a problem, the approach used to solve the problem, and whether they could reflect on the answer they obtained. The findings indicate a substantial impact of HIM on learners’ PSS. Therefore, it is suggested that HIM should be used frequently to enhance learners’ active engagement in chemistry lessons and for further development of their PSS.

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