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[Multimedia constructivism instrument: Validity and reliability analysis ]]>
<![CDATA[Zaharah Che Isa]]>;
<![CDATA[Nurulwahida Azid]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i4.22730
<![CDATA[This study aimed to investigate the use of the translated version of constructivism multimedia instrument through validity and reliability tests. The instrument contained five constructs of which each construct contained five items which made 25 items in total. The translation process has been implemented through the back-translation by researchers and expert translators. The validation process was performed by nine panel experts who are lecturers in the field of Language and curriculum. The results of validity analysis through intraclass correlation coefficient (ICC) found that the reliability value between evaluators was .957 based on 95% confidence interval between .904 to .989 (F (8,192)=23.469, p<.05). Meanwhile, the process of obtaining the reliability value was conducted on 70 students and obtained a high overall reliability value of the instrument which was .853. In addition, the reliability values for each construct of the multimedia constructivism learning instrument were .753 (negotiation), .780 (inquiry learning), .691 (reflective thinking), .683 (authenticity) and .803 (complexity). Overall, the high values of validity and reliability of the instrument proved that this translation study has been successfully implemented.]]>
<![CDATA[Evaluation of the learning management system and its relationship in the perception of engineering students ]]>
<![CDATA[Richard Flores-Cáceres]]>;
<![CDATA[Carlos Dávila-Ignacio]]>;
<![CDATA[Orlando Ortega-Galicio]]>;
<![CDATA[Guillermo Morales-Romero]]>;
<![CDATA[Nicéforo Trinidad-Loli]]>;
<![CDATA[Beatriz Caycho-Salas]]>;
<![CDATA[Elizabeth Auqui-Ramos]]>;
<![CDATA[César León-Velarde]]>;
<![CDATA[Renan Auqui-Ramos]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i4.22696
<![CDATA[The objective of this study was to identify the results of the learning management system (LMS) functionality, and its relationship in the perception of electronic engineering students. The results serve as a basis for continuous improvement for the higher institution, because these systems are tools that have the purpose of improving the performance and retention of the student in the virtual teaching-learning process. Initially, the reliability of the data collected was determined using Cronbach's Alpha, obtaining a consistency coefficient of 0.868. After processing the data in the SPSS software, using the 5-level Likert scale, it was determined that the indicators that present a better perception are related to the design and ease of navigation. However, 21.4% do not fully agree with the functionality, due to the technical problems presented when downloading the study material. The effect generated by the optimal functionality of the LMS is 70.87% satisfaction in students. The Chi square test validated the cause-effect relationship, with a significance of 0.000, between the functionality of the LMS, on the perception of the students. It determined that the indicators with a greater relationship refer to design, availability (connectivity) and ease of communication and interaction with the teacher and their peers.]]>
<![CDATA[Assessing feedback practices in classroom assessment at federal government educational institutions of Lahore, Pakistan ]]>
<![CDATA[Syed Kamran Ali Shah]]>;
<![CDATA[Zahida Habib]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i4.22024
<![CDATA[This study aimed at investigating current feedback practices in classroom assessment. A sample of 300 participants including 150 teachers and 150 students each was selected using a stratified random sampling technique. Under the positivist paradigm, a survey method was deployed to conduct the research. In this study, a self-developed questionnaire comprising 20 items was used for data collection from the participants. The collected data was analyzed using SPSS (24.0). Frequencies and percentages were calculated in descriptive stats, whereas an independent sample t-test was used to verify research hypotheses. The study explored that class tests, class exercises, homework, and trial work during lessons were the most commonly used assessment tools whereas essay-type questions, and multiple-type questions were the most commonly used assessment formats. Moreover, it was found that delayed marking and returning of assessment tasks, less or no motivation for better performance, and lack of contact with parents were the major issues in feedback on classroom assessment at Federal Government Educational Institutions (FGEIs). The study recommended that the workload of teachers should be reduced so that they may have sufficient time to design and evaluate assessment tasks. Professional training on assessment on regular basis may be arranged for the faculty. A comprehensive plan of classroom assessment may be proposed by school principals along with a defined syllabus and be timely communicated the same to all stakeholders. An effective mechanism of monitoring to assess classroom assessment feedback practices may also be established.]]>
<![CDATA[Effectiveness of joyful game-based blended learning method in learning chemistry during COVID-19 ]]>
<![CDATA[Sripriya Sundaram]]>;
<![CDATA[Rajendran Ramesh]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i4.22427
<![CDATA[The recent introduction of joyful learning in National Education Policy (NEP) 2020 created great interest among students and is predicted to be the most suitable learning method for 21st-century learners. Game-based learning enhances education making all educational games increasingly popular. Learning efficiency can be enhanced through educational games. This article purposes to examine the efficiency of the game-based joyful blended learning method in learning chemistry, periodic table elements (1 to 30) among tenth standard students. The main purpose of the current study was to assist secondary school students to learn science-related ideas via participating in educational card games and using digital media for learning concepts. The educational advantages of the game in terms of learning performance, as well as students’ views of its integration into scientific learning, were studied. A quasi-experimental technique was used to obtain the study’s goal. The sample comprises 240 students studying the tenth standard in 4 different private CBSE schools in Palakkad district, Kerala, India. The pretest, posttest, gain scores, and retention scores were compared. The study's results indicated that there is a substantial mean score variation in learning chemistry (elements) between pretest, posttest, and retention tests of students in the experimental and control group. The students developed positive attitudes towards the usage of educational cards in learning Chemistry. The developed game-based joyful blended learning method develops reflective thinking and self-regulated learning among students.]]>
<![CDATA[Academic misconduct: Evidence from online class ]]>
<![CDATA[Kiky Srirejeki]]>;
<![CDATA[Agus Faturokhman]]>;
<![CDATA[Agung Praptapa]]>;
<![CDATA[Bambang Setyobudi Irianto]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i4.23556
<![CDATA[Academic misconduct has been a recurrent issue in higher education. The advent of online learning during the Coronavirus disease 2019 (COVID-19) pandemic has undoubtedly spurred concern about the spike in academic misconduct. This study explored the attitude of accounting students toward various issues when taking online learning during the pandemic, which included: i) Types of academic misconduct being committed; and ii) The extent of academic misconduct likelihood during online learning. Based on a qualitative survey of 182 accounting students from three prominent state universities in Indonesia, results suggested that students engage in multiple types of academic misconduct. The students’ likelihood to commit academic misconduct is higher during online learning than in offline learning. The implication of such findings is briefly discussed.]]>
<![CDATA[Administrative stressors and psychological and physiological symptoms among novice primary school principals ]]>
<![CDATA[Yii Chai Ling]]>;
<![CDATA[Lokman Mohd Tahir]]>;
<![CDATA[Mohd Fadzli Ali]]>;
<![CDATA[Roslee Ahmad]]>;
<![CDATA[Siti Nisrin Mohd Anis]]>;
<![CDATA[Roslizam Hassan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i4.21994
<![CDATA[This study was conducted to identify whether the administrative workloads led to the stress level among novice principals in their new schools. In addition, we also explore whether the principals are experiencing the psychological and psychological symptoms from their stress issue. The data collection consisted of two major phases. In the first phase, questionnaires were administered to 70 novice primary principals who were just being appointed at their new schools. It was followed by three sessions of interviews with purposely selected 10 novice primary principals as the second phase. From the quantitative data analysis, primary principals perceived their schools’ administrative stress caused them a moderate stress level from their heavy administrative workloads. However, principals reported having psychological and physiological symptoms from the quantitative findings and interview sessions.]]>
<![CDATA[Student speaking skill assessment: Techniques and results ]]>
<![CDATA[Budi Sanjaya]]>;
<![CDATA[Wahyu Hidayat]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i4.22782
<![CDATA[This paper describes the learning techniques of Arabic subjects and the results of the evaluation of students' Arabic speaking skills. This study involved 51 Arabic language teachers and 395 State Madrasah Aliyah students in Jambi Province, Indonesia. This study obtained quantitative and qualitative data. The research instrument used a questionnaire, checklist, and oral test. The data were analyzed descriptively (frequency, percentage, mean and standard deviation), and qualitatively. The results showed that the technique of speaking skills from students' perceptions was at a sufficient level. Likewise, the speaking skill assessment technique from the teacher's perception is at a sufficient level. The results of observations on speaking skills assessment techniques showed that teachers use techniques that do not require prior preparation. The students' Arabic speaking skills are at a sufficient level. Further research needs to explore other techniques in Arabic speaking skills.]]>
<![CDATA[Readiness of teachers on flexible learning: Basis for a capability-building program ]]>
<![CDATA[Edelyn Alicar Cadorna]]>;
<![CDATA[Erwin Frando Cadorna]]>;
<![CDATA[Aldrin Salvador Jaramilla]]>;
<![CDATA[Kriza Rosette Alicar Cadorna]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i4.22862
<![CDATA[This study focused on the faculty members’ readiness to use flexible learning at a state university in the Philippines. There were 547 faculty members from all levels completed an online survey questionnaire using the descriptive research method. The faculty members are ready regarding the availability of IT tools and internet connectivity. Still, they are not so much prepared as to their knowledge and competence on using flexible learning. The majority have wireless connections but are considered intermittent. Most of the faculty members use books as their teaching materials. Only very few have learning materials like modules, worktexts, manuals, and workbooks. Most of them are still oriented to face-to-face communication with students and are not familiar with the other equally responsive pedagogies requiring less data usage, or no data usage. Many faculty members have tried using online learning delivery modes, but they are still not confident using them. They have little knowledge about learning management systems and are moderately competent in using them. Based on the findings is the capability-building program which was already implemented and sustained.]]>
<![CDATA[Academic self-concept as the predictor of secondary school adolescent students’ school engagement ]]>
<![CDATA[Ejigu Olana]]>;
<![CDATA[Belay Tefera]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i4.23486
<![CDATA[The objective of this study was to examine the role of academic self-concept (ASC) in predicting adolescent students’ school engagement by using a cross-sectional research design. Data was collected from 278 (149 males and 129 females) Ethiopian adolescents aged 15 to 20 years old. The result of regression analysis indicated that socioeconomic status (SES) and ASC significantly contributed to the overall school engagement score and the four components of school engagement (behavioral, emotional, cognitive, and agentic engagement). Additionally, the results from hierarchical regression revealed that SES significantly moderated the relationship between ASC and school engagement (β3=1.323; ∆R2=.033, p<.01). However, gender and grade level did not significantly relate to school engagement. As conclusion, ASC is a significant personal trait that has been linked to school engagement in which students from high SES are more advantageous regardless of their gender and grade levels.]]>
<![CDATA[Mediating role of employee engagement between Blue Ocean Leadership and team performance ]]>
<![CDATA[Zi Jian Oh]]>;
<![CDATA[Marinah Awang]]>;
<![CDATA[Yin Yin Khoo]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i4.22290
<![CDATA[The study examined the mediating effect of employee engagement between blue ocean leadership and team performance among lecturers. A cross-sectional study design was used, and quantitative data were collected using a structured survey from 2,580 lecturers from the population across the 22 vocational colleges in Malaysia's north zone. Structural Equation Modeling (SEM) was used for data analysis. The results revealed a considerable positive relationship between blue ocean leadership and employee engagement, as well as between employee engagement and team performance. Employee engagement, as demonstrated through the use of bootstrapping analysis, acts as a mediator between blue ocean leadership and team performance. The finding supported the Blue Ocean Leadership theory and Social Exchange theory in this study. Future research is be recommended to conduct in other states as well as private institutions to get a comprehensive understanding.]]>
