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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
Effects of integrating a brain-based teaching approach with GeoGebra on problem-solving abilities Siti Seri Kartini Mohd Yatim; Salmiza Saleh; Hutkemri Zulnaidi; Siti Ainor Mohd Yatim
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.v11i4.22873

Abstract

B-Geo Module is a module that has been developed using the brain-based teaching approach (BBTA) integrated with GeoGebra Software (B-Geo Module) is expected to help students’ problem-solving abilities of the topic of Differentiation. The BBTA is a strategy that uses brain-based learning techniques. It was created to be consistent with the individual brain's tendencies and ideal functions in order to ensure that pupils can learn efficiently. Therefore, the proposed of this study is to explore the possible effects of the B-Geo Module on problem-solving abilities for the Topic of Differentiation. A quasi-design of pre-test and post-test experiments was utilized in this study, which included 118 form 4 pupils from rural secondary schools. For school selection, the researchers employed cluster sampling approaches, and for sample selection, they used an intact group. The schools were separated into two groups: experimental and control. The experimental group used the B-Geo Module, while the control group used traditional ICT modules. The instrument used was the Problem-Solving Test of Differentiation. The results of the data analysis showed the effectiveness of the B-Geo Module in the problem-solving abilities in the topic of Differentiation among rural secondary school pupils. The multimedia such as GeoGebra can be the tools for BBTA to facilitate Additional Mathematics teachers in secondary schools to help students solve problem and improved their learning in the topic of Differentiation.
The influence of mobile phone use on students’ academic behavior in higher education Chan Yuen Fook; Suthagar Narasuman
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.v11i4.23224

Abstract

Smartphones have become an inextricable element of life in the twenty-first century. Since there is little research on the relationship between mobile phone use and academic behavior among students in local universities, hence, the current study sought to study the relationship between these two variables in the context of Malaysian higher education. The data from 435 students who answered an online Google Form of survey sent through a WhatsApp link was collected and analyzed using a descriptive correlational research approach. The results indicated that male students displayed a higher level of mobile phone use than female students in higher education. The study also found that negative phone use had a negative relationship with academic behavior, and positive phone use contributed to positive academic behavior. Regression analysis confirmed that excessive mobile phone use and mobile addiction had a higher impact on academic behavior, however, proper mobile use has a positive impact on academic behavior among the students in higher education. The study implies that all the universities need to have better guidelines to regulate the use of mobile phone in the classroom. Overall, the findings are useful in facilitating the monitoring of the proper use of mobile phone for enhancement of learning in tertiary institutions.

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