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[Measuring the performance of higher education among state universities and colleges in SOX Region, Philippines ]]>
<![CDATA[Ernie C. Cerado]]>;
<![CDATA[Nathaniel D. Naanep]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i2.23946
<![CDATA[As state universities and colleges (SUCs) in the Philippines are confronted by tough competition for limited resources, and to show to government legislators that subsidy on tertiary education meaningfully produces significant returns; thus, they are pressed to undertake continuous improvement for optimum performance. Practically, measuring the performance of SUCs is essential to identify critical issues, make informed decisions, and enhance higher education policies. In this descriptive-evaluative study, the institutional performance was measured using the Fiscal Year 2016 SUC levelling instrument of department of budget management (DBM) and the commission on higher education (CHED), covering four key result areas (KRA): i) Relevance and quality of teaching; ii) Research productivity, iii) Community engagement; and iv) Resources management. Respondents included 217 faculty members and 24 deans from the four SUCs in SOX Region, Philippines. A combination of descriptive and inferential statistics was used in the data analysis. Results indicated that the SUCs fared randomly in the leveling scheme. SUC-Y got excellent performance, while SUC-X tailed at a very satisfactory rating in all areas. Statistical tests showed that SUC-Y was relatively superior to the other SUCs. Moreover, the performance of SUC-W and Z were comparable and found as the lowest in the group. The major issues and challenges affecting institutional performance include multi-tasking or designation of faculty to administrative positions, inadequate laboratory facilities, and limited online modality for laboratory subjects.]]>
<![CDATA[The role of instructional quality on online learning intentions of university students: The technology acceptance model of Zoom ]]>
<![CDATA[Tuti Iriani]]>;
<![CDATA[Prastiti Laras Nugraheni]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i2.24021
<![CDATA[E-learning technology has a vital role to play in supporting the realization of learning goals during the COVID-19 pandemic. One that is often used is video conferencing technology from Zoom. Many studies have discussed the important role of e-learning technology, but there are still limited studies that examine how the role of Zoom technology in increasing student engagement in online learning. Thus, this study focuses to reveal the impact of online instructional quality using Zoom video conferencing technology on increasing students’ online learning intentions. We use the technology acceptance model (TAM) approach to answer the objectives of this study. This study randomly involved 190 students at Universitas Negeri Jakarta, Indonesia through an online questionnaire. We used structural equation modeling (SEM) analysis to examine the effect on each variable. In addition, we also use a bootstrap confidence interval estimate to investigate the role of mediation. The study results reveal that students' online learning intentions are influenced by perceived usefulness and ease of using Zoom. Also, perceived usefulness and ease of use are proven to mediate the effect of instructional quality on students’ online learning intentions using Zoom video conferencing technology. The results of this study provide important implications for education practitioners to develop engaging online learning for students.]]>
<![CDATA[Development and validation of a competence model for educational researcher in the Mongolian context ]]>
<![CDATA[Itgel Miyejav]]>;
<![CDATA[Khajidmaa Otgonbaatar]]>;
<![CDATA[Purev Ochir]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i2.24319
<![CDATA[In the 21st century, competences of educational researchers become increasingly complex and highly significant. Although various discussions and competencies have been for researchers in general, no frameworks have been devised specifically for educational researchers. This study aimed to establish a competence model for educational researcher (CMfER). The dimensions and items were created from a conceptual analysis of the literature, in-depth interviews, and focus interviews. Eight experts in the field of educational research evaluated the content validity. The reliability and validity of the CMfER were examined utilizing a sample of 240 Mongolian educational researchers. The 24-item four factor model was validated using confirmatory factor analysis (CFA), and the results showed adequate model fits. The factor loadings of the model were substantially significant, and Cronbach’s alpha coefficient was well above the threshold value, suggesting that the items were internally consistent and reliable. Overall, the results shown that the CMfER can be used as a reliable and valid data collection tool in future studies in which educational researchers’ competences are examined.]]>
<![CDATA[UNESCO building factors Thailand’s Kalasin learning city and citizenship ]]>
<![CDATA[Kathanyoo Kaewhanam]]>;
<![CDATA[Phimlikid Kaewhanam]]>;
<![CDATA[Ariya Pongsiri]]>;
<![CDATA[Jariya Intanin]]>;
<![CDATA[Sirinada Kamolkat]]>;
<![CDATA[Atthapong Sirisuwan]]>;
<![CDATA[Eko Priyo Purnomo]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i2.24715
<![CDATA[The United Nations Educational, Scientific and Cultural Organization (UNESCO) promotes the city of learning and lifelong learning. The UNESCO factors influencing the construction of Kalasin Learning City in Thailand. This framework is applied in the study on Kalasin learning city. This research analyzes the relationship between citizenship and learning city from 500 Kalasin citizens, who responded to a questionnaire based on citizenship factors affecting the UNESCO city of learning. Where statistical analysis of average standard deviation and Multiple regression analysis of 10 others asked to participate in the interview found that it promoted learning from primary to higher education. Strong support for a lifelong learning culture. It has a statistically significant positive impact on citizenship (group level) at .05, so the factors that need to promote promotion to improve citizenship (group level) are the promotion of learning from primary to higher education. The interview results also supported data from the questionnaire. The results suggest that building Kalasin learning city requires a common factor. That states the implications of the findings and identifies possible new research fields as developing online participation processes under the COVID-19 pandemic to align with the online learning model, which is also a modern learning model.]]>
<![CDATA[The use of measurement frameworks to explore the qualities of test items ]]>
<![CDATA[Deborah Oluwafunmilola Tobih]]>;
<![CDATA[Musa Adekunle Ayanwale]]>;
<![CDATA[Olufemi Abiodun Ajayi]]>;
<![CDATA[Modupe Victoria Bolaji]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i2.23747
<![CDATA[Psychometricians and researchers have grown increasingly concern about students’ performance. It is noteworthy from observation in the selected university of education in Nigeria that many of these students do not attend lectures for general courses particularly EDU 222 (tests and measurement) due to overcrowded lecture halls, the classroom climate factor, and other latent factors, such as exam conditions, test anxiety among others. Consequently therefore, students’ performance in EDU 222 does not significantly correlate with these challenges. The characteristics of the item parameter of the Tests and Measurement achievement test at the selected University of Education in Ogun State, Nigeria, were therefore examined in this study using measurement theories. The study employed an ex-post facto research of non-experimental design. Purposive sampling was used to select 6,203 second-year undergraduates offering EDU 222 for the 2018/2019 academic year. To analysis students’ responses to 30 multiple-choice questions on tests and measurement, factor analysis, item calibration, an independent sample t-test with a significance threshold of 0.05 were utilized with empirical reliability of 0.64. The results showed the test items satisfied the three-parameter logistics model and uni-dimensionality assumption. The findings also showed that the item response theory (IRT) eliminated 7 items due to guessing, while the classical test theory (CTT) eliminated 13 items. The test is prone to guessing, thus, helps pupils do better on the exam. To establish parameter estimates during test development, higher education institutions (HEIs) should employ the use of IRT.]]>
<![CDATA[An investigation on the effects of attitude towards algebraic problem-solving achievement ]]>
<![CDATA[Samiran Das]]>;
<![CDATA[Imdad Ali]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i2.23926
<![CDATA[The main focus of this work is to explore the effects of students’ attitudes towards problem solving (ATPS) in algebra with respect to gender and type of school. The contribution of the predictor variables of ATPS in algebra to the prediction of problem-solving achievement (PSA) is being investigated. For the study, 200 class IX students are randomly selected from the government (GOVT) and private (PVT) schools in the Morrigan district, India. The algebraic attitude scale (AAS) is used to determine students’ ATPS, whereas the problem-solving test (PST) is used to determine students’ PSA in algebra. The AAS instrument consists of three subscales: perseverance (PE); self-confidence (SC), and willingness (WL). The t-test and multiple regression analysis are used to analyze the collected data. The finding reveals that there are statistically significant differences in students’ ATPS based on gender and type of school. The finding also reveals that PE, SC, and WL have a significant positive relationship with the PSA in algebra. Therefore, it is suggested that teachers should make an effort to provide support in the form of explanations, modeling, coaching, and other forms of assistance, as well as a conducive environment that encourages students’ overall ATPS that can enhance their PSA in Mathematics.]]>
<![CDATA[The effects of mentoring programs on primary students’ enjoyment of reading ]]>
<![CDATA[Aminuyati Aminuyati]]>;
<![CDATA[Venny Karolina]]>;
<![CDATA[Carla Queiroz]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i2.24343
<![CDATA[Mentoring programs in education are known as the involvement of experienced persons to support students’ learning. Concerning improving literacy, mentoring programs aim to help students understand reading materials and improve their reading enjoyment and behaviors. This research aimed to investigate mentoring programs’ impact on primary students’ reading enjoyment. This study, in particular, intended to probe whether the mentoring programs significantly affected students’ reading enjoyment, whether male and female students differed on their reading enjoyment after getting mentoring intervention and whether the periods of mentoring impacted students’ enjoyment of reading. The study used secondary data of the Time to Read Program, a volunteering program conducted in Northern Ireland held by the Business in the Community in cooperation with Education Authority to promote literacy to local primary school students. The sample students in the secondary data used in this study were 250 eight-to-nine years old students. This study used the independent t-test and the ANOVA test to analyze the data. This study failed to find evidence that mentoring programs increased students’ reading enjoyment and that males and females differed in their reading enjoyment after mentoring intervention. However, this study found evidence that mentoring periods significantly improved primary students’ reading enjoyment.]]>
<![CDATA[Making sense of students’ errors in solving problems related to measures of dispersion ]]>
<![CDATA[Ng Chiew Leng]]>;
<![CDATA[Chew Cheng Meng]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i2.24580
<![CDATA[The importance of statistical learning has been widely discussed. However, little effort has been made to understand the difficulties of students in learning measure of dispersion, which is the key component to statistical learning. The present study sought to identify the reasons behind the errors committed in solving problems related to measures of dispersion, by examining students’ errors in the diagnostics tests, followed by in depth interviews to elicit their thinking and understanding. There were 85 grade-11 high school students involved in the first phase of the quantitative research and 10 students with weak performance were subsequently selected for the second phase qualitative research. The interviews were conducted using the contingent teaching model. The findings indicated that students’ committing errors in solving problems related to measure of dispersion due to lacking statistical vocabulary knowledge, weak symbol sense, rote learning, low statistical reasoning and statistical thinking ability. The results of the study and proper remedials are discussed.]]>
<![CDATA[Exploring teachers’ technology acceptance during COVID-19 pandemic: A systematic review (2020-2022) ]]>
<![CDATA[Teo Woon Chun]]>;
<![CDATA[Melor Md Yunus]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i2.25398
<![CDATA[The emergence of novel coronavirus disease 2019 (COVID-19) caused teachers shifting from conventional mode to emergency remote teaching with technology use. Nevertheless, review of technology acceptance level of teachers towards technology is limited, despite its significance in sustaining education during the pandemic. This study aimed to explore teachers’ technology acceptance level and factors affecting their intentions of accepting technology in the COVID-19 pandemic. With the adherence of preferred reporting items for systematic review and meta-analyses (PRISMA) 2020 statement and list of inclusion and exclusion criteria, 22 articles which were published from 2020 to present and related to the research focus had been identified from Scopus and Web of Science databases. The findings depicted that most teachers hold high acceptance level towards using technology to deliver lessons during the COVID-19. There were five key factors affecting teachers’ intentions in accepting technology, namely: i) Perceived usefulness; ii) Perceived ease-of-use; iii) Attitude; iv) Social influence; and v) Facilitating conditions. This study has provided insight to stakeholders on teachers’ technology acceptance during the pandemic. Future studies are recommended to conduct systematic reviews on technology acceptance from students’ perspective by identifying published papers from more databases such as ERIC and Google Scholar.]]>
<![CDATA[Systematic review on digital transformation among teachers in public schools ]]>
<![CDATA[Nor Asiah Razak]]>;
<![CDATA[Roznim Mohamad Rasli]]>;
<![CDATA[Suvarmani Subhan]]>;
<![CDATA[Nor Aniza Ahmad]]>;
<![CDATA[Shazia Malik]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i2.24498
<![CDATA[Radical changes across almost all areas, including education, due to the COVID-19 outbreak. One of the rapid transformations is digital learning, also known as e-learning. Digital learning transformation has been taking place for more than a decade. However, little comprehensive analysis of digital transformation in teaching in public schools. To the best of the authors’ knowledge, no comprehensive analysis incorporates external and internal barriers and examines the prominent theories to study successful e-learning integration among teachers. The aim of this study was to provide a thematic and theoretical understanding of digital learning transformation among teachers in public schools. The data for the study was acquired from the Scopus databases. The study employed content and comparative analysis and advocated a grounded theory approach to inductively analyze and criticize the theme construction for answering two research questions. Based on a set of criteria to determine whether each derived study should be included or excluded, 42 articles were reviewed between 2010 and 2022. The analysis uncovered 10 themes of antecedents that were constructed as a framework based on the first-second-order barriers. Results also indicated that CHAT, TPACK, TAM, and UTAUT are the most prominent theories used to conduct digital transformation research. The findings offered significant implications for digital transformation and educational technology communities, especially for policymakers to strategize and reflect on the practice they implemented and improvised if necessary for future sustainable education and efficient teachers’ performance in teaching.]]>
