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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 65 Documents
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Search results for , issue "Vol 12, No 4: December 2023" : 65 Documents clear
Exploring the relationship between teacher job satisfaction and professional development in urban schools during a pandemic Juhji Juhji; Encep Syarifudin; Supardi Supardi; Paiman Paiman; Dina Indriana; Sutanto Sutanto; Irma Yunita Ruhiawati; Ima Rahmawati
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.24510

Abstract

Job satisfaction and professional development are the talks of teachers in facing the challenges of 21st-century learning, where they must be able to adapt to the progress and development of information and communication in technology. Therefore, this article aims to analyze teacher job satisfaction, professional development, and the interaction between the two during the pandemic. A total of 232 public and private school teachers in urban areas were used as research samples. The sampling technique used a random technique. The research used an instrument developed and validated, then distributed through the principal and school supervisor, and the data were analyzed using the correlation technique. During the pandemic, the results revealed a high level of job satisfaction for state Islamic school teachers and a low level of job satisfaction for private Islamic school teachers, as well as a high level of professional development in both public and private Islamic schools and a moderate positive correlation between teacher job satisfaction and professional development in urban schools. Therefore, teachers should develop and carry out professional development in facing the challenges of 21st-century learning.
Exploring the challenges in classroom assessment: A mixed-method study of secondary schools in Pakistan Syed Kamran Ali Shah; Muqaddas Butt; Ayesha Saleem; Muhammad Usman Rafique
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25566

Abstract

In the process of classroom assessment, data is collected regarding the skills, understanding and knowledge of students. It has very important role in enhancing academic achievement of students. Present study was designed at exploring the challenges of classroom assessment. The sample of study contained a sample of 360 participants and a concurrent mixed-method design was deployed to conduct the research. Data collection was carried out using researchers’ self-developed questionnaire. The collected data was analyzed using statistical software of SPSS version 24.0 for descriptive and inferential stats. For collection and analyses of qualitative data, classroom observation and semi-structured interviews were also conducted. The study explored those major challenges included lack of interest of both, the parents and the students; insufficient guidance on the assessment by school administration; and less or no provision of professional training in assessment to the teachers. It was recommended that the school administration should take appropriate steps for the involvement of all stakeholders. Extensive professional training should be provided to all the teachers on regular basis by the concerned departments.
Development of active learning management model for active citizenship competencies enhancement in elementary school Supachai Somnual; Kittichai Suthasinobon; Rungtiwa Yamrung
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25649

Abstract

The purpose was to develop and study the effectiveness and efficiency of an active learning management model for developing active citizenship competencies for primary school students. The sample group was fifth-grade students at a demonstration school. The research instruments included: a manual for the active learning management model, active learning lesson plans, an active citizenship competencies test, and a satisfaction questionnaire. Statistics for data analysis were percentage, mean, standard deviation, and dependent sample t-test. The research results were: i) A six-step active learning management model was designed for developing active citizenship competencies for primary school students: step 1 situation to the problem, step 2 original knowledge, step 3 collaboration, step 4 information gathering, step 5 active application, and step 6 lead to reflection and assessment. A consistency assessment (item objective congruence (IOC), 5-point scale) of the model by a group of experts resulted in the highest level (mean=4.69, SD=0.47); ii) The efficacy of the active learning management model in developing active citizenship competencies were measured for knowledge, higher-order thinking skills, and attributes. For each of the measured components, the improvement in average score was statistically significant at the 0.05 level; and iii) The satisfaction of students with active learning management was high (mean=4.47, SD=0.74).
Mathematics education in the digital age: How to foster higher-order thinking skills? Wanda Nugroho Yanuarto; Eka Setyaningsih; Akhmad Jazuli; Elfis Suanto
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.24494

Abstract

How technology and industrial change affect how well students do in school for the 4.0 level to be met, students must be able to use higher-order thinking and technological pedagogical content knowledge (TPACK). Students have difficulty using advanced technological tools when they need to think critically and artistically. So, students will only be able to learn higher-order thinking skills if they have TPACK. It is a common reason why people need to learn mathematics better in the current world. The purpose of this research was to help complete a structural model of TPACK and higher-order thinking skills for distance math learners. In a cross-sectional quantitative study, the data were looked at with structural equation modelling (SEM). For this study, 279 people from Universitas Muhammadiyah Purwokerto and Universitas Riau were chosen to participate. The study’s structure model shows a powerful link between higher-order thinking skills and TPACK. As a result, secondary school mathematics educators can benefit from this study’s findings by adopting fresh perspectives on TPACK and higher-order thinking.
Automating assessment and evaluation for a bachelor’s degree program Mozaffar A. Chowdhury; Kazi Khaled Shams Chisty; Hasanuzzaman Tushar; Kazi Md Fahim Ahmed; Shaikh Sabbir Ahmed Waliullah
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25479

Abstract

Outcome-based education (OBE) makes learning happen and measures automating assessment and evaluation system. The objective of the study is to assess student’s learning in International Finance course and report OBE and propose strategies for continual quality improvement (CQI). In this study, a widely accepted self-developed spreadsheet used to measure course learning outcomes (CLO) and program learning outcomes (PLO) of international finance in a bachelor’s degree program of fall 2021. The method of sampling technique is purposive and a sample of 27 students have been considered for the analysis. Using direct method on specific parameters (quiz, assignment, presentation, and exams), an overall CLO attainment has been measured and compared with a targeted key performance indicators (KPI) (70% is set). Findings reveal that the first three out of five CLO have met the standard KPI. However, a CQI has been proposed for further improvement of CLO. Also, future works proposed to instrument CQI processes, engage industry experts and external OBE experts from foreign universities. Program self-assessment is mandatory for quality assurance at university and also preparation for accreditation of the program needs self-assessment. Therefore, CLO is mandatory for assessment and evaluation urgently.
Organizational culture and management practices at technical vocational education and training colleges Kaizer Raseane Makole; Bhekabantu Alson Ntshangase; Steven Kayambazinthu Msosa
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25340

Abstract

Building an effective organizational culture of high performance has proven to be elusive amongst strategic and operational managers of selected public technical vocational education and training (TVET) colleges in the Gauteng province in the post-merger period of 2007 to 2010. Poor organizational culture demonstrated by a lack of the Ubuntu principles of humanness and teamwork; management inefficiency and instability undermined the role of public TVET colleges in the Gauteng province, South Africa. The identified knowledge gap is a paucity of information on how the values of Ubuntu are infused into management practices to improve organizational management practices. A mixed methods research approach that adopted multiple case studies, unstructured interviews and survey questionnaires was undertaken to assess an organizational culture and management practices by strategic and operational managers, and lecturers at selected public TVET colleges. Descriptive statistical and thematic analyses were employed to generate, interpret, and analyze the findings from participating managers and lecturers. The findings revealed the need to re-purpose public TVET colleges in South Africa to align with the strategic priorities and goals of the National Development Plan: Vision 2030. Strategic and operational managers should also be capacitated with stakeholder relations building and management skills to create student workplace opportunities with businesses and industries.
Through parents’ eyes: Exploring parental involvement’s experiences on online learning Somariah Fitriani; Yessy Yanita Sari
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25114

Abstract

The engagement of parents in their children’s education has been the subject of several studies for decades, but socio-cultural theories that highlight parents’ mentoring of their children’s social learning have received less attention. This semi structure interview study intended to explore parents’ experiences of their involvement on children online learning. The study was conducted to obtain the data from six parents whose children attended primary schools. The data garnered from online and offline interviewing were transcribed and then interpreted by employing thematic content analysis. The study revealed four themes including parents’ emotional state and parental burnout, technological awareness, pedagogical experiences and benefits of online learning from parents’ perspectives. This study underlines the value of parental cooperation in fostering children’s learning and lowering mothers’ stress levels, particularly in online learning due to the COVID-19 pandemic.
Scale’s impact in education system’s performance: Cases in Draa-Tafilalet, Morocco Mariam Akdim; Aboubakr Sabiri; Hamid Akdim; Sabah Selmaoui; Anouar Alami; Nadia Benjelloun; Moncef Zaki
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25100

Abstract

This study aimed to apprehend the scale’s role in education planning and performance. The national scale approaches tend to neglect local specificities. The relevance of the provincial and local scales is underlined in Draa-Tafilalet region (Morocco). By comparing the provincial data and indicators to study the education system's efficiency, we argue that these are pertinent scales to further understanding the needs, causality and key parameters of education. Collected data is analyzed using the data envelopment analysis (DEA). Useful indicators to compare the spatial variability of the education system’s efficiency were produced and discussed at a provincial scale and interpreted considering the local socioeconomic characteristics in each province. The five provinces of the region (Errachidia, Ouarzazate, Tineghir, Midelt, Zagora, and Midelt) are considered as adapted decision-making unit (DMU) in the study. The results show the provincial scale is relevant to apprehend the education system’s performance. It is also important in education planning. The spatial differences in education efficiency at this scale show evidence of weak education impacts among rural populations in the recently created provinces such as Tineghir, Midelt, and Zagora. The criterion of education efficiency measured by DEA ranks Tineghir in the last position. This province needs special attention in planning and development.
Exploration of the fear of missing out internet based on demography Yuda Syahputra; Miswanto Miswanto; Merri Hafni
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25353

Abstract

Rapid technological developments make it easier for humans to carry out daily activities. Technology that is experiencing very rapid development today is information technology, one of which is a smartphone. Smartphones require internet access to be able to perform as a sophisticated mobile phone. The purpose of this study is to measure the difference in fear of missing out (FoMO) internet students based on gender, faculty, and domicile based on the area of residence. The method in this study uses descriptive comparative, which combines two-way analysis of variance (ANOVA) with Rasch racking model by transforming raw data into logarithmic data. The data in this study were five-point Likert scale polytomy data collected using the FoMO scale instrument which was disseminated online and the research data were analyzed using the Rasch model. The findings show that there are significant differences in FoMO internet in terms of men and women. Furthermore, this study discusses differences in the FoMO internet regarding faculty and domicile, therefore a context is needed to improve the alignment program with technology counseling.
Teaching strategies for cultivating preschoolers’ sharing behavior based on gender roles in Chinese culture Yu Xiao; Maizura Yasin; Nor Aniza Ahmad; Norzihani Saharuddin
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.24784

Abstract

Chinese boys and girls manifest distinct sharing behavior compared with children of other nationalities following different cross-national pathways. Undoubtedly, the Chinese traditional culture projects distinct expectations of female and male roles. Kindergarten teachers are responsible for delivering cultural norm knowledge to children and shaping their behaviors and beliefs. This study aims to provide an insight into how kindergarten teachers cultivate preschoolers’ sharing behavior considering the traditional gender-role culture in China. This study adopted the multiple case study approach and involved six participants working in a Chinese public provincial kindergarten in Hebei Province. The data collection techniques used comprise semi-structured interviews and document analysis. This study’s findings showed teachers develop both boys’ and girls’ sharing awareness through an other-oriented strategy. They also elicit sharing practices through benefits-oriented and habits-forming strategies. However, different treatments of boys and girls could be observed in some respects. These findings demonstrate that children’s sharing behaviors are shaped through the same strategy with a subtle gender bias. They further imply that the gender-role knowledge of Chinese kindergarten teachers impacts how they cultivate preschoolers’ sharing behavior.

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