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[Teachers’ digital literacy overview in secondary school ]]>
<![CDATA[Sherly Rahmawati]]>;
<![CDATA[Ade Gafar Abdullah]]>;
<![CDATA[Isma Widiaty]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i1.25747
<![CDATA[This study explored the teachers’ digital literacy in secondary school and deciphered the most suggested way of enhancing secondary teachers’ digital literacy, overview levels, and the trends factors in the last five years of research. The methodologies in this study employed the traditional systematic literature review (SLR), which compiled some previous studies to be examined. The initial studies were only selected from an article published in a reputable journal indexed by Scopus. Of the 118 articles reviewed, 46 were selected to be included in the analysis. Significant findings summarize the fact that most of the last five-year research about teachers in secondary schools was impacted by the rapid development of technology and the demand for 21st-century skills. To summarize, as it is at the intermediate level, most secondary school teachers are digitally literate. However, future research may evaluate digital literacy training programs for teachers to assess what improvements should be made to delivery as well as existing frameworks used to test teachers’ digital literacy.]]>
<![CDATA[The influence of school climate on high school teachers’ job satisfaction in a conflict-affected country ]]>
<![CDATA[Abdul Qawi Noori]]>;
<![CDATA[Hamdan Said]]>;
<![CDATA[Sayeed Naqibullah Orfan]]>;
<![CDATA[Siti Nisrin Mohd Anis]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i1.22890
<![CDATA[School climate plays a vital role in a teacher’s job performance, satisfaction, and school effectiveness. There were abundant studies on school climate and effectiveness and its relationship with teachers’ job performance and job satisfaction for primary and secondary schools in developed and developing countries. Unfortunately, there were scarce studies on teachers’ satisfaction in underdeveloped countries with prolonged conflicts and government instability. This study investigated the influence of school climate on teachers’ job satisfaction in a conflict-affected country, Afghanistan. It employed a survey questionnaire to collect data from public high school teachers in the Takhar province of Afghanistan. The data were descriptively and inferentially analyzed with the aid of statistical package for the social sciences (SPSS). Despite prolonged conflicts and government instability, the study found a statistically positive correlation between school climate and high school teachers’ job satisfaction. It also revealed statistically significant differences in the satisfaction level of teachers by their demographic variables, i.e., gender, educational qualification, age, and working experience. The study suggests that education administrators, school leaders, and other stakeholders develop a policy advancing a peaceful and conducive learning environment to improve student’s learning outcomes, teachers’ job performance and satisfaction, and school effectiveness. Future studies may qualitatively examine schools in different parts of the country.]]>
<![CDATA[An integrative review of secondary school quantum physics curricula in Malaysia ]]>
<![CDATA[Jedol Dayou]]>;
<![CDATA[Laurah Markus]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i1.26083
<![CDATA[As a relatively new subject in the physics curriculum of Malaysian secondary schools, quantum physics (QP) raises questions about its relevance to students and the best approach for teaching it. This paper aims to analyze the content of the QP curriculum to provide students with a meaningful learning experience and expose them to the nature of science (NOS). To accomplish this, the Malaysian standard curriculum document known as Dokumen Standard Kurikulum dan Pentaksiran (DSKP) and the textbook were analyzed through integrative review. Frameworks and perspectives identified by Stadermann and co-workers on the common trust of the QP curriculum in 15 different countries were used as a benchmark for this analysis. It is found that the QP curriculum in Malaysia focuses on the fundamental principle of understanding the quantum energy of light and its interaction with matter. However, it is also found that there are specific NOS aspects that can be highlighted to help students develop their scientific literacy. These might include emphasizing the philosophy of complementarity in explaining the wave-particle duality principle, the ultraviolet catastrophe, and the contradiction of classical physics interpretation with QP. It is suggested that the QP curriculum be improved by including these and other relevant examples to be on par with other countries. Overall, this analysis provides insight into the relevance and content of QP in Malaysian secondary schools. The proposed changes may help improve students’ learning experience and provide a more comprehensive understanding of the NOS.]]>
<![CDATA[Validation of the French version of the classroom assessment scoring system infant and toddler in Quebec ]]>
<![CDATA[Lise Lemay]]>;
<![CDATA[Paul Hayotte]]>;
<![CDATA[Julie Lemire]]>;
<![CDATA[Caroline Bouchard]]>;
<![CDATA[Lorie-Marlène Brault-Foisy]]>;
<![CDATA[Nathalie Bigras]]>;
<![CDATA[Gilles Cantin]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i1.25305
<![CDATA[The objective of this study is to validate the French version of the Classroom Assessment Scoring System (CLASS) infant and toddler, as employed to assess the quality of interactions in groups of children under 3 years old, in childcare centers in Quebec where French is the official language. Indeed, when using a different language version of a standard-based tool outside its original context, an important step is to verify that it remains reliable and valid for measuring the research construct. This validation study was conducted in Montreal area (Quebec, Canada). The subjects were 154 classrooms (46 infant, 108 toddler) located within a representative sample of 68 childcare centers. Live classroom observations were conducted in the fall 2018 with the CLASS and other measures of process quality. Results replicate the factor structures of the original versions of the CLASS tool and provide evidence for the good reliability (inter-rater reliability, internal consistency) and validity (criterion and construct) of the French versions. The discussion highlights cross-cultural differences in the classrooms, childcare centers, and regulations that could explain some differences obtained in this research and, therefore, needs to be considered when using the CLASS in French to have a reliable and valid tool to measure the quality of interactions.]]>
<![CDATA[Effects of career readiness module on career self-efficacy among university students ]]>
<![CDATA[Nik Rafidah Nik Yusoff]]>;
<![CDATA[Mastura Mahfar]]>;
<![CDATA[Muhammad Sukri Saud]]>;
<![CDATA[Aslan Amat Senin]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i1.25257
<![CDATA[This study aimed to identify the effects of the Career Readiness Module on career self-efficacy and its subscales, namely self-appraisal, occupational information, goal selection, planning and problem solving among university students. The randomized pretest-posttest control group were used in this study. A total of 60 second year students from the School of Computing, Faculty of Engineering, Universiti Teknologi Malaysia, were selected as research subjects using random cluster sampling. Both groups completed the Career Decision Self-Efficacy–Short Form (CDSE-SF) and the Big Five Inventory (BFI) questionnaires before and after the two-month intervention sessions. Data were analyzed using Statistical Package for Social Science version 23.0. The repeated-measures ANOVA and effect size were used to test the hypotheses of study. The study results showed significant differences in the experimental group for career self-efficacy and each of its subscale between pre-test, post-test 1, and post-test 2 at the p≤.05 significant level. This study also demonstrated the significance of implementing the Career Readiness Module among university students prior to graduation in order to improve their career self-efficacy.]]>
<![CDATA[Stakeholders’ awareness and acceptance of the vision, mission, goals, and outcomes statements of a teacher education college ]]>
<![CDATA[Januard D. Dagdag]]>;
<![CDATA[Noel A. Palapuz]]>;
<![CDATA[Jane C. Caliboso]]>;
<![CDATA[Eddie I. Peru]]>;
<![CDATA[Regina P. Mauro]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i1.25395
<![CDATA[This study examined the awareness and acceptance of the stakeholders of a teacher education college in the Philippines of their university vision and mission and the college goals, and outcomes statements (VMGOs). Of the 700 target respondents, 406 stakeholders responded to the survey transcribed in Google Form. They were 42 school personnel, 106 parents, and 258 students; 301 females and 105 males. The five-point rating scales asked the respondents to assess their awareness and acceptance of 16 statements including one vision, one mission, five institutional outcomes (IO), two college goals, and seven program outcomes (PO). The respondents as a whole indicated they were very aware of the VMGOs and these were very acceptable for them. However, the school personnel were consistently more aware than the students and the parents/officials; while the parents/officials consistently indicated the lowest awareness and acceptability scores for all the statements. The results further revealed a significant acceptable relationship between awareness and acceptability scores. The variables share a variance ranging from 51% to 61% confirming that as awareness increases, acceptance rate also increases. Various implications of these findings are discussed.]]>
<![CDATA[Learning from COVID-19: how Indonesian English teachers see computer-assisted language learning? ]]>
<![CDATA[Rizkiana Maharddhika]]>;
<![CDATA[Mushoffan Prasetianto]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i1.25865
<![CDATA[The COVID-19 outbreak has transformed various parts of life, including teaching and learning methods. Teachers, especially Indonesian English teachers, were taken aback by the abrupt transition from offline to online instruction because it was unanticipated and unprepared. This paper attempted to investigate how teachers implement their pedagogical knowledge in the online environment during the pandemic and how they improve on using computer-assisted language learning (CALL) during the sudden shift from offline to online instruction. The findings revealed that teaching methods are being adapted to accommodate the features of the online platform. In order to adjust to this new situation, teachers use their creativity to adapt the stages of cooperative learning, collaborative learning, and class discussion in an online context. Participating in virtual workshops and training also helps teachers improve their digital skills concerning internet material. In the future, the results of the present study can be applied to improve the teacher education curriculum. Specifically, it is suggested to construct a course for the teacher education curriculum that places pre-service teachers in diverse and challenging conditions.]]>
<![CDATA[Visualization of students’ cognitive knowledge in digital concept mapping ]]>
<![CDATA[Gabriela Stefkova]]>;
<![CDATA[Jana Michalkova]]>;
<![CDATA[Lucia Dimunova]]>;
<![CDATA[Beata Gress Halasz]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i1.26349
<![CDATA[Meaningful learning through the creation a digital concept map is the easiest way to gain cognitive knowledge, new information, and possibility how to expand among learners. Only a few empirical studies have been conducted in the field of nursing regarding learning through concept mapping to achieve higher levels of knowledge and digital skills. The study evaluated the student’s ability to visualize cognitive knowledge by creating a digital concept map. The objectives were to identify the perception using digital technologies and conceptual mapping, differences and relationships between gender, age, years of study, and branches. We used the ContextMinds program map creation. There were 92 Slovak students of nursing, public health and physiotherapy participated in the study. Data were collected and analyzed using IBM SPSS version 25.0. Perception of learning using digital concept mapping strategy was assessed using descriptive statistics, where paired t-test, analysis of variance (ANOVA) and Chi-square were used. The study found a positive perception of creating the digital concept map, but a low level of digital skills. First-year students took one or more weeks to submit the final version of the concept map in comparison to third-year students who took one or more hours. For second-year students, a creation of a concept map was less problematic than for first-year students. Students prefer standard teaching and learning methods. Healthcare absolvents are required to be proficient in digital literacy. Applying cognitive knowledge to create a digital concept map is a challenging strategy procedure.]]>
<![CDATA[The study of digital literacy components for youths during the COVID-19 pandemic in Bangkok, Thailand ]]>
<![CDATA[Ruthairat Siriwattanarat]]>;
<![CDATA[Kittikhun Meethongjun]]>;
<![CDATA[Donsak Tsailekthim]]>;
<![CDATA[Weerawich Wongroj]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i1.26575
<![CDATA[This research paper investigates digital literacy components for youths in Bangkok. The first phase used a qualitative method. The key informants were eight experts in information and communication technology (ICT), human resource (HR), and education. The second phase was to develop the measurement of digital literacy components using the confirmatory factor analysis (CFA) approach with a sample consisting of 1,362 youths in Bangkok. Data collection was conducted through a questionnaire with 52 questions. The results revealed that digital literacy criteria for youths in Bangkok consisted of four factors containing 13 indicators. The first factor and its related access components was three subcomponents, which are i) use of tools and devices; ii) data collection in the cloud; and iii) internet connection. The second factor was understanding components consisting of evaluation, ethics, and legal literacy. The third factor was use of components consisting of safeguarding, search, sharing, and innovation. The fourth factor was creating components consisting of creating weblogs/applications, presenting on website/application, and safeguarding. CFA was employed to test the construct validity of the research latent variables that revealed the harmony correlation of empirical data contained in this research model. These results were employed to develop a digital literacy for youth during the COVID-19 pandemic in Bangkok, Thailand.]]>
<![CDATA[Development of Android-based virtual laboratory media at vocational school: effects on students’ cognitive skills ]]>
<![CDATA[Aisyah Khilawatun Niswah]]>;
<![CDATA[Roemintoyo Roemintoyo]]>;
<![CDATA[Triana Rejekiningsih]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i1.25470
<![CDATA[Vocational school students are not only required to master competency skills but also cognitive skills. Engineering mechanics learning is a basic calculation lesson that students should master. This research aimed to develop and identify the effectiveness of Android-based virtual laboratory (V-lab) media to improve students’ cognitive skills in learning engineering mechanics at vocational school in Surakarta. The subjects comprised 70 students of first grade vocational school majoring in civil engineering in Surakarta. This research was a research and development (R&D) study to develop an Android-based virtual laboratory media. Testing the N-Gain analysis in the experimental and control classes was to determine the effectiveness of virtual laboratory media in improving students’ cognitive thinking skills. Data were obtained from questionnaires and pretest and post-test test sheets. The developed virtual laboratory media was considered ‘very appropriate’ by media, material, and practitioner experts. The average value of N-Gain for the experimental class was 78.19% which was included in the effective category. Meanwhile, in the control class, the average N-Gain value reached 54.07%, which was included in the less effective category. This indicates that the use of Android-based virtual laboratory media for learning is more effective than conventional learning media.]]>
