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[Enhancing cultural inclusivity in primary schools: insights from Springer multicultural education data ]]>
<![CDATA[Farid, Mujahidin]]>;
<![CDATA[Murtadho, Nurul]]>;
<![CDATA[Muslihati, Muslihati]]>;
<![CDATA[Alfan, Muhammad]]>;
<![CDATA[Minghat, Asnul Dahar]]>;
<![CDATA[Othman, Nooraini]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i4.27972
<![CDATA[Multicultural education is an essential approach for fostering inclusivity and promoting diversity within primary school settings. This systematic literature review aims to explore the issues employed in multicultural education within primary schools, utilizing a data source from Springer, a renowned academic publisher. This research applies the systematic review literature method with the preferred reporting items for systematic reviews and meta-analysis (PRISMA) protocol. The review examines scholarly articles published between 2018 and 2023 to identify trends, challenges, and best practices in the field. The findings of this review have implications for educators, policymakers, and practitioners in the field of education. The identified best practices, such as problem-based learning, social-emotional learning, and virtual field trips, can guide the development of curriculum frameworks, instructional approaches, and professional development programs that prioritize multicultural education in primary schools.]]>
<![CDATA[English learning autonomy among vocational college students in China: based on the three-aspect model ]]>
<![CDATA[Zhang, Jing]]>;
<![CDATA[Osman, Siti Zuraidah Md]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i4.28356
<![CDATA[Based on the three-aspect model of learner autonomy, this study examines levels of English learning autonomy and potential correlation factors, such as gender, admission sources, and field of majors, in a newly-built vocational college in China. The study employs a random sampling survey method and surveyed 280 students from a Chinese public vocational college. After data analysis with quantitative methods, this study found that 48.6% respondents presented high-level English learning autonomy, followed by 43.6% and 7.9% students with moderate-level and low-level English learning autonomy respectively. Additionally, vocational college students developed moderate self-management learning ability (mean=3.57) and autonomous behaviors (mean=3.48) remained to be improved even though vocational college developed high level of autonomous psychology (mean=3.81). With regard to influential factors of English learning autonomy among vocational college students, admission sources can be considered as the most important factor to determine different levels of English learning autonomy, but no significant correlation exists between English learning autonomy and gender or field of majors. In response to such situation, suggestions are put forward to enhance English learning autonomy from the perspective of learning agenda, learning strategies, selfassessment, reflection, and digital learning materials.]]>
<![CDATA[Student career centers measurement scale in higher education: exploratory and confirmatory factor analysis ]]>
<![CDATA[Adha, Maulana Amirul]]>;
<![CDATA[Wolor, Christian Wiradendi]]>;
<![CDATA[Maisyaroh, Maisyaroh]]>;
<![CDATA[Mustiningsih, Mustiningsih]]>;
<![CDATA[Ansar, Rudy]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i4.28632
<![CDATA[Previous research shows that measuring the quality of student career centers in higher education is not yet fully standardized and is often limited to qualitative approaches. The lack of valid and reliable measuring tools regarding the student career center can hamper efforts to improve and develop this service. The aim of the research is to develop and test a scale for measuring the quality of student career centers in the context of higher education. A quantitative approach with exploratory and confirmatory factor analysis (CFA) was used in this study, with respondents as many as 562 students from three different universities. Analysis and interpretation of the measurement scale evaluation was carried out in two stages, namely exploratory factor analysis (EFA) and continued with CFA. The research results identified that the dimensions of the role of career centers, utilization of career centers, management of workforce information, and fostering entrepreneurship are key elements that influence the effectiveness and impact of career centers in higher education. This scale can practically be used by each institution to evaluate the quality of the career centers they run, and can also be used by other researchers for further research.]]>
<![CDATA[Determining youths’ computational thinking skills using confirmatory factor analysis ]]>
<![CDATA[Muhamad, Mira Qerul Barriah]]>;
<![CDATA[Doddanavar, Indrajit Ajit]]>;
<![CDATA[Chowdhury, Shanjida]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i4.28513
<![CDATA[As technological advancements shape the workforce, computational thinking skills (CTS) are becoming increasingly crucial. The objective of the study is to explore the potential mediating role of professional development and career planning in the association between robotic coding and software and computational thinking. The study selected 308 youths using simple random sampling and the collected data was subjected to structural equation modelling (SEM) and confirmatory factor analysis (CFA) using SmartPLS. Additionally, demographic data were analyzed using statistical package for social sciences (SPSS). The results concluded that the instrument adopted fulfilled the requirements and was valid for measuring CTS. This indicates that the instrument effectively assessed the participants’ proficiency in CTS. The findings of this study have implications for addressing the skills gaps among youths. The outcomes of this research can aid in designing educational interventions and policies that focus on developing computational thinking skills among new graduates. By fostering these skills, youths can better adapt to the demands of the rapidly evolving technological landscape and contribute effectively to the industries and job market influenced by industry 4.0. Further research on longitudinal studies may be beneficial to assess the long-term impact of CTS development initiatives on reducing skills gaps and ensuring youths are equipped for future workforce requirements.]]>
<![CDATA[Challenges in engaging students with learning disabilities in food industry ]]>
<![CDATA[Nik Othman, Nik Norlaili Jamilah]]>;
<![CDATA[Mohd Kamaruzaman, Fathiyah]]>;
<![CDATA[Rasul, Mohamad Sattar]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i4.28124
<![CDATA[Students with learning disabilities (SLD) with potential for independent living and economic contribution can thrive by participating in technical and vocational programs tailored to the food industry. To ensure that SLDs do not lag behind a thorough comprehension of the challenges they confront is imperative for all stakeholders, including parents, instructors, and the government. Thus, the study investigated the challenges of engaging in vocational education for SLD. This study utilized systematic literature review (SLR) methodology, which synthesizes research findings to generate new insights and understandings. This study identified six challenges that students with learning disabilities must overcome before entering the workforce. The challenges are i) employment difficulties; ii) lack of resilience; iii) mismatch between special educational institution and industry needs; iv) curriculum deficiency for students with learning disabilities; v) lack of parental involvement and employer support; and vi) insufficient understanding of job descriptions in the food industry. Findings from this study provide valuable insights into the challenges faced by SLDs seeking to be part of the food industry. This knowledge can facilitate further research to develop job profiles that align with their unique abilities, ultimately fostering their success in careers and enriching their lives.]]>
<![CDATA[Effectiveness of generative learning strategies based on mobile learning technologies in higher education ]]>
<![CDATA[Kravchenko, Olena]]>;
<![CDATA[Dokuchaieva, Viktoriia]]>;
<![CDATA[Sbitnieva, Liudmyla]]>;
<![CDATA[Sakhatska, Vita]]>;
<![CDATA[Akinshyna, Iryna]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i4.28372
<![CDATA[The paper aims to comprehensively assess the effectiveness of generative learning strategies (GLS) using mobile learning technologies (MLT) in higher education, based on a quasi-experiment and quantitative and qualitative analysis. Methods included concept mapping, round table discussions, monitoring, computer testing, and statistical analysis. GLS with MLT demonstrated enhanced performance in Practical Ukrainian and English Language Courses. MLT-based GLS optimized teacher workload by reducing assignment checking time. Respondents rated MLT-based GLS for Ukrainian/English at 7.8/10. Effective methods included self-review, text correction, and concept mapping. The study validates MLT-based GLS in higher education, improving student performance and easing teacher tasks. Further research is planned for literature studies.]]>
<![CDATA[Scientific argumentations research for last 10 years: analysis bibliometric ]]>
<![CDATA[Suliyanah, Suliyanah]]>;
<![CDATA[Amiruddin, Mohd Zaidi]]>;
<![CDATA[Prahani, Binar Kurnia]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i4.26374
<![CDATA[The topic of scientific arguments is crucial to discuss because it is one of the basic sciences that has close links with other topics. Moreover, this science has a close relationship with the skills of the 21st century today. This study aims to reveal the current trends in the scientific argumentation field for the last 10 years based on the Scopus database. This study uses quantitative research through bibliometric studies with the keyword scientific argumentation year. The results of this study indicate that the number of article publications during the years 2012 to 2021 on the topic of scientific argumentation has increased on average. However, the most visible increase was in 2018-2021. The United States, Indonesia, and Germany dominated the publication of scientific argumentation topics from 2012 to 2021. As for the top authors were from the United States and Germany. Furthermore, in scientific argumentation, dominated by subject areas based on science, keywords used are argumentation, students, and scientific argumentation. There were several suggestions for the research, namely: i) the need for further research, especially on the differences and similarities of each argumentation; ii) the need to discuss the appropriate scope of argumentation at the appropriate learning level; iii) collaboration between universities that have a focus on this argumentation field. It is highly recommended that the research be more robust; and iv) future research must adapt to the current development of arguments so that the topic does not decline but continues to become the basis for studying other sciences.]]>
<![CDATA[Instructors’ perceptions and pedagogical approaches to online teaching in selected Malaysian private universities ]]>
<![CDATA[Heng, Jing Xiang]]>;
<![CDATA[Lee, Kam-Fong]]>;
<![CDATA[Amini, Mansour]]>;
<![CDATA[Ravindran, Latha]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i4.28718
<![CDATA[Private university instructors in Malaysia faced obstacles in their adaptation to the online learning mode while holding their pre-existing academic duties. This research aimed to explore those obstacles, and observe how the instructors tailored their pedagogical approaches. The research employed a qualitative research design. We used convenience sampling to select eight instructors from three private universities in Malaysia using semi-structured interviews. The findings revealed that the main challenges were instructors’ own workload and lessened time for professional development, the incompatibility of the provided multimedia with their teaching approaches, as well as the problem with their students’ readiness and participation. It was found that the instructors adapted their pedagogical approaches with a main focus on learners’ cognitive development, and this was hoped to be achieved through their choices of learning tools and multimedia, instructional strategies of collaborative and reflective learning, and consideration of learning outcomes and objectives. The instructors also incorporated their students’ feedback into their content development to increase the engagement. Interestingly, some instructors initiated their own content and approach, while receiving support from their institutes, peers, and other resources. The findings may contribute positively to instructor’s efforts in providing and maintaining an interactive, productive and stable learning environment.]]>
<![CDATA[Effectiveness of museum visits: attitude and learning of history ]]>
<![CDATA[Sahani, Chatterjee]]>;
<![CDATA[Prakasha, G. S.]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i4.28734
<![CDATA[This quasi-experimental study investigates the effectiveness of museum visit on 6th-grade students’ attitude towards and learning of history. The study engaged 120 students in the museum visit intervention. That includes, 60 students in the experimental group and 60 students in the control group. The study design included pre-test and post-test measures. The study administered an achievement test and an attitude scale toward history. The study analyzed the data using the repeated measures analysis of variance (ANOVA) statistical test. The study’s result revealed that the experimental group outperformed the control group in achievement test scores of histories. The museum-visit group expressed a more positive attitude towards history learning and engagement. These findings underscore museums’ potential as experiential learning environment, offering knowledge and fostering a positive attitude towards history. The study recommends the future researchers to conduct similar empirical studies in science subjects as a venue for place-based pedagogy in the Indian context.]]>
<![CDATA[Personal growth of social educators in the age of information technology ]]>
<![CDATA[Tuyakova, Ulbossyn]]>;
<![CDATA[Baizhumanova, Bibianar]]>;
<![CDATA[Mustapaeva, Talshyn]]>;
<![CDATA[Alekeshova, Lyazzat]]>;
<![CDATA[Otarbaeva, Zhansaya]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i4.27902
<![CDATA[The study aims to develop an IT-based educational model for the personal development of a social educator: emotional intelligence (EI) and creative abilities. The study took place at L.N. Gumilyov Eurasian National University and K. Zhubanov Aktobe Regional University in Kazakhstan. It involved four moderators of online learning, 62 students majoring in “social pedagogy”; two of the teachers were members of the curriculum development commission. The study used the method of videoconferencing and inferential analysis to examine the relationship between EI and the creative abilities of future social educators in Kazakhstan. The results showed that the respondents had a moderate level of EI with an average value of 3.39. The correlation between EI and the creative abilities of social educators was medium-strong and positive. Results indicate that an increase in the level of EI leads to an increase in creative abilities. The novelty and originality of the study lies in the following aspects: the development of an educational model of personal growth of social pedagogues on the basis of information technologies taking into account EI and creative abilities; the use of innovative methods to study the relationship between EI and creative abilities of teachers demonstrates the use of modern technologies of data collection and identification of correlations between the studied variables, which indicates the importance of the development of EI and creative abilities of social pedagogues.]]>
