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[Blended learning in the development of university students’ metacognition ]]>
<![CDATA[Malik, Umit]]>;
<![CDATA[Malikov, Anuar]]>;
<![CDATA[Abdyhalykova, Zhazira]]>
<![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.v13i4.28233
<![CDATA[In the conditions of the advancing digitalization and the introduction of restrictions aimed at combating the COVID-19 pandemic, there is a search for new formats of learning at universities, the most promising of which the authors believe to be blended learning. The study aims to assess the effectiveness of the development of metacognition in a university blended learning environment. The development of students’ metacognition as part of an empirical study is achieved by a set of methods, the key among which is the experiment. The results of the experimental study suggest that students’ perception of the environment of blended learning tends to improve. In particular, improvement is observed in the indicators of some metacognitive skills (the choice of the place and time of training, planning of learning activities, monitoring of the obtained knowledge, and the experience of working with information). The results reveal improvements in the self-regulatory component of metacognition. As a result of the study, it is concluded that the comprehensive development of metacognitive skills among students ensures their engagement in learning and greater consciousness and proves useful in the context of blended learning.]]>
<![CDATA[Development of mathematical mindset scale for mathematics education students ]]>
<![CDATA[Megawanti, Priarti]]>;
<![CDATA[Supriyati, Yetti]]>;
<![CDATA[Tjalla, Awaluddin]]>
<![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.v13i4.27845
<![CDATA[Mathematical mindset is a vital element of one’s ability to understand mathematics. Teachers’ mindsets affect the way they deliver mathematics to their students, which in turn, will affect students’ mathematical mindsets. This paper discusses and proposes a mathematical mindset scale (MMS) for mathematics education students as prospective teachers. The instrument was developed to examine respondents’ mindset towards mathematics. There are three-stage processes to finalize the items in the instrument. The first stage is theory collection and preparation of instrument items based on the dimensions of challenge, resilience, effort, learning from critics, and learning from mistakes. The second stage is content validation by a team of experts. The final stage is item selection using confirmatory factor analysis (CFA). The CFA results with a total of 259 mathematics education students produced 11 questions with factor loadings above 0.5. Meanwhile, construct reliability (CR) and average variance extracted (AVE) values are all above the criterion values. The limitations of this research are also discussed further.]]>
<![CDATA[Exploring faculty profile and technology transfer initiatives of a newly-instated state university in the Philippines ]]>
<![CDATA[Dio, Ryan V.]]>;
<![CDATA[Solano, Sheryl S.]]>;
<![CDATA[Gonzales, Ivy Rose B.]]>;
<![CDATA[Guarte, Hysa Brigitte D.]]>
<![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.v13i4.27355
<![CDATA[The current university standards of research productivity focus on commercially adopted innovations in various industries. However, as a newly instated university in the Philippines, the Sorsogon State University’s research outputs in various disciplines are still lacking the necessary technology readiness level (TRL) that the industry requires. This descriptive method of research using correlation design utilized archival sources to determine the association between the faculty profile and the TRL of research outputs of the university. It was found that more than half of the 194 regular faculty members are specializing in soft sciences which resulted in the dominance of the basic type of research (250 out of 296) conducted from 2015 to 2020. Using the nine-point National Aeronautics and Space Administration (NASA) scale, the study revealed the right-skewed distribution of TRL assessment of faculty research outputs by area of specialization, almost all reaching TRL 1-4 and were not transferred to the intended beneficiaries. Factors such as academic rank, area of expertise, and highest educational attainment of faculty members were significantly associated with the TRL of their research outputs. Faculty members with the appropriate expertise and education preparation may be given the opportunity to collaborate with potential industry partners as part of the re-engineering process of the university’s research function.]]>
<![CDATA[Cyberspace: is it useful or not in the world of education? ]]>
<![CDATA[Salam, Muhammad Yusuf]]>;
<![CDATA[Mudinillah, Adam]]>;
<![CDATA[Amrina, Amrina]]>;
<![CDATA[Suharmon, Suharmon]]>;
<![CDATA[Shidqi, Muhammad Husni]]>;
<![CDATA[Oktavia, Nur Afni]]>
<![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.v13i4.25615
<![CDATA[This study aims to enhance the usage of Instagram among educators and students. Currently, in the field of education, this application is primarily used as a joining material or a place to take pictures. The use of social media in the form of Instagram can aid in children’s learning by increasing their activity and creativity. Additionally, the virtual world of Instagram makes it easy for learning material to be repeated anywhere and anytime. In this study, data was collected from Instagram users using a survey method that included interviews. The results showed that users complain of high data usage and difficulties in using the application as a learning platform. Therefore, it can be concluded that Instagram is primarily used by the general audience as a joining material and mood booster. This led the researchers to take the initiative to conduct further research on the potential use of Instagram in education.]]>
<![CDATA[The factors in the decision-making of high school graduates about higher education in the digital era ]]>
<![CDATA[Askarova, Nailya]]>;
<![CDATA[Shalamovа, Olga]]>;
<![CDATA[Voronova, Liia]]>
<![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.v13i4.27618
<![CDATA[Numerous specialists from different fields and perspectives have investigated determinants affecting the choice of future career path by school-leavers. The present study aims to analyze the factors influencing the decision of applicants to choose an academic major at a higher educational institution in the context of the digitalization of education. The authors developed the questionnaire for interviewing respondents. The survey involved a total of 160 students from Russia and Kazakhstan. The study took place from September to November 2022. The researchers collected a large amount of data, including the average scores of students and first-year students’ responses to the survey. The analysis of these data revealed many factors that influence a school graduate’s decision on a future academic major. The results describe three groups of factors that influenced the students’ decisions, namely family, social, and academic ones. The findings suggest that students choose an academic major more independently when they have an online learning experience. In the context of digitalized education, respondents are more likely to discuss their profession with peers or friends in social networks than with parents (0.49 vs. 0.31).]]>
<![CDATA[Validation of the factor structure of the motivated strategies for learning questionnaire ]]>
<![CDATA[Tran, Van Dat]]>;
<![CDATA[Dong Le, Thi A]]>
<![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.v13i4.28703
<![CDATA[In recent years, the motivated strategies for learning questionnaire (MSLQ) has been used to assess students’ motivational orientations and utilization of various learning strategies. Due to its significant effects on student outcomes such as academic performance and careers, research on the factor structure of motivated strategies for learning has received increasing attention. However, the existing literature indicates a dearth of studies focusing on the MSLQ dimensions in Vietnam. Therefore, this study aimed to ascertain the factor structure of the 31-item Student Motivation Scale (SMS), which is a subset of the larger 81-item MSLQ, in the context of Vietnam. The study utilized the Vietnamese version of the SMS to collect data from 317 high school students in Vietnam. The factorial analysis showed that the SMS has its original six-factor structure, which is made up of task value (TV), control beliefs, self-efficacy for learning and performance (SLP), test anxiety (TA), and intrinsic goal orientation (IGO). The present study recommended that school leaders and teachers should use the SMS to assess students’ motivation in the context of Vietnamese education.]]>
<![CDATA[Personality traits and work performance among academicians in university: leadership styles as a mediator ]]>
<![CDATA[Setiyowati, Ninik]]>;
<![CDATA[Jaafar, Jas Laile Suzana]]>;
<![CDATA[Abdul Razak, Ahmad Zabidi]]>
<![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.v13i4.28214
<![CDATA[Psychologists have argued that Western-based explanations of personality traits, leadership styles, and work performance may not capture Eastern norms and values. This study compares academicians’ personality traits and work performance in a traditional Indonesian Javanese community using transformational and Asta Brata as western and Hindu philosophy of leadership styles scales, respectively. This study uses transformational and Asta Brata leadership styles to examine how leadership styles act as mediators between personality traits and work performance. The respondents were 342 academics from East Java universities selected using multistage cluster random sampling. The results showed that the transformational leadership style mediates only the relationship between agreeableness with contextual performance and openness to task performance. Asta Brata’s leadership style mediates openness to experience, extraversion, and agreeableness with tasks and contextual performance. In conclusion, academicians recognize that Asta Brata is better than the transformational leadership style as a mediator between personality traits and work performance. These data imply Asta Brata’s leadership approaches better resemble Javanese leadership and are accepted by followers than transformational leadership. Finally, Asta Brata’s leadership styles explain the big five personality traits and work performance better than transformational leadership styles.]]>
<![CDATA[Students’ perception and preference of feedback methods: enhancing the quality assurance of higher education institution ]]>
<![CDATA[Al-Amri, Amal Said]]>;
<![CDATA[Jani, Rohana]]>;
<![CDATA[Zubairi, Yong Zulina]]>;
<![CDATA[Kumar, Senthil]]>
<![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.v13i4.27769
<![CDATA[This study evaluated students’ perceptions about providing feedback and identified their preferred feedback methods. The study design comprised quantitative and qualitative approaches to ensure a better understanding of students’ perceptions and increase the study’s validity. A structured questionnaire was distributed in five higher education institutions (HEIs) in Oman, followed by a focus group discussion (FGD). A total of 614 students responded to the questionnaire. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed using thematic text analysis. It was observed that although students understand the importance of feedback, they feel that the methods can be improved. Furthermore, HEIs did not share the outcomes with the students, and therefore, students believed that HEIs were not considering their comments. Whilst students preferred anonymous online surveys, they believed that inperson meetings would be even more useful. This paper looked at how the educational well-being of students in Oman can be improved through the development of methods of seeking feedback from institutions. Additionally, this result can be applied worldwide to improve feedback mechanisms.]]>
<![CDATA[Successful dimension for evaluating leadership management in Islamic university ]]>
<![CDATA[Fu’adi, Athok]]>;
<![CDATA[Sugiyono, Sugiyono]]>;
<![CDATA[Prasojo, Lantip Diat]]>
<![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.v13i4.28303
<![CDATA[This research aims to test the dimensions of success in measuring leadership management and to find the factors that shape leadership in an excellent Islamic university (IU). Respondents totaled 422 participants from leaders and lecturers at six Islamic universities in Indonesia. partial least squares structural equation modeling (PLS-SEM) analysis is used to test 8 dimensions, 35 constructs, and 17 hypotheses. Management leadership is determined by the dominant factor, namely job evaluation (IM4, λ=90.70%), and human resources (OR3, λ=74.40%) is the lowest factor. The ability of the structural model to explain the measurement of IU’s leadership management is 79.70%. Furthermore, the 17 hypotheses from 8 dimensions have a positive and significant influence. Measurable dimensions can be used to develop an effective management model to increase the performance and function of leadership. Through the results of this research, higher education management institutions can recommend study substances to comprehensively find out the leadership model to be applied by leaders so they are more skilled and expert in managing institutions in higher education.]]>
<![CDATA[Relationship between student engagement and academic performance ]]>
<![CDATA[Çali, Megi]]>;
<![CDATA[Lazimi, Loren]]>;
<![CDATA[Ippoliti, Beatrice Maria Luna]]>
<![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.v13i4.28710
<![CDATA[This research aims to investigate the impact of student engagement on academic performance. Using a sample of 196 students from the University of Tirana, Faculty of Economics, we used multiple regression to assess the effect of behavioral engagement, cognitive engagement, and emotional engagement on student’s performance. The results of the engagement model created using three constructs show a correlation between overall student engagement and academic performance. In this study, we identified that behavioral engagement was the only significant factor for academic performance, while the two other factors, namely, emotional and cognitive engagement were not significant factors for students’ academic performance. We also identified that there was a significant difference between bachelor and master students as well as their year of study. The coefficient for “bachelor and first class” is negative and significant. However, there are no substantial differences between working students and non-working students or their gender in the relationship between engagement and academic performance. Our results provide additional empirical evidence for the higher education institution, teachers, parents and peers and some pointers for policy making. Increasing the engagement of students brings benefits for all involved stakeholders.]]>
