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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 76 Documents
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Search results for , issue "Vol 13, No 4: August 2024" : 76 Documents clear
Students’ perceived learning and satisfaction with online learning in Japan during the COVID-19 pandemic Sriyalatha, Mallika Appuhamilage Kumudini; Torii, Hiroshi; Kumarasinghe, Pivithuru Janak
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.27573

Abstract

Moving from physical learning to online learning during the COVID-19 pandemic has opened many avenues to focus research on student perceived learning and satisfaction. This study examines the factors influencing the perceived learning and satisfaction of the students with online learning at university “A” in Japan during the COVID-19 pandemic. Primary data were collected via google form from 255 students in the field of social sciences at the university “A” in Nagoya, Japan using a structured questionnaire. R Studio and SPSS software were used to analyze the data. Internet access, learning platforms, and interaction were found to have a significant impact on perceived learning. Two variables; internet access and interaction have a positive impact on perceived learning, whereas learning platform has a negative significant impact on perceived learning. Policymakers and administrators in the higher education sector worldwide may benefit from these findings while formulation policies and strategies to support students during this pandemic and in a similar situation in the future.
Impact of distance learning on the university students’ academic performance and experiences Olvido, Michelle Mae Jugasan; Sanchez, Joje Mar Perino; Alejandro, Isidro Max Veloso
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.25847

Abstract

The COVID-19 pandemic has impacted the Asian educational sector, prompting countries to shift educational delivery to distance learning. With this, the researchers determined the impact of distance learning during the pandemic on students’ academic performance. Utilizing a mixed-methods design employing data mining and focus group discussions, pertinent student data (n=1,305) and qualitative responses (students, n=10; teachers, n=5) from a teacher education college in a state university in Central Visayas, Philippines, were obtained and analyzed through descriptive, correlational, and thematic analyses. The students had very good academic performances in general education, professional education, and specialization courses, and most of them had online capabilities, including gadgets and internet access. No significant relationships were observed between the student’s academic performance and their profiles and distance learning capacity. The distance learning experiences of students and teachers were themed as challenges in adoption, the reality of the digital divide, the journey of the self, the role of the community, and the learning process. In conclusion, students’ profiles and distance learning capacity are not determinants of academic performance, and their experiences reflect the sad reality of distance learning in the first stage of the pandemic.
Vodcast as ideating medium in STEM lesson plan in teaching heat transfer Guden, Jester Mark; Alguno, Arnold C.; Sayson, Noel Lito B.; Magsayo, Joy R.; Jr., Sotero O. Malayao
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28362

Abstract

This study attempts to link the clay soil in the locality to the topic of heat transfer as a contextualization point. It attempted to slightly modify the seven-step STEM lesson by having the part of the prototyping be first tried by the teacher, thereby having a change-of-hat to anticipate the ‘what if’ questions of the students. The teacher-researchers experimentation provided critical information to scaffold the students in the prototyping part.  The evaluation of experts shows that the modified STEM lesson can be an excellent tool and the vodcast has been found to be a very satisfactory component of the STEM lesson. It is described as a very useful material in teaching heat transfer and related thermodynamics concepts and is highly recommended for use in both distance learning and face-to-face modality. Further, the clay oven exploration has come up with a refined clay oven production process, wherein the clay oven prototype has the capacity for the contextualization of heat transfer. It is recommended that a formal implementation be conducted to refine and standardize the lesson delivery.
Results of the international language and literature competition for gifted youth of Ukraine Sharova, Tetiana; Safonov, Yuriy; Sharov, Sergii; Zemlianska, Alina
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.27560

Abstract

The article provides the analysis of the results of the Taras Shevchenko International Language and Literature Competition for Pupils and Student Youth in 2018-2022. The methods of the quantitative analysis were used to determine the number of participants and winners of the competition (diplomas of I, II, and III degree) in each region of Ukraine, as well as among the foreign participants. It was found that over the past 5 years, 3,384 people from 24 regions of Ukraine and the city of Kyiv participated in the language and literature competition. The winners were 1,636 people, which is 48.3% of the total number of participants. It was found that 240 participants from 16 countries around the world took part in the competition. The obtained results will allow us to identify the regions of Ukraine and its international partners who actively participated in the competition; Departments of Education and Science of Ukraine will be able to popularize the Ukrainian language and enhance the involvement of gifted youth in intellectual competitions. The further research will provide the quantitative analysis of participants who are going to take part in All-Ukrainian competitions in 2023-2024 academic years.
Challenges, strengths, and relevance of integrating classroombased assessment in technical and vocational education training M. Yusop, Siti Raudhah; Rasul, Mohamad Sattar; Mohamad Yasin, Ruhizan
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.27900

Abstract

Technical and vocational education training (TVET) assessment is critical to determine the intended learning outcomes for students. However, the TVET assessment presents several essential obstacles, such as assessing occupational skills disconnected from lesson-learning results. Assessment methods are another contentious topic among academics and other professionals because teachers’ different methods of evaluating students’ work are incompatible with assessment objectives and are a significant issue in TVET assessment. Consequently, this research investigates the challenges and strengths of classroom assessment practices and the relevance of implementing vocational skills. This research uses a quantitative survey methodology to assess the degree of participants agree using descriptive analysis. The study’s findings indicate several challenges associated with administering classroom-based assessment (CA) within the context of TVET. CA is an excellent venue for assessing the students’ acquired knowledge and abilities in education. The TVET assessment must include, in addition to technical skills, generic skills related to Industry 4.0 and career adaptability skills as a student’s learning outcomes. These skills serve as the basis for the development of skills and competencies. Cognitive, psychomotor, and interpersonal qualities are vital in the TVET assessment as a student learning outcome.
A paper-based cheat-resistant multiple-choice question system with automated grading Jean-Pierre, LienouLienou T.; Bernard, Djimeli-Tsajio Alain; Thierry, Noulamo; Bernard, Fotsing Talla
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28324

Abstract

This paper focuses on how to reduce cheating and minimize errors while automatically grading paper-based multiple-choice questions (MCQ) by making the whole process relatively fast, less expensive, more credible, and fairer especially when the number of examinees and number of questions are large. Credibility is obtained when techniques and best practices are introduced in the design process of MCQ. Fairness is obtained by personalizing evaluation through permutation of answers and questions. The distance introduced in personalization has led to the modification of the traditional automatic grading process where an application mapping the test number with its responses in the grading software is loaded automatically at each start of the grading process. On the extracted header fields, 2DFFT is applied as well as the reduction of computed coefficients to obtain the corresponding final local characteristic in the representation. The minimization of image processing errors is then obtained by training a support vector machine (SVM) for handwriting optical character recognition (OCR) using the Mixed National Institute of Standards and Technology (MNIST) dataset with 99.5% accuracy. The tests are carried out in several subjects at Fotso Victor University Institute of Technology (UIT) in Bandjoun and the ColTech of the University of Bamenda and teachers as well as students after investigation have confirmed that our method reduces cheating and improves the error rate during grading with fewer complaints.

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