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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 77 Documents
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Search results for , issue "Vol 13, No 6: December 2024" : 77 Documents clear
Mathematical exploration ability and students’ habits of mind based on gender: a study in junior high school level Veven, Veven; Bistari, Bistari; Fitriawan, Dona; Hamdani, Hamdani; Rustam, Rustam; Dashela, Tarina
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.28430

Abstract

In learning mathematics, students tend to only be directed to get good results, without paying attention to how the exploration process of the problems given. In fact, the exploration process that students go through is different from one another and influenced by certain factors. The objective of this study is to describe the mathematical exploration ability on number pattern topic studied from the students’ habits of mind based on gender at the junior high school level. This study used mixed methods with sequential-explanatory model, and involved 27 students of grade VIII (second year). The instruments used include a test of mathematical exploration ability, habits of mind questionnaire, and an interview guidelines. The results revealed that there are differences in mathematical exploration ability between male and female students where some of the differences are caused by their habits of mind. Female students tended to be more able to explore mathematical problems than male students, because they applied more habits of mind than male students when trying to solve the problem. This also shows that habits of mind affect students’ mathematical exploration ability.
Modelling computational thinking with game-based learning among primary school students’ Mohamed, Zulkifley; Ubaidullah, Nor Hasbiah; Junus, Noor Wahida Md; Angamuthu, Kasthuri Devi; Ahmad, Ahmad
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.28395

Abstract

The computational thinking (CT) skills of students will be revised, increasing their future viewpoint in the sphere of scientific activities, notably in education interest. Game-based learning (GBL) appears to have the potential to improve students’ motivation to learn. Students’ GBL is associated with higher mathematics performance, and GBL’s strong relationship with CT may have an even larger effect. The entirety of this CT education research is focused on undergraduate classrooms; little is revealed about how GBL support CT in K-12, particularly in primary schools. This study utilized a Structural Equation Model (SEM) in modelling the relationship between CT and GBL among primary school students. A sample of 90 primary school students from Malaysia was chosen. In this study, the Partial Least Squares-Structural Equation Model (PLS-SEM) was employed to develop the model. The results demonstrate that empirical evidence, coupled with prior observations verified the model developed. The developed model successfully confirmed all the indicator variables stated in the constructs as all of the associations within the model were significant. In conclusion, the lower order components (LOC) along with the hierarchical component model (HCM) in PLS-SEM depicted the relationship between CT and GBL, substantiated empirically.
Digital hygiene skills and cyberbullying reduction: a study among teenagers in Kazakhstan Berdi, Dinara; Niyazova, Gulzhan; Bayterekova, Nurbanu; Koshanova, Gulnazira; Usembayeva, Indira
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.28418

Abstract

Cyberbullying is a growing concern among teenagers, leading to adverse psychological and emotional consequences. To address this issue, this study aimed to identify the role of digital hygiene skills in reducing cyberbullying experiences among teenagers in Kazakhstan. A quantitative research approach was employed, and the data were collected using a questionnaire with items related to digital hygiene skills and cyberbullying experiences, which were measured on a 5-point Likert scale. A stratified random sample of 238 students from town and district middle schools in the Turkistan region participated in the study. The data were analyzed using partial least squares structural equation modeling with SmartPLS 4.0. The findings revealed that privacy protection, critical thinking, phishing and scam awareness, and digital footprint awareness were significant factors associated with reduced cyberbullying experiences. However, safe reporting, positive online behavior, and online etiquette did not significantly impact cyberbullying reduction. This study underscores the importance of promoting specific digital hygiene skills to create a safer and more supportive digital environment for teenagers. Policy recommendations are provided to enhance cyberbullying prevention efforts and foster a positive online culture.
The impact of technology, learning style, instructional approach, and attitude on learning outcomes Hala, Majlinda; Xhomara, Nazmi
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29973

Abstract

The study aims to investigate the relationship between the learners’ technology experiences, cooperative learning style, student-centered instructional approach, and positive student attitude toward learning outcomes. Quantitative correlation model, a semi-structured instrument, and a cluster random sample of subjects (N=319) were decided to be employed in the research-study. The study reported a relatively low positive relation between learners’ technology experiences and learning outcomes variables (r=.328), an intermediate positive connection between cooperative learning style and learning outcomes constructs (r=.485), a relatively low positive association in the middle of student-centered instructional approach and learning outcomes (r=.394), as well as between positive student attitude and learning outcomes (r=.329). The whole variance of learning outcome levels described by cooperative learning style is 34.7%, by student-centered instructional approach is 23.9%, by positive student attitude is 10.8%, and by learners’ technology experiences is 5.6%. The results of the study are important for departments as well as for lecturers and students.
Design and validation of research capability test for educators Amanonce, Jay-cen Tamayo; Vecaldo, Rudolf Tamangen; Malana, Maribel Fontiveros; Temporal, Conchita Malenab; Tamayao, Antonio Ingaran; Calubaquib, Jhoanna Battung; Calanoga, Marie Claudette Maramag; Tamayo, Ria Arellano
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29443

Abstract

Assessing the research capability of educators yields implications for bridging the gap and addressing concerns along research. Accordingly, the Commission on Higher Education (CHED) highlighted substantive research concerns which need to be given attention specifically in enhancing research capabilities of graduate students, research staff, and faculty which calls for a well-designed and validated research capability test (RCT). Thus, this study established the RCT’s validity and reliability to gauge the knowledge of educators in conceptualizing, implementing, and publishing research. The developed RCT underwent series of critiquing, content validation from experts, and internal and external pilot testing. The study has generated 80 items with desirable difficulty index (50.76), reasonably good discrimination index (0.28), and large functioning distractors (78.97% distractor efficiency). Remarkably, there is a significant association between distractor efficiency and difficulty index of the items with an inter-item consistency of α=0.904. Thus, the RCT is a valid and reliable instrument to gauge the research capability of educators.
The impact of social studies teachers’ use of e-learning techniques to develop student’s perceived self-efficacy Al-Hawamdeh, Basma Mohammad; Abu Alkishek, Israa Omar; Zureigat, Haitham Mohammad Ali
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29797

Abstract

Private universities in Jordan have witnessed a major shift in teaching methods and strategies, as e-learning techniques have become an integral part of the educational policies followed. Therefore, the study aimed to identify the effect of social studies teachers’ use of e-learning techniques in developing the perceived self-competencies of university students, depending on gender and field of specialization. To achieve this, the descriptive analytical method was used in conducting the study. The perceived self-efficacy test was applied to a sample of 292 university students who were randomly selected. The study found that e-learning techniques contributed to raising the level of perceived self-efficacy among males more than among females. It did not have a significant impact on its interaction with the student’s field of specialization. The results also indicate the importance of the role played by social studies teachers with technological educational techniques in improving the level of students’ self-efficacy. Moreover, social relations are among the most important factors contributing to building a conscious generation that preserves human dignity. Therefore, we must research the negatives of e learning to find out the reason behind the lack of improvement in the level of perceived self-efficacy among females.
Closing the digital divide in education: an innovative review of demand and supply side policies in four ASEAN member states McFarlane, Daniel; Mieruch, Yannik; Wann Si, Nang Lao
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.28011

Abstract

The rapid adoption of digital technologies in education highlights the importance of closing the digital divide in education. However, research on school connectivity policy regimes to bridge the digital divide in education in the Association of Southeast Asian Nations (ASEAN) region is lacking. The authors conducted a systematic review of policies in Cambodia, Malaysia, Thailand, and the Philippines following a framework synthesis approach. Through desk research, data was identified based on a supply and demand side framework and included policy documents from relevant ministries and departments, reports by international development organizations and non-governmental organizations, and academic literature. The analysis reveals an imbalance between supply and demand-side policies and regulatory approaches with governments in the analyzed countries favoring demand side policies.

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