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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 8 Documents
 1 
Search results for , issue "Vol 3, No 1: March 2014" : 8 Documents clear
Measuring the Impact of a Summer Pre-Kindergarten Program on Academic Gains and School Readiness: Success by Six! Debra Gratz; Karen H Larwin
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 1: March 2014
Publisher : Institute of Advanced Engineering and Science

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Abstract

Early intervention prior to kindergarten is an effective strategy in closing the gaps in pre-readiness skills and appropriate behavior which may occur because of disparity in socioeconomic status, parenting styles, and preschool experience.  This current investigation was designed to determine if the pre-kindergarten intervention had an impact on the student success in kindergarten.  At the end of the academic year, results reveal that the achievement gap for students who were academically delayed was diminished; no significant differences exist between academically delayed students relative to students not identified as academically delayed.  Results reveal that the impact of socioeconomic status was also diminished for participants in the summer pre-kindergarten program.DOI: http://dx.doi.org/10.11591/ijere.v3i1.5577 
Online Resources in MEMS Technology for Professional and Educational Development Matthias W. Pleil; G.H. Massiha
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 1: March 2014
Publisher : Institute of Advanced Engineering and Science

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Abstract

Over the last twenty years, the National Science Foundation (NSF) through its Advanced Technological Education (ATE) program has funded many ATE centers across the United State of America to advance the technician level work force in the Country. One of these centers is the Southwest Center for Microsystems Education (SCME) located at the University of New Mexico. The SCME offers educational materials and professional development at no cost.  These materials and professional development opportunities include sponsored conferences, downloadable written materials for instructors and students, YouTube channels providing lectures, animations and videos, hands-on kits for the classroom, micro and nano films, webinars, online distance learning courses and mentoring opportunities for educators.DOI: http://dx.doi.org/10.11591/ijere.v3i1.5841
Assessing an Assessment Tool of Higher Education: The Case of PROG in Japan Hiroshi Ito
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 1: March 2014
Publisher : Institute of Advanced Engineering and Science

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Abstract

Assessment of learning outcomes of college students has been at issue around the world in recent years. Given that grade point average (GPA) may not be a reliable indicator for learning, some organizations have developed new types of assessment tools that measure generic skills, such as the Assessment of Higher Education Learning Outcome (AHELO) and the Collegiate Learning Assessment (CLA). In Japan, an assessment tool called the Progress Report on Generic Skills (PROG) has been introduced to measure college students’ generic skills. However, the validity of this test has hardly ever been studied. This paper thus provides an opportunity to analyze the validity of PROG through statistical analyses of the correlation between PROG scores and GPA as well as interviews with students and instructors. The findings show a gap between PROG scores and GPA. Three possible reasons are put forth as explanations for such a gap: 1) PROG does not test generic skills properly; 2) the university does not nurture and/or assess students’ generic skills that PROG measures; and 3) students make different levels of efforts for PROG and college course work. The findings of this research suggest using the results of PROG only as a reference tool that needs to be triangulated with other assessment tools.DOI: http://dx.doi.org/10.11591/ijere.v3i1.5427
The Use of Tacit Knowledge and School Innovation in Malaysia Secondary School Siti Khatizah Aziz; Mohd Anuar Abdul Rahman
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 1: March 2014
Publisher : Institute of Advanced Engineering and Science

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Abstract

The role of tacit knowledge in fostering organization innovation has increasingly gained interest many researchers. However, previous research dominating in the business sector. This study addresses these limitations by conceptualization in the academic setting. This study used the partial least squares (PLS) structural equation modeling (SEM) tool to test the relationship between the role of tacit knowledge among Malaysia secondary school principals and school innovation. Three types of skills used to measure tacit knowledge; cognitive skills, technical skills and social skills. As to measure school innovation, there are six latent variables; leadership, curriculum, co-curricular, student affairs, financial and structure and culture. Data from a questionnaire survey of 370 respondents from Sekolah Kebangsaan, Sekolah Jenis Kebangsaan (Cina) and Sekolah Jenis Kebangsaan (Tamil) were used to analyze the model. Partial Least Squares (PLS-SEM) was used to analyze the relationships between all the variables and found that social skill was the most significant predictor of tacit knowledge while co-curricular was the most significant predictor to school innovation and the use of tacit knowledge has a significantly smaller impact on school innovation.DOI: http://dx.doi.org/10.11591/ijere.v3i1.5329
Mother-Tongue Based Multilingual Education (MTBMLE) Initiatives in Region 8 Voltaire Q. Oyzon; John Mark Fullmer
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 1: March 2014
Publisher : Institute of Advanced Engineering and Science

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Abstract

With the implementation of Mother-Tongue Based Multilingual Education (MTBMLE) under the Enhanced Basic Education Act of 2013, this study set out to examine Region 8’s readiness and extant educational materials.  On the one hand, “L1 to L2 Bridge Instruction” has been shown by Hovens (2002) to engender the most substantive language acquisition, while the “Pure L2 immersion” approach displays the lowest results. Despite this, Region 8 (like other non-Tagalog speaking Regions) lacks primary texts in the mother tongue, vocabulary lists, grammar lessons and, more fundamentally, the references needed for educators to create these materials. To fill this void, the researchers created a 377,930-word language corpus generated from 419 distinct Waray texts, which led to frequency word lists, a five-language classified dictionary, a 1,000-word reference dictionary with pioneering part-of-speech tagging, and software for determining the grade level of Waray texts. These outputs are intended to be “best practices” models for other Regions. Accordingly, the researchers also created open-source, customizable software for compiling and grade-leveling texts, analyzing the grammatical nuances of each local language, and producing vocabulary lists and other materials for the Grade 1-3 classroom.DOI: http://dx.doi.org/10.11591/ijere.v3i1.5862
Challenges for Holistic Engineering Education Development in India Zakir Husain; Deepak Kumar
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 1: March 2014
Publisher : Institute of Advanced Engineering and Science

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Abstract

The new challenges for engineering education go more than the need to keep students abreast of cutting edge technology and calls for a better equilibrium in the various areas of engineering. There is considerable concern that upholding of the old standard by engineering institutions will all but degrade the quality of engineers as well as difficulty in adapting to the growing difficulties of the worldwide marketplace globally. This requires the new development model for the holistic growth of engineering education. However, adaptation of new development model will not be easy since lots of our research universities are faced with monetary pressures. Indian government has made significant contribution toward this growth phase for the development of nation. This paper addresses for an assessment study of the methods developed by reputed engineering institutions in India to lay the foundation for future engineering education. The looking forward segment provides suggestions and plans for engineering education in India.DOI: http://dx.doi.org/10.11591/ijere.v3i1.5580
School Operational Funding to Support School Activities Ahmad Ahmad; Lokman Mohd. Tahir
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 1: March 2014
Publisher : Institute of Advanced Engineering and Science

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Abstract

School Operational Funding is a grant from Central Government with a popular name, BOS. Government of South Sulawesi Province collaborates with Government of Makassar District to exploit free education, and Education Support Operational Funding (BOPP) is from government of Makassar District into schools in order to support the success of teaching and learning process. This study aims to analyze the usage of operational School Funding in State Junior High School in Makassar South Sulawesi, Indonesia. This qualitative study used a case study approach with involved semi structured interview, document analysis, and open ended questionnaire. In semi structured interview, it was involved 15 respondents from school management members (5 school headmasters, 5 teachers, and 5 school committee members), and also involved 4 respondents from non-school management members (2 staffs of Education Office of Makassar District and 2 staffs of Education Office of South Sulawesi Province). Therefore, it involved 253 respondents to complete questionnaire (32 headmasters, 172 teachers and 49 school committee members). Data were analyzed by using Nvivo program. The study found that the usage of BOS funding in Junior High School (SMP) in Makassar isn’t maximized in teaching and learning process as its main goal. The funding is still used to finance the implementation of School Based Management Programs. Furthermore, the usage of free education program funding and BOPP isn’t clear. Constructing Planning of School Work and Finance (RKAS) and managing the school operational funding do not involve teachers and school committee members so that its usage is not effective.DOI: http://dx.doi.org/10.11591/ijere.v3i1.5893
Evaluation of Pre-Nigeria Certificate on Education (PRE-NCE) Programme in Colleges of Education in Nigeria Modupe Osokoya
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 1: March 2014
Publisher : Institute of Advanced Engineering and Science

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Abstract

The study evaluated the Pre-NCE programme within 2000-2004. Tyler’s goal-oriented approach with Scriven’s goal-free model was adopted. A total of 996 respondents from different cohorts of stakeholders participated in the study; six validated research instruments were used. The data gathered was analysed using descriptive statistics, t-test and multiple regressions. 59% of the students admitted to study Science, Language and Technical Education in Colleges of Education were products of the Pre-NCE programme, also 80% of them could transit beyond the 1st year of the NCE programme. The programme was rated as an effective intervention strategy for the production of pre-service teachers.DOI: http://dx.doi.org/10.11591/ijere.v3i1.3963

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