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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 6 Documents
 1 
Search results for , issue "Vol 3, No 4: December 2014" : 6 Documents clear
Violence and National History Teaching (1948 – 2006): An Institutional Colombian Perspective Maria Isabel Cristina González
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 4: December 2014
Publisher : Institute of Advanced Engineering and Science

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Abstract

It is possible to track multiple state reforms to secondary education in terms of curricula and syllabus throughout the second half of the twentieth century in Colombia. Underlying each reform, one can identify a rationality that surpasses the logic of Education, and is rather intertwined with the political project and ideological requirements of the government in office, or with certain socio-political junctures. The impact of the political world on education is particularly noticeable in school subjects that address National History. Within this perspective it is shown how, after institutional changes have occurred, different memories and visions about citizenship, democracy, conflict and nation are being promoted. This highlights different ways of subordination of the educational project to a wide universe of political dynamics.DOI: http://dx.doi.org/10.11591/ijere.v3i4.6795
Student Motivation and Learning Strategies of Students from USA, China and Bangladesh Quamrul H Mazumder
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 4: December 2014
Publisher : Institute of Advanced Engineering and Science

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Abstract

To better understand the motivation and strategies used by students around the world, a comparative study among three different countries was performed.The current study used the Motivated Strategies for Learning Questionnaire (MSLQ) questionnaire to collect responses from students in public and private universities of Bangladesh.The results were also used to compare the differences between public and private universities of Bangladesh, as there is a national debate on the quality of these two types of universities in Bangladesh.The number of students that participated in this study was 164 with 143 from private universities and 21 from public universities. The number of lower responses from public universities may be an indicator of their lack of motivation to participate in this study. MSLQ questionnaires have been used and adapted by universities across the world as a valid instrument to measure the level of motivation and the learning process.The survey consists of 18 questions to evaluate motivation and learning strategies. The results of the responses from Bangladesh were compared with a previous study between students of USA and China [9].There was no significant difference between public and private universities in Bangladesh in most of the categories.However, some differences were observed among these three countries indicating that students from different geographical regions may have different levels of motivation and learn differently.DOI: http://doi.org/10.11591/ijere.v3i4.6288
Public Perception of the Millennium Development Goals on Access to Safe Drinking Water in Cross River State, Nigeria David D. Eni; William M. Ojong
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 4: December 2014
Publisher : Institute of Advanced Engineering and Science

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Abstract

This study evaluated the public perception of Millennium Development Goals (MDGs) of environmental sustainability with focus on the MDG target which has do with reducing the proportion of people without access to safe drinking water in Cross River State, Nigeria. The stratified and systematic sampling techniques were adopted for the study, considering a study population of 2,892,988 with a sample size of 1260 respondents. The data was analysed using t-test analysis for single mean at .05 levels of significance. The result obtained from the Cronbach Alpha reliability of the instrument was .67, while the mean ( ) and standard deviation were 20.98 and 3.73 respectively. The instrument measure what it was designed to measure in the study. The result showed a significant but positive t-value of 12.21. The calculated t-test of 12.2 was found to be significantly greater than the critical t-value obtained in the result; it implies that respondents have adequate perception of MDGs of environmental sustainability in terms of access to safe drinking water. The perception of MDGs of environmental sustainability was significantly high. It was recommended that environmental sustainability issues should be given priority and included in the school curriculum at all levels of education system. Secondly, the Cross River Government should embark on water schemes across the State to provide portable and affordable water in the State as it has done in Calabar Metropolis thereby meeting the MDG target, to halve, by 2015, the proportion of people without sustainable access to safe drinking water.DOI: http://dx.doi.org/10.11591/ijere.v3i4.6655
The Influence of Principals Self Personality Values towards Their Work Culture Muhammad Asri; Lokman Bin Mohd. Tahir
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 4: December 2014
Publisher : Institute of Advanced Engineering and Science

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Abstract

This study aimed to identify the influence of principals’ self personality values toward teachers’ work culture in high schools. The sample consisted of 34 principals from SMAN, SMKN and MAN in the City of Makassar, South Sulawesi Indonesia. The sample of this study is population sample. The instrument used was a questionnaire. Data were analyzed using Statistical Package for Social application software Science version 20.0. Two statistics were used descriptive statistics including the mean score and inference of linear to test the hypothesis. The reliability (Cronbach Alpha) for the instruments used in this study is 0.879. The results show that honesty and compliance are both top components of self values of principals in implementing principalship at school. There was also a significant influence on self personality values of principals toward teachers’ work culture at school.DOI: http://dx.doi.org/10.11591/ijere.v3i4.6961
Problem Based Learning in Cooperative Situation (PBLCS) and Its Impact on Development of Personal Intelligence Ahmad Talib; Ismail bin Kailani
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 4: December 2014
Publisher : Institute of Advanced Engineering and Science

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Abstract

The objective of this study was focused on the observation on the practice of PBLCS learning model, and its impact on the development of personal intelligence (interpersonal and intrapersonal) students. This study used a quasi-experimental design with one factor measurement. The study population was students of class XI, IPA (Natural Science) SMAN (Senior High School) 22 in Makassar City, including 6 top schools and 16 regular schools, in the second semester in the period 2012/2013. The sample of this study included both one top school and two regular schools using a random sampling technique. Based on the sample selection technique, two classes were selected from the top school; SMAN 1 and two classes from regular classes; SMAN 4, and SMAN 18, involving 103 students for PBLCS and 103 students for PT (traditional class). Data of this study were analyzed inferentially and descriptively, inferential analysis using multivariate statistic and a multivariate analysis using variance or one-way MANOVA. The results of this study showed that the implementation of PBLCS model (treated class) was better than the PT strategy (controlled class) in developing personal intelligence of students, with the significance 0.000 <α = 0.05. It was supported by descriptive data indicating that the mean score of personal intelligence development. Both interpersonal and intrapersonal intelligence of students in the treated class was higher than the development of interpersonal or intrapersonal intelligence students in the controlled class.DOI: http://dx.doi.org/10.11591/ijere.v3i4.6969
Dispositif Pédagogique Pour L’apprentissage Des Oxydations Respiratoires Et La Résolution De Problèmes Non Routiniers Mathias Kyélem; Daniel Favre
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 4: December 2014
Publisher : Institute of Advanced Engineering and Science

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Abstract

In the sixth option D Form classroom, breathing is considered in terms of respiratory gas exchange and bioenergetics. The syllabus is generally away from the concept of breathing as seen in social representations and elsewhere at school, which is close to the old conceptions in many respects. Former introduction to those old conceptions hinders students’ ability to relate the enzymatic processes they are learning and the knowledge acquired in lower classes from the study of nutritional functions. This makes it necessary to develop teaching methods likely to incite learning in other disciplines and favor knowledge transfer towards solving non-routine problems. An experiment was conducted in Burkina Faso taking into account these issues and using a pedagogical device implementing a method of learning through problem-solving and integrating error treatment by teachers and socio-cognitive debate. This device, developed by the LIRDEF’s Didactics and Socialization Department, University of Montpellier II, shows that when students’ autonomy and right to make errors are valued and their emotional security guaranteed, they make significant learning following confrontation of their arguments.DOI: http://dx.doi.org/10.11591/ijere.v3i4.6937

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