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International Journal of Evaluation and Research in Education (IJERE)

IJERE
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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.

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Articles 6 Documents

Search results for , issue "Vol 4, No 2: June 2015" : 6 Documents clear

Investigating SATS-36 for a Matriculation Sample Saras Krishnan; Noraini Idris
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 2: June 2015
Publisher : Institute of Advanced Engineering and Science

Students’ attitudes towards statistics have been more often negative due to many factors such as initial perception of the subject, low ability in mathematics and lack of motivation to study statistics. Studies involving SATS-36 included investigation of the different factors in relation to students’ attitude towards statistics. Other studies have investigated the structure of SATS-36 and the relationship between the different components of SATS-36. The research investigated the reliability and validity of SATS-36 for a sample of matriculation students. Results showed that while reliability and validity is maintained for the instrument, it is not the case for the sample of respondents.

Reading Strategies among ESL Malaysian Secondary School Students Semry Anak Semtin; Mahendran Maniam
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 2: June 2015
Publisher : Institute of Advanced Engineering and Science

This study aims to investigate the types of cognitive and metacognitive reading strategies employed by secondary school students in Malaysia to improve their comprehension. It uses a mixed-method approach which involves the instruments of a questionnaire and an interview. This study was conducted at SMK Kapit, involving ninety Form 4 students. Based on the findings, the students had used various reading strategies. The use of particular reading strategies is implied as their autonomous learning efforts to become more proficient readers. However, according to the frequency scales of strategy use (Oxford, 1990), the findings from the questionnaire indicate that most of the reported reading strategies have a mean between 2.5 and 3.49 as the students sometimes use these reading strategies. This revealed their lack of awareness of practising these reading strategies. Thus, teachers play a vital role in training students on the reading strategy use in order to enhance the effectiveness of their reading.

The Relevant Factors in Promoting Reading Activities in Elementary Schools Han-Chen Huang; Yao-Hsu Tsai; Shih-Hsiang Huang
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 2: June 2015
Publisher : Institute of Advanced Engineering and Science

In order to help students absorb knowledge, schools often conduct readingactivities. Thorough planning and strategies, however, are needed to insurethe effect of reading promotions, and make them a deeply-rooted part of life.This study adopted the analytic hierarchy process (AHP) to discuss therelevant factors in promoting reading activities in elementary schools, as wellas how the reading activities should be pushed forward to increase students’interest in reading and help them form good reading habits. The resultsshowed that there are three key success factors in promoting readingactivities: (1) teachers’ emphasis on and implementation of reading activities;(2) the reading habits of parents and other family members; (3) teachers’professional knowledge and skills in guiding the students to read.

Nutritional Status and Age at Menarche on Female Students of Junior High School Rihul Husnul Juliyatmi; Lina Handayani
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 2: June 2015
Publisher : Institute of Advanced Engineering and Science

Menarche is the first menstrual period in the middle of puberty. There are many factors that affect the age of menarche include nutritional status, genetic, environmental conditions, socioeconomic status, and education. The purpose of this research is to determine the relationship between nutritional status and age of menarche on female student of junior high school Ali Maksum Krapyak, Bantul, Yogyakarta. The research employed a cross sectional research design. The number of this sample was 81 female students that determined by total sampling. The statistical test used was Chi Square. The results of this research showed that there was a relationship between nutritional status and the age of menarche on female student of junior high school Ali Maksum Krapyak, Bantul, Yogyakarta (p value = 0.002) and the ratio prevalence was 3.077 (95% CI = 1.675 – 5.650); it means that respondents who have abnormal nutritional status get 3.007 times greater chance of experiencing abnormal menarche than respondents who have normal nutritional status.

Teacher Performance of the State Vocational High School Teachers in Surabaya Amiartuti Kusumaningtyas; Endang Setyawati
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 2: June 2015
Publisher : Institute of Advanced Engineering and Science

Teacher Performance of the State Vocational High School Teachers in Surabaya Dr. Amiartuti Kusumaningtyas, MM Faculty of Economics, 17 Agustus 1945 University, Surabaya, Indonesia Email: amiartuti.k@gmail.com Abstract State Vocational High School Teacher is a professional educator with major duties to educate, teach, build, direct, coach, assess and evaluate learners on the vocational high school education. Teacher as a professional educator should has the academic qualification. Academic qualification required for a teacher is he or she at least should be educated of bachelor degree or diploma four. Fundamentaly, teacher performance is determined by the expertise and ability of teacher concerned. These achievement factor is so thick and so critical in its relation to competence, compensation, and also job satisfaction that may become the obstacle in the enhancement of teacher performance. Population in this research was the teachers of the State Vocational High School Teachers in Surabaya, amounted to 317, educated in bachelor degree or diploma four, had have service of minimal 5 years. Data analysis used the simple random sampling, structural equation model (SEM) analysis, by the assistance of PLS 2 software, conducted on 92 respondents and able to explain the effect of competence and compensation on the job satisfaction and the performance of the State Vocational High School Teachers in Surabaya. The results of research indicated that: Competence and compensation significantly influential on teacher job satisfaction; Competence and compensation significantly influential on teacher performance; Teacher Job satisfaction signifiacntly influential on the performance of the State Vocational High School Teachers in Surabaya. The largest effect of the three variables hipothesized on teacher performance in this research was the direct relatedness between compensation and teacher performance. Key Words: competence, compensation, teacher job satisfaction, teacher performance

Validation Study of Waray Text Readability Instrument Voltaire Q. Oyzon; Juven B. Corrales; Wilfredo M. Estardo, Jr.
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 2: June 2015
Publisher : Institute of Advanced Engineering and Science

In 2012 the Leyte Normal University developed a computer software—modelled after the Spache Readability Formula (1953) made for English—made to help rank texts that can is used by teachers or research groups on selecting appropriate reading materials to support the DepEd’s MTB-MLE program in Region VIII, in the Philippines. However, “several experiments have already established that existing readability measures in English cannot directly be used to compute readability of other languages.” To validate the Waray Text Readability Instrument (WTRI) formula, 15 stories were rated by 24 randomly selected teachers from two elementary schools in Tacloban City. The WTRI software uses two factors in determining readability, namely: (a) sentence length and (b) frequency of commonly occurring words. The teachers’ task is to read the given text and rate the grade level of each text by considering these three factors: (1) frequency of commonly used words; (2) sentence length; and, (3) total number of words. The data gathered was compared with the WTRI’s ratings of the same texts. Statistical testing was done to determine if there is a significant difference between the teachers’ rating of the texts and the WTRI’s ratings. As a result, there was no significant difference between the software’s grade level ratings and that of the teachers’. It implied that the WTRI’s calculation is valid.

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