International Journal of Evaluation and Research in Education (IJERE)
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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<![CDATA[Effort of NGO in Promoting Comprehensive Sexuality Education to Improve Quality of Life among Local and Refugee Communities ]]>
<![CDATA[Yeo Kee Jiar]]>;
<![CDATA[Shih Hui Lee]]>;
<![CDATA[Lina Handayani]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i1.11237
<![CDATA[Federation of Reproductive Health Association, Malaysia (FRHAM) is a pioneer Non-governmental Organization (NGO) in disseminating the knowledge and services of sexual reproductive health in Malaysia. A qualitative case study research design was employed to explore the roles of FRHAM in promoting Comprehensive Sexuality Education (CSE) for the well-being of locals and refugees’ communities. In-depth interviews were conducted with the staffs of FRHAM to inquire about their effort in delivering their services. The interviews were recorded, transcribed, coded and emergent themes were identified. FRHAM had played a part as educator, service provider, advocate and actively involved in improving the quality of life among the refugee community. The organization had developed modules for CSE and conducted programs for dissemination of knowledge. They also collaborated with local governmental agencies and other NGOs to promote awareness and utilization of services among the communities. Nevertheless, promoting CSE had experienced many challenges in Malaysia. The perceptions of Malaysian viewing sexuality education as taboos, cultural factors, the reluctance of educators in delivering, and the low visibility of FRHAM are the barriers encountered by FRHAM in promoting CSE. FRHAM recommended including parents, teachers and other stakeholders in the promotion of CSE and acknowledging CSE as an official subject to be implemented in schools. The information from this study may encourage more partnerships between the stakeholders, policy makers and NGOs for providing high quality CSE and sexual reproductive health services.]]>
<![CDATA[Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers ]]>
<![CDATA[Nilesh Kumar Patel]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i1.11146
<![CDATA[This study aimed at finding out the effect of Integrated feedback on Classroom climate of secondary school teachers. This research is experimental in nature. Non-equivalent control group design suggested by Stanley and Campbell (1963) was used for the experiment. Integrated feedback was treatment and independent variable, Classroom climate was dependent variable and pre- Classroom climate, and Intelligence were considered as covariates. The sample of the study comprised of 77 secondary school teachers and 220 students studying in secondary classes from purposively selected four schools of Indore city. The data for Classroom climate, Job satisfaction and Intelligence were collected through standardized tools. One-way ANCOVA and 2X2 factorial design ANCOVA were used for data analysis. Hypotheses were tasted at level of significance with α = 0.05. It was found that the treatment has significant effect over Classroom climate when pre- Classroom climate was taken as covariate. The results also shown that Classroom climate was independent of the treatment when Intelligence and pre- Classroom climate were separately considered as covariates. In addition, classroom climate was also found independent of interaction between feedback and intelligence when pre – Classroom climate was taken as covariate.]]>
<![CDATA[Teachers' Obstacles in Implementing Numbered Head Together in Social Science Learning ]]>
<![CDATA[Harini Widyaningtyas]]>;
<![CDATA[Retno Winarni]]>;
<![CDATA[Tri Murwaningsih]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i1.11625
<![CDATA[This study is aimed at describing teachers’ obstacles in applying Numbered Head Together learning model in social science learning. The type of research is qualitative descriptive. The subject of the research is the third-grade teacher of elementary school in Sukoharjo Sub-district. The findings of the research were analyzed using interactive analysis of Miles and Huberman and were presented through descriptive narrative technique. The results reveal several obstacles that were experienced by the teachers. First, the time is limited. Second, the classroom atmosphere is noisy due to large number of students. Third, the number of students in total is not even. Fourth, the students interfere each other. Fifth, not all of the students work in the group. Sixth, the students are not actively responding. Seventh, the students are lack of confidence in the presentation.]]>
<![CDATA[Student Engagement and Assessment Modes: A Study ]]>
<![CDATA[Anil Pathak]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i1.11342
<![CDATA[The aim of this project is to attempt a factorial analysis of the congruence amongst three layers of assessments of Oral Presentation: Expert, Self, and Peer. Participants included graduate and undergraduate students of Asian background studying Research Writing at a technological university. The research instrument consisted of a set of assessment checklists with weighted and specified criteria for Expert, Self and Peer assessment of research presentations. Broader criteria were based on the following four factors: Use of spoken media, Use of visuals, Interrelationships, and Communicative Effect. Participants received training and were involved in a practice session on self and peer assessment before engaging in the assessment tasks. While the pilot study is unable to conclusively establish congruence among the modes of assessment, it is expected that results from a wider database would indicate the nature of well-defined assessment criteria and the ways they can be effectively communicated to assessors. The present study suggests that the differences in ratings given by peers and experts are not due to a lack of capability on the part of students, but due to lack of orientation and training. It is necessary to evolve criteria that are well-documented to enable students to evaluate their own performance as well as the performance of their peers as effectively as done by experts.]]>
<![CDATA[Effects of Test Level Discrimination and Difficulty on Answer-Copying Indices ]]>
<![CDATA[Onder Sunbul]]>;
<![CDATA[Seha Yormaz]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i1.11488
<![CDATA[In this study Type I Error and the power rates of ω and GBT (generalized binomial test) indices were investigated for several nominal alpha levels and for 40 and 80-item test lengths with 10,000-examinee sample size under several test level restrictions. As a result, Type I error rates of both indices were found to be below the acceptable nominal alpha levels. The power study showed that average test difficulty was very effective for power (true detection) rates of indices. Clear patterns were observed for the increase of test difficulty in favor of both ω and GBT power rate. Contrary to expectations; average test discrimination was not as effective as average test difficulty. The results of the interaction effects of item discrimination and difficulty showed that for the cases whose b parameters were lower than 0 with weak discrimination, indices had weak power for both ω and GBT. In addition, for the cases whose b parameter levels were below zero with high discrimination indices, the power performance of both answer-copying indices were very weak. Results for test length showed that with the increase of test length the power rate of both ω and GBT tended to increase. Also, ω performed slightly better than GBT or very close to GBT for 80-item test length however, ω performed better than GBT in terms of power rate for the cases with 40-item test length]]>
<![CDATA[The Impact of Different Missing Data Handling Methods on DINA Model ]]>
<![CDATA[Seçil Ömür Sünbül]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i1.11682
<![CDATA[In this study, it was aimed to investigate the impact of different missing data handling methods on DINA model parameter estimation and classification accuracy. In the study, simulated data were used and the data were generated by manipulating the number of items and sample size. In the generated data, two different missing data mechanisms (missing completely at random and missing at random) were created according to three different amounts of missing data. The generated missing data was completed by using methods of treating missing data as incorrect, person mean imputation, two-way imputation, and expectation-maximization algorithm imputation. As a result, it was observed that both s and g parameter estimations and classification accuracies were effected from, missing data rates, missing data handling methods and missing data mechanisms.]]>
<![CDATA[Construct Validity and Reliability of Attitudes towards Chemistry of Science Teacher Candidates ]]>
<![CDATA[Woro Sumarni]]>;
<![CDATA[Endang Susilaningsih]]>;
<![CDATA[Yeri Sutopo]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i1.11138
<![CDATA[Developing students' positive attitude toward learning is one of the important things, because some researchers mention that attitudes toward the subjects are related to academic achievement. Teachers, in the implementation of learning can evaluate attitudes toward the subjects, in order to know how students' attitude toward learning that is/has been going on. Therefore, an attitude assessment is required for valid, reliable and practical learning. The purpose of this research is to develop a Likert scale type questionnaire that can measure students' attitudes toward chemistry. In this study initially has been compiled as many as 43 items. The items in the present scale were adapted from the Test of Science-Related Attitudes (TOSRA) and Attitudes towards Chemistry Lessons Scale (ATCLS). After the contents validation of the questionnaire by the expert, the questionnaire is tested on 245 college students. Determination of construct validity which is conducted with exploratory factor analysis obtained 32 items valid question. The result of factor analysis shows that the scale has nine factors that explain 62.105% of the total variance. In addition, it shows the finding of 'reliability coefficient (Cronbach' alpha) of 0.91. The results obtained showed that it has obtained valid and reliable questionnaires as a measuring tool that can be used to determine student attitudes toward chemistry in chemistry foodstuffs lectures.]]>
<![CDATA[An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program ]]>
<![CDATA[Ma. Lourdes S. Agustin]]>;
<![CDATA[Darryl Roy Montebon]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i1.7635
<![CDATA[Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to promote collaboration with ASEAN countries and enhance teacher education programs. The formation of AsTEN creates the impetus to explore possibilities for the internationalization of teacher education programs among the ASEAN countries. Thus, the Institute of Teaching and Learning of PNU initiated the Project Teacher Exchange for ASEAN Teachers (TEACH). This paper reports the assessment of the piloting of the Project TEACH as experienced by the Thai participants. Moreover, this research aims to develop a model that can be utilized by other ASEAN communities as they prepare for their own international teacher education programs.]]>
<![CDATA[Improving Resilience and Self-Esteem among University Students with Entrepreneurship Simulation Board Game ]]>
<![CDATA[Kususanto Prihadi]]>;
<![CDATA[Damien Z.Y. Cheow]]>;
<![CDATA[Jonathan H.E Yong]]>;
<![CDATA[Megaaneesh Sundrasagran]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i1.11406
<![CDATA[This study aims to evaluate the effect of the frequency of playing a board game that simulates entrepreneurial experience called “Traders” on the university students’ resilience and self-esteem. Traders Board Game (TBG) was developed in 2015 with an aim to improve several entrepreneurship skills among young adults, and resilience being one of them. Pre and posttests of resilience have been done to 12 participants before they were divided into three groups: the control group, who did not play the game, the experimental group A, who played the game once a week for three weeks, and the experimental group B, who played the game twice a week for three weeks. Resilience was measured by adapting Connor-Davidson Resilience Scale, whereas self-esteem was measured by utilizing Mruk two-dimensional Self-esteem scale. There was a statistically significant difference among the the three groups in resilience improvement, where the experimental group A scored the highest, and no significant difference was discovered in terms of self-eteem improvement. The results suggested that playing TBG in certain frequency significantly improves resilience among the participants.]]>
<![CDATA[Attitudes of Pre-Service Music Teachers towards Value Education in Turkey ]]>
<![CDATA[Ozgur Egilmez]]>;
<![CDATA[Hatice Onuray Egilmez]]>;
<![CDATA[Doruk Engur]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i1.10980
<![CDATA[In the music education curriculum, which is implemented from 2017-2018 academic year, the directive for teaching values was prepared for the first time. In this context, the research was conducted by comparing the attitudes of pre-service music teachers towards values education in terms of some variables, which will be included in the courses of value education according to the new music education curriculum. Data collected using the values education attitude scale were analysed using t-test, Kruskal-Wallis H test, and Spearman's correlation coefficient. Results showed that attitude scores did not change according to gender or level of parents’ education but had a significant difference according to the year students were in. Scale scores were not correlated with the amount of parents' income or students’ GPAs. This study is crucial as it tries to determine the attitudes of pre-service music teachers who are assigned as music teachers in a few years and will conduct music lessons according to the Ministry of National Education music curriculum. Moreover, it aims to shed light on the determination of targets for values education in the training of pre-service music teachers in the institutions that train music teachers with the help of the results that this study offers.]]>
