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.
Articles
10 Documents
Search results for
, issue
"Vol 7, No 2: June 2018"
:
10 Documents
clear
<![CDATA[Item Response Theory: An Introduction to Latent Trait Models to Test and Item Development ]]>
<![CDATA[Ado Abdu Bichi]]>;
<![CDATA[Rohaya Talib]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 2: June 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (336.314 KB)
|
DOI: 10.11591/ijere.v7i2.12900
<![CDATA[Testing in educational system perform a number of functions, the results from a test can be used to make a number of decisions in education. It is therefore well accepted in the education literature that, testing is an important element of education. To effectively utilize the tests in educational policies and quality assurance its validity and reliability estimates are necessary. There are two generally acceptable frameworks used in evaluating the quality of test in educational and psychological measurements, these are; Classical Test Theory (CTT) and Item Response Theory (IRT). The estimates of test items validity and reliability depend on a particular measurement model used. It is vital for a test developer to be familiar with the different test development and item analysis methods in order to facilitate the development of a new test. The CTT is a traditional approach which was widely criticise in the measurement community for its shortcomings such as sample dependency of coefficient measures and estimates of measurement error. However, the IRT is a modern approach which provides solutions to most of the CTT’s identified shortcomings. This paper therefore, provides a comprehensive overview of the IRT and its procedures as applied to test item development and analysis. The paper concludes with some suggestions for test developers and test specialists at all levels to adopt IRT for its identified crucial theoretical and empirical gains over CTT. IRT based parameter estimates should be superior and reliable than CTT based parameter estimates. With these features, IRT can help resolve the problems associated with test design based on CTT.]]>
<![CDATA[The Role of Journal Writing in Senior High School Students’ Attitude toward Mathematics ]]>
<![CDATA[Ivee Kalalo Guce]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 2: June 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (307.821 KB)
|
DOI: 10.11591/ijere.v7i2.13054
<![CDATA[The study investigated the influence of journal writing on the senior high school students’ attitude toward mathematics. A mixed-method approach, particularly the convergent parallel design, was used in this study. Using Scale on Attitude Toward Mathematics (SATM) (Guce & Talens, 2013), the students’ attitude toward the subject was measured in four subscales—liking or disliking mathematics, tendency to engage in or avoid mathematical activities, belief that one is good or bad in mathematics and belief that mathematics is useful or useless. Using focus group discussion, the insights of the students on journal writing as a mathematics class activity were gathered. Results using quantitative data revealed positive significant differences in the attitude of the respondents in terms of (i) liking mathematics and (ii) having the tendency to engage in mathematical activities. This aligned with the result in the focus group discussion which suggested that students perceive journal writing as a helpful tool for them to enjoy mathematics and engage in it. The activity, thus, may be regarded as a means to improve students’ attitude toward mathematics.]]>
<![CDATA[Democratic Perception and Attitudes of the Pre-Service Music Teachers in Turkey ]]>
<![CDATA[Hatice Onuray Eğilmez]]>;
<![CDATA[Özgür Eğilmez]]>;
<![CDATA[Doruk Engür]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 2: June 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (393.958 KB)
|
DOI: 10.11591/ijere.v7i2.13141
<![CDATA[Democracy, a lifestyle as much as it is a form of government, begins to be learned in the family. The youth observe and acquire the democratic attitudes of their parents. The task of passing it on to the new generations and helping them acquire democratic values is the mission of schools, namely teachers. It is a commonly known fact that developmental level of countries shows parallelism with the democratic attitudes of individuals. It is important to understand the democratic perceptions and attitudes of teachers who are responsible for positioning democratic structure and thus raising the democratic level of countries. For this reason, the research aims to examine the democratic perceptions and attitudes of music teacher candidates in terms of some variables. Data collected using the democratic attitude scale were analyzed using t-test, Kruskal-Wallis H test, and Spearman’s correlation coefficient. Results showed that attitude scores did not change according to gender, level of parents’ education or the year students were in. Scale scores were negatively correlated with the amount of parents’ income. There was no correlation between the students’ GPAs and the scale scores. Music teaching requires a democratic environment intrinsically; therefore, the democratic perceptions and attitudes of the music teacher candidates who will carry out the music lessons in which they should maintain the democratic environment must be determined. As aforementioned notions suggest, this study is of the essence since the results will shed light on the academic staff in the institutions that train music teachers.]]>
<![CDATA[The Effectiveness of Science Textbook Based on Science Technology Society for Elementary School Level ]]>
<![CDATA[Alifah Kartikasari]]>;
<![CDATA[Roemintoyo Roemintoyo]]>;
<![CDATA[Sri Yamtinah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 2: June 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (251.608 KB)
|
DOI: 10.11591/ijere.v7i2.13022
<![CDATA[This study reports a quasi-experimental investigating the development of Science textbook based on Science Technology and Society for elementary school. The data collection was got from the achievement test (pretest-posttest). The population was all fourth-grade students of elementary schools in Gatak Subdistrict and the sample of the study was two schools as an experimental class and control class. The research sample was taken by random sampling technique. The results of this research showed that there was an improvement of student achievement before and after the implementation of science textbook based on Science Technology and Society. The result of the independent sample t-test shows that tobs is higher than table (5.489>1.681). The outcomes of the learning improvement in the experimental class based on the acquisition of N-Gain scores of 0.558. Based on tobs results, H0 is rejected. So it can be concluded that the development of a science textbook based on Science Technology Society in elementary school is appropriate to use for learning.]]>
<![CDATA[The Effects of “I Can Problem Solve Program” on Children’s Perspective Taking Abilities ]]>
<![CDATA[Ceren Yağmur Aras]]>;
<![CDATA[Durmuş Aslan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 2: June 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (412.302 KB)
|
DOI: 10.11591/ijere.v7i2.11945
<![CDATA[This study was conducted to determine the effects of I Can Problem Solve Program on preschool children’s perspective taking skills. Participants were 51 children who were attending two public preschool. In the study, pretest – posttest – permanence test control group desing was used. There were an experimental group and two control groups in the study. As data collection tool, “Perspective Taking Test for Children (PTC)” which was developed by Aslan and Köksal-Akyol [1] were utilized. Firstly, PTC was applied to children as pretest. Then “I Can Problem Solve Program” which was developed by Shure [2] and adapted to Turkish by Öğülmüş [3] was applied to children in experimental group. Children in control groups were attend the regular program. After the completing the program application PTC was implemented to experimental group and control groups as posttest. Finally, PTC was applied to experimental group as permanence test after a month of posttest. At the end of the study, it was determined that I Can Problem Solve Program had a significant impact on children’s perspective taking skills. There was a statistically significant difference between experimental group and control groups in posttest, while there was no difference between the groups in prettest. Children in experimental group performed better than children in control groups in posttest. Moreover, there was no significant difference in experimental group’s scores between posttest and permanence test scores.]]>
<![CDATA[Elementary School Third Grade Students’ Expectations of Their Teachers in The Course of Language Education ]]>
<![CDATA[Sabri Sidekli]]>;
<![CDATA[Zeliha Cura]]>;
<![CDATA[Alper Yorulmaz]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 2: June 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (324.768 KB)
|
DOI: 10.11591/ijere.v7i2.13452
<![CDATA[The purpose of the study is to determine the elementary school third grade students’ expectations of their classroom teachers within the context of the course of language education. The sampling of the study is comprised of 200 elementary school third grade students attending elementary schools in the Milas Province of the city of Muğla. The data were gathered by means of the questionnaire, which had six sub-categories, in order to identify students’ expectations of their teachers. The findings of the study revealed that the students have high expectations of their teachers in terms of the sub-dimensions of active participation, verbal participation, written participation, participating in reading, inclusion of the topics and measurement and evaluation. The students’ expectations of their teachers in relation to the sub-dimension of measurement and evaluation were found to be varying significantly depending on the gender variable. This difference is in favor of boys.]]>
<![CDATA[A Mixed Method Research on Peer Assessment ]]>
<![CDATA[Gokhan Izgar]]>;
<![CDATA[Ahmet Oguz Akturk]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 2: June 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (401.565 KB)
|
DOI: 10.11591/ijere.v7i2.12770
<![CDATA[The purpose of this study is to investigate the relationship between peer assessment and instructor assessment and make a comparison with views of preservice teachers. Since qualitative and quantitative methods were used together in the study, it was grounded on the mixed method approach. The quantitative data in this study, in which 27 preservice teachers participated on a voluntary basis, were obtained from scoring rubric whereas qualitative data were obtained from a semi-structured interview form prepared by the researchers. Statistical analyses were conducted to analyze the quantitative data collected within the scope of the study, whereas Pearson Product-Moment Correlation Coefficient was used to analyze the relationship between instructor assessment and peer assessment, and paired samples t test was used to determine the differences between pairwise groups. The qualitative data, on the other hand, were analyzed using the content analysis technique. As a result of the analysis, it was seen that there was a positive and significant correlation between instructor assessment and peer assessment. When the preservice teachers’ views were examined, those views rose to prominence stating that making assessments contributed to learning; they grew aware of imperfect knowledge; questioning and critical thinking improved, and fair assessment skills developed. This was interpreted to mean that preservice teachers could distinguish between adequate and inadequate work. However, when the preservice teachers’ views concerning their assessments by their peers were examined, the view attracted attention stating that friendship relations and personal problems affected assessment negatively and therefore peers gave low scores. At this point, when the mean scores were examined, it was seen that mean peer scores were higher than instructor mean scores. This was interpreted to mean that some preservice teachers did not have confidence in their peers.]]>
<![CDATA[Mediation Role of Locus of Control on the Relationship of Learned-helplessness and Academic Procrastination among College Students in Penang, Malaysia. ]]>
<![CDATA[Kususanto Prihadi]]>;
<![CDATA[Christine Y.H. Tan]]>;
<![CDATA[Reimy T.S. Tan]]>;
<![CDATA[Poh Ling Yong]]>;
<![CDATA[Jonathan H.E Yong]]>;
<![CDATA[Sharvini Tinagaran]]>;
<![CDATA[Chee Leong Goh]]>;
<![CDATA[Yu Jin Tee]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 2: June 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (377.812 KB)
|
DOI: 10.11591/ijere.v7i2.12597
<![CDATA[This study aims to study the mediation role of locus of control on the impact of learned helplessness on students’ academic procrastination. Studies reported that more than 70% university students procrastinate, and one of the causes is the perception that one is vulnerable or helpless in finishing the procrastinate tasks. It was hypothesized that internal locus of control iLOC can reduce the effect if the learned helplessness (LH) on academic procrastination. Data was collected from 60 university students by utilizing instruments such as Duttweiller’s Internal Control Scale, Pure Procrastination Scale (adapted for academic setting) and Learned Helplessness Scale. Multiple regression with Process add-on showed that full mediation occurred; the prediction of LH on procrastination became insignificant when iLOC is controlled. In other words, when students believe that they are in control of their events, the less likely they will procrastinate doing their tasks due to helpless feeling.]]>
<![CDATA[Anxiety in Visually Impaired Students about the Future ]]>
<![CDATA[Aydın Kızılaslan]]>;
<![CDATA[M. Meral Kızılaslan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 2: June 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (259.754 KB)
|
DOI: 10.11591/ijere.v7i2.13263
<![CDATA[The aim of this study is to determine the anxiety level that visually impaired students may have for the future when planning their profession. Anxiety is defined as excessive level fear and worry about real or imaginary situations. So the excessive worry can affect the ability to act to solve a problem. This study is a case study based on the semi-structured interviews. The study group consists of six 8th grade students with visual impairment. The aim of selecting students with visual impairment as a sample group is to determine the individuals who are aware that education is an important for their future plans but at the same time aware that the barriers created by society have greater impact on their the socialization. As a result, visually impaired individuals are willing to be part of the society, but the created obstacles cause anxiety in many different ways as they constitute their futures. This situation negatively affects their motivation and academic performance, and diminishes the importance of education for them as well.]]>
<![CDATA[Determination of Secondary School 4th Grade Students’ Mental Models of the Astronomer ]]>
<![CDATA[Meryem Görecek Baybars]]>;
<![CDATA[Büşra Tuğçe Kayabas]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 2: June 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (441.882 KB)
|
DOI: 10.11591/ijere.v7i2.11371
<![CDATA[Teaching astronomy to young generations is of great importance because astronomy education helps us to better understand the world we are living in and to find answers to our questions. In this regard, the current study aimed to determine the secondary school 4th grade students’ mental models of the astronomer. The current research is designed as a descriptive study employing the special case study method. The study was conducted in a city located in the western part of Turkey. The study group is comprised of a total of 77 secondary school 4th grade students attending a state school. In line with the purpose of the study, a data collection tool consisted of 2 open-ended questions was developed. In light of the findings of the study, it can be argued that the mental models possessed by the students about the astronomer are the scientific model, the astronaut model and the celestial bodies model]]>
