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[Investigation of the Learning Styles of Pre-Service Sports Teachers Enrolled at a Pedagogical Formation Program ]]>
<![CDATA[Sabahattin DENİZ]]>;
<![CDATA[Süleyman CAN]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 3: September 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i3.14131
<![CDATA[The purpose of the current study is to investigate the learning styles of the students from the Faculty of Sports Sciences. These students are enrolled at the pedagogical formation program and attending different departments of the Faculty of Physical Education and Sports. The study is a descriptive study employing the general survey model. As the data collection tool, “Vermunt Learning Styles Scales (VLSS)” was used. The study group of the current research is comprised of Sports Sciences Faculty students enrolled at the pedagogical formation program at the Education Faculty of Muğla Sıtkı Koçman University in 2016-2017 academic year. The findings of the study revealed that while the re-service sports sciences teachers’ study activities (information processing and organization) and study motives (mental model of learning and learning orientation) do not vary significantly depending on gender, age, branch, the state of having a coaching license or not and the state of working in a job or not, they vary significantly depending on department (coaching, sports management, recreation, physical education and sports teaching) and general academic achievement]]>
<![CDATA[Do Mobile Technology in the Classroom Really Improve Learning Outcomes? ]]>
<![CDATA[Shazia Zaheer]]>;
<![CDATA[Saad Masood Butt]]>;
<![CDATA[Gnevasheva Vera Anatolyevna]]>;
<![CDATA[Hosna Salmani]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 3: September 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i3.13426
<![CDATA[This article aims to outline different pedagogical strategies with applications (apps) in the classroom. Every year the use of mobile devices like tablets and smartphones increases. At the same time, applications are being developed to meet this demand. It is therefore essential that educators investigate their use as an motivational technological medium that can possibly be used in the classroom. Apps can be used both as a source of information as well as a tool for creating material. Thus, this article will present the results of a study applying teaching strategies in different contexts. It therefore highlights the importance of mobile learning as a viable alternative in the classroom. In order to do so, there was a multiple case study in the undergraduate pedagogy program and a digital inclusion course for seniors, both offered in the first semester of 2017 at the Federal University of Rio Grande do Sul (UFRGS). Educational applications and examples of teaching strategies using apps were created in these classes. Educational applications offer the possibility to bring innovations to teaching practices, as well as new forms of communication, interaction and authorship, thus contributing to the process of teaching and learning.]]>
<![CDATA[The Influence of Powtoon-Assisted Group to Group Exchange and Powtoon-Assisted Talking Chips Learning Models in Primary Schools ]]>
<![CDATA[Achmad Buchori]]>;
<![CDATA[Nyai Cintang]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 3: September 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i3.14378
<![CDATA[The element of creativity in learning mathematics in elementary school is lack of attention. Whereas, in solving the mathematic problem, creative thinking and ideas are needed in formulating and solving mathematical models of mathematic problems. Creative thoughts and ideas will emerge and develop if the process of learning mathematics in the classroom uses appropriate learning approach. The purpose of this study is to determine the influence of students' mathematical creative thinking ability on Powtoon-Assisted Group to Group Exchange and Talking Chips learning models to students' creative thinking ability. This research is a correlative quantitative research. The population was all the sixth grade students of Pedurungan Tengah 1 State Primary School in Semarang. The samples were class VI C (experiment 1), VI D (experiment 2), and VI B (control). The data were obtained from a post-test with open-ended answers. The analysis result of Anava test indicated that there was a difference on the mean of students' creative thinking ability in those three classes. Based on the Scheffe Test calculation, students' mathematical creative thinking ability with GGE model was better than the class with conventional learning model. Another result of Scheffe Test calculation indicated that students' mathematical creative thinking ability with Talking Chips model was better than the class with conventional learning. In addition, the Simple Linear Regression equation in both classes with GGE and Talking Chips models resulted in positive value equation. It could be concluded that Powtoon-Assisted Group to Group Exchange and Talking Chips learning models have a positive influence on students' creative thinking ability.]]>
<![CDATA[Predictors of Educational Outcomes of Students with Multiple Disabilities: Results from a National Study ]]>
<![CDATA[Kymberly Bowlen]]>;
<![CDATA[Kristen Osiniak]]>;
<![CDATA[Tyler Syms]]>;
<![CDATA[Karen H Larwin]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 3: September 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i3.14019
<![CDATA[Parents, siblings, and peers have an immeasurable effect on shaping children into who they become as individuals. Many factors, such as one’s relationships with these individuals, may have lasting effects on the educational and vocational outcomes of children who have multiple disabilities. The purpose of the present study is to investigate the relationships of children with multiple disabilities, as well as their perceptions regarding their educational experiences to determine the effects these factors may have on their future outcomes. The goal of the present study is to determine how potential correlations may influence children with multiple disabilities during transition and vocational programs, as well as their outcomes in life beyond formal schooling.]]>
<![CDATA[IMT Skills of the pre-service teachers in Cebu City ]]>
<![CDATA[Helen B. Boholano]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 3: September 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i3.14203
<![CDATA[Information, media and technology is an essential skill in the 21st century. The development of the country relies on the people. The preservice teachers are task to mold the 21st century learners. The purpose of this study is to investigate and analyze the information, media and technology skills in the 21st century of the preservice teachers in the different Higher Education Institutions (HEIs) in Cebu City. Findings revealed that the preservice teachers possessed very IMT good skills. There are three themes formulated regarding the effects of new digital technologies in the 21st century instruction. Making taking and learning more convenient with the use of technology, the 21st century role of modern technology in teaching and learning and using technology as tool in research are essential in the 21st century undertakings. Thus, ICTs have been very useful in the teaching-learning process and it has been the modernize way of education which caught the interest of everybody. The effective use of technology enables the preservice teachers to facilitate and adjust their instructional strategies to optimize students’ learning.]]>
<![CDATA[Integration of Syrian Refugees and Turkish Students by Non Formal Education Activities ]]>
<![CDATA[Rüyam Küçüksüleymanoğlu]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 3: September 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i3.14118
<![CDATA[While 80 percent of Syrian refugee children living in camps have chance to attend formal education, only small number of children are attending Turkish schools. The purpose of this research is to investigate the opinions of the Syrian refugee children before and after non formal education (NFE) activities about refugees’ integration at school. For this purpose, certain activities were created and organized by the researcher. The research was conducted in the selected public school with 73 Syrian children and lasted for 28 weeks. Semi-structured interview and observation methods were used in this study. The data were analysed using content analysis. The findings obtained from the study have been organized into 3 main themes. These themes are “language”, “coping and resolving conflict” and “joining a group and sustaining friendship”. As a result of the study, it has been determined that Syrian children can cope with the problems they are experiencing and integrate into the school life and Turkish students being more helpful and tolerant towards the refugees are influenced by non formal education activities conducted in school. It is hoped that it will be a good example for each school in designing educational programs for Syrian refugee children with NFE activities.]]>
<![CDATA[Investigation of The Effect of Pre-Service Classroom Teachers’ Critical Thinking Disposition on Their Media Literacy ]]>
<![CDATA[Özkan Çelik]]>;
<![CDATA[Halil Çokçalişkan]]>;
<![CDATA[Alper Yorulmaz]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 3: September 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i3.13960
<![CDATA[It is important to develop a critical perspective in terms of interpreting the messages to be given to the individuals through media and questioning the authenticity and content of these messages. It is therefore necessary to train the individuals called media literate who can critically perceive and evaluate the information conveyed through the media to increase the positive effects of the media and to reduce their negative effects as much as possible. The purpose of the current study is to investigate the effect of the pre-service teachers’ critical thinking disposition on their media literacy. The study employed the relational survey model, one of the quantitative research methods. In order to collect data, a personal information form, the Critical Thinking Disposition Scale, and the Media Literacy Level Determination Scale were used as the data collection tools. As a result of the study, the critical thinking disposition of the pre-service teachers was found to be medium and their media literacy was found to be high. The critical thinking disposition was found to be varying significantly depending on their gender and grade level; their media literacy was found to be varying depending on grade level but not on gender. There is a positive but low relationship between critical thinking disposition and media literacy and critical thinking is a significant predictor of media literacy.]]>
<![CDATA[The Influence of Science Literacy-Based Teaching Material Towards Science Achievement ]]>
<![CDATA[Avikasari Avikasari]]>;
<![CDATA[Rukayah Rukayah]]>;
<![CDATA[Mintasih Indriayu]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 3: September 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i3.14033
<![CDATA[Based on PISA assessment result in 2015 on science; Indonesia ranks 69 out of 79 countries. Meanwhile, in science literacy, Indonesia ranks 62 out of 69 countries that are evaluated. That assessment result shows that science achievement and science literacy ability of Indonesian students are low. One of some factors that influences it is the selection of learning resource that does not explain science concept for students. This research is conducted to know the influence of the use of science literacy-based teaching material based on the improvement of fourth grade students’ science achievement. This research is a quantitative research that uses an experimental method. This research is conducted at two elementary schools in Gunungpati, Semarang. The subjects of this research are 46 fourth grade students. The data were collected by using pre-test and post-test to know the students’ score. This research shows that pre-test mean score is 39.935 and the post-test 1 mean score is 66.891. Meanwhile, t-tests show significance 0.000 (<0.05) meaning that there is the difference between pre-test and post-test. Therefore, there is influence on the use of science literacy-based teaching material based on fourth grade students’ science achievement.]]>
<![CDATA[Logo Counseling for Low Spiritual Self-Esteem Among College Students ]]>
<![CDATA[Jacob Daan Engel]]>;
<![CDATA[Lobby Loekmono]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 3: September 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i3.13776
<![CDATA[The purpose of this research was to examine logo counseling model in improving low spiritual self-esteem problem for college students. This research used descriptive method and quasi-experiment method with a non-equivalent pre-test-post-test control group design. The results then analyzed from the statistical significance and the practical significance. The result showed that logo counseling model could improve low spiritual self-esteem among college students, indicated by statistical significance of tcount (43.851) > ttable (2.144) and N-gain of the experimental group (0.75) > N-gain of the control group (0.15) and practical significance of positive attitude, behavior and value changes. Recommendation also given for related agencies to implement logo counseling model in training program and for further research by related experts in the field.]]>
<![CDATA[Activities Written by Prospective Primary Teachers on Realistic Mathematics Education ]]>
<![CDATA[Hatice Kübra Güler]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 3: September 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i3.14267
<![CDATA[It is important for students to connect with real life in mathematics courses. The aim of this study is to investigate the activities which are written by prospective primary school teachers in the context of Realistic Mathematics Education. This research is a case study of which data were collected by qualitative methods. The participants of the research included 81 prospective primary teachers who are junior students attended primary teacher department. It was asked them to write an activity suitable for primary mathematics curriculum by considering Realistic Mathematics Education principles. They were given one month to write the activities. The activities written by prospective teachers analyzed by descriptive methods in terms of learning domains, types of context and principles of Realistic Mathematics Education. Totally 36 activities were written by prospective teachers. Based on the analysis, it was observed that not all the contexts were exactly real life contexts. It was determined that prospective teacher could not distinguish routine word problems from real life problems. It can be said that theoretical knowledge of Realistic Mathematics Education is inadequate for writing activities and prospective primary teachers need to practice on writing activities regarding the mentioned theory.]]>
