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[Multimedia physics practicum reflective material based on problem solving for science process skills ]]>
<![CDATA[Wawan Kurniawan]]>;
<![CDATA[Darmaji Darmaji]]>;
<![CDATA[Astalini Astalini]]>;
<![CDATA[Dwi Agus Kurniawan]]>;
<![CDATA[M Hidayat]]>;
<![CDATA[Nugroho Kurniawan]]>;
<![CDATA[Linda Zaenati Nur Farida]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i4.20258
<![CDATA[Purpose: This study aims to determine the differences in science process skills in each class in the Physics Education Study Program. Methodology: This research is a quantitative study with a comparison design. The research sample used amounted to 108 students with details of 54 control class students who used conventional guidebooks, while the control class totaling 54 students used a science process skill guide. The research data was obtained from observation activities using observation sheets of science process skills which were analyzed using descriptive statistics and inferential statistics. Finding: The results showed that there were significant differences in the mastery of science process skills of students seen from the value of the average mastery of science process skills of students using guidebooks based on science process skills. The experimental class has an average science process skill that is better than the control class.]]>
<![CDATA[Investigating understanding the nature of science ]]>
<![CDATA[Veena Prachagool]]>;
<![CDATA[Prasart Nuangchalerm]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i4.20282
<![CDATA[The survey method was employed for investigating understanding nature of science (NOS) between general science education and science pre-service teachers. Independent t-test and two-way ANOVA were used for testing hypothesis. Results found that both of two programs rated understanding NOS ranges disagree and highly agree levels in different items. The item ‘scientists work in their laboratory, even though social needs are not influence to scientists’, disagree for general science education but agree for science program. The post-hoc test indicated that there were not differences by mean scale of two programs. There was no interaction between group and components of NOS. The post-hoc test also indicated that not found the differences in each component among scientific worldview, scientific inquiry, and scientific enterprises. However, three components of NOS must incorporate to teacher preparation program for making community of science and literate person as well as philosophy of science education.]]>
<![CDATA[Job Satisfaction and performance of elementary school teachers ]]>
<![CDATA[Agustinus Kia Wolomasi]]>;
<![CDATA[Sandra Ingried Asaloei]]>;
<![CDATA[Basilius Redan Werang]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i4.20264
<![CDATA[Given the high demands of contemporary community on the development of the youth, teachers’ job performance both inside and outside the classroom is of crucial for all partake parties, including school leaders, parents, education policymakers, and community at large. This study was meant to describe job satisfaction of elementary school teachers of Boven Digoel district, Papua, and how it predicts their job performance. To do so, we applied a survey research. Two survey questionnaire were self-administered to 352 teacher-respondent which were incidentally drawn from amongst 412 elementary school teachers of Boven Digoel district, Papua. Derived data were examined statistically using simple linear regression analysis method by utilizing Statistical Package for the Social Sciences (SPSS) version 21. Result of data analysis showed that job performance of elementary school teachers of Boben Digoel district is significant positively predicted by their job satisfaction. Finding of this study may be imperative for the school management and education administrator at the regional authority to make paramount efforts of creating valuable plans for enhancing teacher’s satisfaction in order to promote a better job performance of elementary school teachers of Boven Digoel district, Papua.]]>
<![CDATA[A study on the effectiveness of coping with test anxiety program based on cognitive-behavioral approach ]]>
<![CDATA[Fulya Türk]]>;
<![CDATA[Ayşe Nur Katmer]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i4.20316
<![CDATA[The purpose of this study is to examine the impact of the program for coping with test anxiety based on the cognitive-behavioral approach on the levels of test anxiety, irrational thoughts, coping levels and academic self-efficacy perceptions of adolescents in the 8th grade. The study was performed as a semi-experimental study based on pre-test and post-test model with an experimental group and a control group. There were 32 students studying in the 8th grade in Kilis during the 2018-2019 school year participated in the study. While a seven-session Coping with Test Anxiety program based on Cognitive-Behavioral approach was applied to the students in the experimental group, no study was conducted with the control group. The Mann-Whitney U Test, Friedman Test, and Wilcoxon Signed-Rank Test were used in the analyses of data obtained from the study. According to study results, it can be said that the program for coping with test anxiety based on the cognitive-behavioral approach was significantly effective in the levels of test anxiety, irrational beliefs and active and avoidant coping levels of the adolescents while it was not effective in academic self-efficacy perceptions and negative avoidant coping levels.]]>
<![CDATA[Learning styles and teaching styles determine students’ academic performances ]]>
<![CDATA[Nithya Dewi Subramaniam Chetty]]>;
<![CDATA[Lina Handayani]]>;
<![CDATA[Noor Azida Binti Sahabudin]]>;
<![CDATA[Zuraina Ali]]>;
<![CDATA[Norhasyimah Hamzah]]>;
<![CDATA[Shahreen Kasim]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i4.20345
<![CDATA[Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.]]>
<![CDATA[The role of social media in reshaping the academic activities of vocational and technical education lecturers in Nigeria ]]>
<![CDATA[Adamu Muhammaed Jebba]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i4.20305
<![CDATA[The use of social media is one of the predominant features in the average daily life of students and lecturers across tertiary institutions in Nigeria. It was against this backdrop that this study was carried out to determine the role of social media in reshaping the future of academic activities among lecturers of Vocational and Technical education in Nigeria. The study adopted descriptive survey research design. A structured questionnaire consisting of 40- items was developed by the researcher for data collection. The reliability of the instrument was determined using Kuder Richardson (KR20) formula which yielded 0.85. The population of the study comprised lecturers from the two Colleges of Education in Niger State. Four research questions guided the study. The findings revealed among others that social media is a technological tool that can reshape the future of teaching Vocational and Technical education as it brings with it new opportunities which is capable of promoting collaborative teaching and learning as well as the potential to promote and reshape the future of higher education in institutions of learning. Furthermore, the trend according to the findings of this study revealed that the overwhelming patronage is in terms of making new friends (online), playing games, exchange of affectionate/love messages, online chatting, sharing selfies, spreading false information, hate speeches, and even quarrelling with virtual friends. On the basis of these findings, some recommendations were made which among others include the need for the college management to mount capacity building programmes to retrain the lecturers to understand the concept of social learning and to keep them abreast with innovative teaching and learning platform such as social media.]]>
<![CDATA[Instructional leadership beliefs among Filipino pre-service teachers ]]>
<![CDATA[Rudolf T Vecaldo]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i4.20275
<![CDATA[In the teacher education context, there has been a call to pay attention to the preparation of pre-service teachers for instructional leadership roles necessary in today’s various school reforms. Nonetheless, because the integration of instructional leadership is relatively new in the Philippine teacher education curriculum, there is a dearth of research along with this aspect. With the increasing need for more research on instructional leadership, particularly on Teacher Education Institutions (TEIs), this exploratory study was undertaken. Using an in-depth interview, it examined the instructional leadership beliefs of Filipino pre-service teachers. Twelve (12) graduating pre-service teachers from a public university in Cagayan Province, Philippines became the study participants whose views, insights, and narratives were thematically analyzed. Interestingly, the results of the study revealed that pre-service teachers believe that instructional leadership is shared, learning-focused, a conversation, service-driven, and a pursuit of equity. These deepen the assertion that understanding the instructional leadership beliefs of pre-service teachers would promote instructional interventions that can empower them and advocate a viable instructional leadership framework not only in the Philippine context but in the ASEAN region as well.]]>
<![CDATA[English for specific technical and engineering academic purposes: An analysis on ESL practitioners’ challenges ]]>
<![CDATA[Nor Yazi Khamis]]>;
<![CDATA[Azwin Arif Abdul Rahim]]>;
<![CDATA[Supyan Hussin]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i4.20300
<![CDATA[The facilitation of English for Specific Engineering Academic Purposes approach at Malaysian technical and engineering tertiary institutions is an effort to revitalise the pedagogical methods of ESL learning and communication skills at the institutions. A close examination on the ESL practitioners’ context has indicated a critical gap between the diversified requirements of skills and sound pedagogical models to determine the practitioners’ quality. In understanding the necessity of the approach, this study aims to explore and investigate the challenges faced by the practitioners in facilitating the approach. The study comprised data gathered from semi structured interviews of 14 ESL experts and an online survey on 42 ESL practitioners in technical and engineering fields. Interview questions for the experts were developed to find out about the challenges and competencies to overcome the hurdles. A self-assessed instrument with a five-Likert scale of importance on the competencies was used to gauge the practitioners’ view onn the approach. Frequencies and percentages, and Braun and Clarke’s (2006) six-stage method of thematic analysis were used to analyse the data. Findings from the both inquiries revealed several challenges which led to the necessity of wider knowledge and understanding of the approach and the prevalent of specific competencies for the practitioners in overcoming the challenges. The practitioners’ competency was substantially indispensable because it could affect their learners’ interest in learning the skills as well as in understanding the content subject.quality agencies to review and specify the requirement and guideline for ESL practitioners specifically those at technical and engineering tertiary institutions.]]>
<![CDATA[Scientific literacy and science learning achievement at junior high school ]]>
<![CDATA[Jufrida Jufrida]]>;
<![CDATA[Fibrika Rahmat Basuki]]>;
<![CDATA[Wawan Kurniawan]]>;
<![CDATA[Miko Danu Pangestu]]>;
<![CDATA[Olva Fitaloka]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i4.20312
<![CDATA[Scientific literacy is the ability which must be owned by the students to analyze and apply the concept of science in solving daily life problem. This research aims to know the correlation between scientific literacy and science learning achievement at State Junior High Schools. This research used a quantitative approach with correlational type. The population of this research were 428 grade IX students at State Junior High Schools within the District of Jaluko Muaro Jambi. The samples was 138 students. The technique of selecting samples was random sampling. The instruments used were the test of science literacy and the test of science learning achievement. Hypothesis test was conducted by using rank spearman correlation test with the assistance of SPSS 21. The results show the average score of scientific literacy is 33.7 (medium category) and the average score of science learning achievement is 21.5 (very low category). The result of the correlation test obtains Sig value 0.00 then Ho is rejected. It can be concluded that there is a significant correlation between scientific literacy and science learning achievement at State Junior High School within Muaro Jambi District. Science learning is expected to develop students’ science literacy so that it can improve science learning achievement.]]>
<![CDATA[The non-technical skills needed by graduates of technical colleges in metalwork technology ]]>
<![CDATA[Bakare Shola. F]]>;
<![CDATA[Azlan Abdul Latib]]>;
<![CDATA[Rosmah Samari]]>;
<![CDATA[Yusri Kamin]]>;
<![CDATA[Muhammad Sukri Saud]]>;
<![CDATA[Nor Fadila Amin]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i4.20308
<![CDATA[This studycentered on the views of the professionals about the non-technical skills considered crucial as recruitment prerequisite among graduates of metalwork technology from technical and vocational institutions in Nigeria. It will also examine the possibility of integrating these skills into the curriculum. The study made use of the survey research design. One research question guided the study. The population for the study comprised metalwork technology professionals in Ogun State, Southwestern Nigeria. A 36-item questionnaire was the instrument used for data collection. The instrument was validated by experts from the University of Lagos (UNILAG). The reliability of the instrument was determined using Cronbach Alpha and the reliability index which stood at 0.79. The data collected were analysed using mean statistic and standard deviation. The study revealed that professionals placed great importance on communication skills, problem-solving skills, teamwork skills and self-management qualities among others, as important recruitment prerequisite among graduates of metalwork technology from technical and vocational institutions in Nigeria. The study concludes with the suggestions that non-technical skills should be integrated into the curriculum particularly in the field of metalwork technology in technical colleges. Students should be familiar with the employers’ recruitment criteria while they are still in schools in order to equip them with the necessary skills needed for employment. ]]>
