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[A REVIEW OF RESEARCH ON THE IMPACTS OF TEXTING ON VOCABULARY AMONG SECOND LANGUAGE LEARNERS ]]>
<![CDATA[Soh, Or-Kan]]>;
<![CDATA[Hazita, Azman]]>;
<![CDATA[Isnin, Izzammuddin]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i3.20536
<![CDATA[This paper provides the critical review of the impacts of texting on vocabulary among students from various range of ages, level of studies and background. Emergence of communication through modern modes of communication such as texting has greatly influenced the written communication among students. This impact of texting can also be traced from their academic writings. So far, there is lack of review studies with the focus on the impact of texting on vocabulary. Its consequential impact on the standard language has acquired greater importance. This studies also determine the relationship between the correlation of use of Instant Messaging and Text Messaging and the English grammar, vocabulary and spelling of the students. In total, 50 studies published between 2006 to 2019 and 20 indexed journals were analysed. The main findings from this review provide the impacts of texting on vocabulary among students. Furthermore, the paper discusses trends and the vision towards the future and opportunities for the further research in texting using Instant Messaging and Text Messaging.]]>
<![CDATA[THE ROLE OF DEPRESSION, LONELINESS AND SUBJECTIVE WELL BEING IN PREDICTING ACADEMIC ACHIEVEMENT ]]>
<![CDATA[Kose, ?brahim Alper]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i1.20296
<![CDATA[Previous literature pointed out that there was a relationship between psychological constructs and students? academic achievement. In the frame of this basement, therelationships between psychological constructs;components of subjective well-being, loneliness, depression, and academic achievement were tested in a proposed model.As a research group, 488 university students in Bolu-Turkey were participated. Research data were examined by bivariate correlations and hierarchical multiple regression analysis. Results showed that depression wassignificant predictor of academic achievement. In addition, the impact of depression on students? achievement was enhanced by loneliness andSWB components? additive contribution was not significant. Depression and loneliness explained a substantial amount of variance in the prediction of academic achievement. These findings are discussed in the frame of related literature. As implications, higher education administrators, policy makers, academic staff should take in consideration that psychological constructs are related to student achievement. Counseling services should established or developed specifically at the universities.]]>
<![CDATA[Bullying behavior among students ]]>
<![CDATA[Maria Ulfah]]>;
<![CDATA[Erni Gustina]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i3.20437
<![CDATA[This study aimed to investigate whether communication patterns, peers’ involvement and gender different can be the predictors of adolescent bullying behavior. This study involved 193 adolescents of grade 8 and 9 with the most adolescents of 14 years old who had filled in questionnaires. The results showed the prevalence of adolescent involvement in bullying which was 62.69%. Parental communication patterns have an OR = 1.64 (95% CI=0.87-3.09). Peers involvement in bullying behavior (OR=1.92; 95% CI=1.01-3.66). Adolescent girls were more involved in bullying behavior (59.59%) compared to adolescent boys (OR=3.32; 95% CI=1.69-6.54). Poor parental communication patterns, peers influence negatively predict to the bullying behavior in adolescent. Bullying is higher in boys than girls where as boys has a greater chance of bullying than girls. Therefore, bullying intervention programs are needed in schools.]]>
<![CDATA[STUDENTS’ SATISFACTION ON E-LEARNING AND IMPACT ON STUDENTS’ ACADEMIC ACHIEVEMENT: A PILOT STUDY ]]>
<![CDATA[Shahdan, Tengku Noorainun Tengku]]>;
<![CDATA[Che Ani, Sharliana]]>;
<![CDATA[Elias, Sofia]]>;
<![CDATA[Farhah, Siti]]>;
<![CDATA[Taha, Nuzha Mohamed]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i1.20441
<![CDATA[There are significant challenges on students? satisfaction for academic achievement based on e-learning (online learning) environment. E-learning did approve beneficial for student?s learning. Most universities in Malaysia felt that student academic achievement occur problems and obstacles, where technology can help to overcome it. This study took place at a Private Higher Education Institution (PHEI) in Selangor. A mix-method was applied that involves survey, where the respondents were 128 undergraduate students and semi-structured interview with 4 undergraduate students from Faculty of Education and Humanities (FEH). This is a pilot study and the respondents were given the survey to validate the items. The result found that the reliability of the items was 0.89 for e-learning environment?s dimensions: e-teaching quality, lecturer?s support, and tutorial supports. This can be concluded that students? successes in their academic achievement and satisfied with online learning. However, this study also indicates that there are other elements that make students? satisfaction which will discuss further on the next paper.]]>
<![CDATA[The mediating role of perceived administrative support for the effect of job motivation on organizational identification ]]>
<![CDATA[Gökçe Özdemir]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i3.20440
<![CDATA[In this study, the mediating role of perceived administrative support for the effect of teachers’ job motivation on their organizational identification perceptions was investigated. For this purpose, in mind, the opinions of 320 kindergarten teachers in 304 schools from 13 different school districts of Şahinbey/Gaziantep were received. However, 233 scales were taken into consideration. The research data were collected through Job Motivation Scale (JMS), Organizational Identification Scale (OIS) and Perceived Administrative Support Scale (PASS). Descriptive statistics, correlation analysis, multiple regression analysis, and path analysis were used in data analysis. Analysis results revealed that the job motivation perceptions of teachers were high. In addition, it was revealed that the participants also had high scores for organizational identification and perceived administrative support. Correlation analyses yielded positive, moderate and significant relationships between the research variables. Path analysis uncovered that perceived administrative support had a “partial mediating” role for the relationship between job motivation and organizational identification. Based on research findings, it was concluded that the effect of job motivation on teachers’ identification with their organizations was realized through perceived administrative support, albeit partially.]]>
<![CDATA[ANALYSIS OF ETHNO-BASED VALUATION INSTRUMENTS MEASURING HIGHER-ORDER THINKING SKILLS USING ITEM RESPONSE THEORY ]]>
<![CDATA[Adinata, Yuda candri]]>;
<![CDATA[Budiyono, Budiyono]]>;
<![CDATA[Indriati, Diari]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i2.20323
<![CDATA[This study aims to analyze the appropriateness of ethno-based assessment instruments that can measure Higher Order Thinking Skills based on item response theory. Analysis of the assessment instruments that have been developed have the characteristics of local wisdom and was trialed in three Karanganyar Regency High Schools. Student data analyzed were 288 test scores, consisting of 11th-grade students who had obtained Mathematical Induction material. The method used to explain the results of the analysis uses descriptive analysis. The prerequisite test uses the Unidimensional test for the 35 items that were tested, which means that of the 11 factors formed there is only one dominant factor. The results of the analysis of the three-parameter methods on item response theory for the Goodness of Fit (GoF) parameter model that most fit is the 2-PL model. The results of the analysis can be seen in the output threshold of phase 2 of the 2-PL model regarding the level of difficulty of the grains at values of -0.54 to 2.21. The different grain power index can be seen from the output of the BILOG-MG phase 2 program, which is the slope value in the range of 0.156 to 1.174. Therefore, 34 valid items were obtained with good difficulty and different power levels. Reliability for 34 items 0.71, which means a reliable instrument. It is recommended to conduct a construct validity analysis using confirmatory factor analysis. ]]>
<![CDATA[Identity formation: An auto-ethnography of Indonesian student becomes a legitimate speaker and teacher of English ]]>
<![CDATA[Rina Febriani Sarie]]>;
<![CDATA[Bambang Widi Pratolo]]>;
<![CDATA[Eko Purwanti]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i3.20399
<![CDATA[Several studies have investigated how the TESOL program influenced the construction of Non-Native English Speaker Teachers’ identities, yet few literature concerns about the negotiation of NNESTs’ identity as legitimate speakers and teachers of English. This paper was an auto-ethnographic investigation of my personal experience as one of international students in the TESOL program at an Australian university. Drawing on Norton’s theory of language and identity, this study examined a complex process of my identity formation as a legitimate speaker and teacher of English after studying one of a critical pedagogical unit ‘Language, Culture, and Curriculum’. The findings revealed that the TESOL program enabled me to discover and explore another part of myself as a legitimate speaker and teacher of English through linguistic constructs and rich knowledge given in that unit. It also supported that a critical pedagogical unit could empower international students to form their identities as confident and professional English teachers back to their countries.]]>
<![CDATA[Designing and verifying a tool for diagnosing scientific misconceptions in genetics topic ]]>
<![CDATA[Sasithorn Kantahan]]>;
<![CDATA[Putcharee Junpeng]]>;
<![CDATA[Sompong Punturat]]>;
<![CDATA[Keow Ngang Tang]]>;
<![CDATA[Perman Gochyyev]]>;
<![CDATA[Mark Wilson]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i3.20544
<![CDATA[The main purpose of this study was to design and verify the quality of an assessment aimed at diagnosing scientific misconceptions among students enrolled in 10th-grade biology subjects. A sample consisted of N=200 students from schools under the administration of the Office of Secondary Educational Service 31, Nakhon Ratchasima province. We employed the design-based approach, which consists of four phases, namely, construct map, item design, outcome space, and Wright map. Multidimensional Random Coefficient Multinomial Logit Model (MRCMLM) was used to evaluate the quality of the assessment tool. The assessment tool consists of two dimensions, namely, knowledge and reasoning. The assessment tool is comprised of 40 items, with 20 items tapping each of the dimensions. Findings form item analysis and modeling revealed sufficient evidence on the internal structure and validity of the instrument. It can be concluded that the unidimensional model is more appropriate than the multidimensional model for diagnosing scientific misconceptions in the genetics topic for dichotomously scored with four options in each item. The polytomous scored type should be further investigated to determine the best fit model in the items relating to evidence-based reasoning for supporting students’ answers.]]>
<![CDATA[ENTREPRENEURIAL EDUCATION AND ATTITUDES OF UNIVERSITY GRADUATES AS A TOOL FOR SELF-RELIANCE IN NIGERIA ]]>
<![CDATA[Mohammed, Idris Abdullahi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i3.20406
<![CDATA[Entrepreneurial Education has been globally apprehended as a weapon empowering graduates for sustainable livelihood and socio-economic independence, which measures greatly in accordance with the behavioral characteristics of the graduates towards comprehending and applying the entrepreneurial knowledge and skills acquired through the university training programs. This study aimed at investigating the relevance of entrepreneurial education and attitudes as a means for sustainable socio-economic self-independence of university graduates in Nigeria. The perception is that, through entrepreneurial education and positive attitudes, the graduates will pass-out and pursue different careers as independent entrepreneurs within the socio-economic society. Entrepreneurship education has the potential to enable graduates to gain the necessary knowledge and skills to independently create their own jobs. Existing empirical and conceptual and theoretical literature was surveyed and analyzed to gather relevant and satisfactory information about entrepreneurial education?s influence on the attitudes of the graduates towards determination for occupational self-reliance, thereby consequently gaining economic self-independence in achieving the progress of the individual graduate in particular and that of the society in general]]>
<![CDATA[An analytic hierarchy process for quality action researches in education ]]>
<![CDATA[Alvin Bersabal Barcelona]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i3.20626
<![CDATA[Teachers are expected to engage in the praxis of educational reform, and one of the resurgent interests in the field of education is the conduct of action researches. In the Philippines and in many parts of the world, teachers are encouraged to perpetuate a culture of conducting action researches to improve the teaching and learning process. Considering the scant literature towards evaluation criteria for quality action researches, this exploratory-sequential mixed method study aims to determine the qualities that research experts perceive to be useful in evaluating action researches. Using Analytic Hierarchy Process, which is a multiple decision-making algorithm, research experts asserted that among the identified evaluation criteria, quality action researches should underscore its contribution to theory and practice, and require actionability and reflexivity among researchers and participants. The findings of this study may be of considerable interest and use to teachers, research authorities, and organizations who would like to ensure that teachers produce quality action research to improve educational practices.]]>
