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
43 Documents
Search results for
, issue
"Vol 9, No 4: December 2020"
:
43 Documents
clear
<![CDATA[The National Budget Circular 461: Emerging trends in Philippines higher education promotion system ]]>
<![CDATA[Francisco D. Esponilla II]]>;
<![CDATA[Lean Karlo S. Tolentino]]>;
<![CDATA[Cherrypyn B. Barbacena]]>;
<![CDATA[Apollo P. Portez]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11591/ijere.v9i4.20822
<![CDATA[This research aimed to identify trends on promotion challenges and concerns (CaCs) encountered by the faculty members in selected State universities and colleges (SUCs) in the Philippines. To specifically identify significant CaCs, the study employed the mixed-method research design utilizing the delphi model technique for data collection. Thematic data coding was thoroughly conducted to come up with a consensus from the experts in the field of promotion in higher education. There were 10 focal persons from the SUCs in the national capital region (NCR) purposively chosen as the study participants. The identified challenges and concerns as the trend indicators were categorized into themes such as appreciation of documents, faculty engagement for promotion, information dissemination, schedule of implementation, responsiveness of the national budget circular No. 461 (NBC 461) focal persons to promotion-related concerns, faculty engagement to promotion, and stakeholder’s engagement to promotion. These indicators would be a relevant implication to the holistic and a uniform faculty promotion scheme in higher education institutions of the country. Hence, the result of the study shall be utilized by the SUCs policymakers in crafting the standardized NBC 461 policy guideline that is inclusive for implementing equal promotion opportunity as well as job security.]]>
<![CDATA[Digital-based instruction: Chances and challenges in English language teaching context ]]>
<![CDATA[Ningtyas Orilina Argawati]]>;
<![CDATA[Lilis Suryani]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11591/ijere.v9i4.20579
<![CDATA[The use of Digital Based Instruction (DBI) nowadays seems to have many obstacles and difficulties. It is due to lack of digital literacy both lecturers and students. Meanwhile, many advantages also emerge through the use of DBI. It becomes the reason for the lecturers to keep on trying to develop their digital literacy to occupy the need of DBI to their English Language Teaching (ELT) class. This study aimed at revealing the chances and challenges of the implementation of DBI. Descriptive qualitative was employed in this study which involved the use of observation and interview as the instruments. The participants of this study were five English lecturers and 200 students. The findings showed that the chances of applying DBI cover activating students, elevating digital literacy, provoking students’ creativity, and creating new application. While some challenges are also emerged. It is due to limited devices and access, and limited digital literacy. The implementation of DBI could provoke the elevation of digital literacy and creativity if we could handle the challenges.]]>
<![CDATA[The power of school principals’ ethical leadership behavior to predict organizational health ]]>
<![CDATA[Mustafa Özgenel]]>;
<![CDATA[Tuğba Aksu]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11591/ijere.v9i4.20658
<![CDATA[This study aimed to reveal whether the ethical leadership behaviors of school principals have an impact on organizational health. The relational survey model, one of the quantitative research methods, was preferred as the research method. There were 402 teachers working in public schools in different districts on the Anatolian Side of Istanbul voluntarily participated in the universe of the research in the 2019-2020 academic year. According to the research findings, a positive relationship was found between organizational health and ethical leadership. As the ethical leadership behaviors of school principals increase, the organizational health of the school increases positively. Therefore, it can be said that the ethical behaviors preferred by the principals in the management process are important for the high level of organizational health in schools.]]>
<![CDATA[A systematic review of parental attitude and preferences towards implementation of sexuality education ]]>
<![CDATA[Yeo Kee-Jiar]]>;
<![CDATA[Lee Shih-Hui]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11591/ijere.v9i4.20877
<![CDATA[Parents play a unique role in providing and facilitating their children in acquirement of sexual and reproductive health knowledge. The purpose of this study is to provide an overview of parents’ attitude, preferences towards sexuality education (SE) and factors that contributed to their attitudes and perceptions based on review of relevant literature. The articles were retrieved via electronic databases, and manually examined to identify the studies that addressed the research questions. There were 29 studies with a total of 22,213 parents involved which published in peer-reviewed journals between the year 2000 and 2018 were selected and reviewed systematically. The findings emerged from the review were categorized into three main themes which included parental attitudes, parental preferences towards the implementation of SE and the factors contributed to their attitudes and perceptions. Most studies revealed that parents showed positive attitudes and support the inclusion of SE in school. They preferred age-appropriated SE to be introduced in elementary schools and secondary schools. Some parents supported SE which is aligned with religious teaching and cultural. Demographic factors, parents’ sexuality knowledge, religious and cultural factors could affect parental attitudes and perceptions towards SE. This understanding could be useful for policymakers and educators to encourage collaboration with parents to strengthen the effectiveness of the program and scale up SE to benefit the young generation.]]>
<![CDATA[Irrational thoughts of the translator’s personality in assessing the quality of translation ]]>
<![CDATA[Jabbar Frayyeh Shraida]]>;
<![CDATA[Muthana Hameed Khalaf]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11591/ijere.v9i4.20519
<![CDATA[The correlation between translation as an objective field and psychological characteristics has produced various psychological and translational interrogations. To investigate the role of the translator’s personality in identifying the level of irrationality beliefs, university instructors are the corpus of the present study. After using statistical means SPSS, the results of instructors of males and females were observed to advocate for an active role of the translator in some instances. The present study employed a questionnaire that is consisted of thirty-five paragraphs measures the individual's attitude towards himself and his or her family that behaves irrationally in the performance and functions. Through the results of this study, which this study found that irrational thoughts are widespread among male and female teachers. This research also provided details of making an empirical contribution to the research in translation. Thus, the seriousness of irrational thoughts, as it is one of the reasons for the incompatibility and its seriousness on translation. This led to the weakness of the translation process, which caused the distraction of the mind to broadcast the hostile rumour that managed to exploit confusion in the translation.]]>
<![CDATA[Question-led approach in designing Dijkstra algorithm game-based learning: A pilot study ]]>
<![CDATA[Rosni Binti Ramle]]>;
<![CDATA[D’oria Islamiah Rosli]]>;
<![CDATA[Shelena Soosay Nathan]]>;
<![CDATA[Mazniha Berahim]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11591/ijere.v9i4.20651
<![CDATA[Dijkstra algorithm is important to be understood because of its many uses. However, understanding it is challenging. Various methods to teach and learn had been researched, with mixed results. The study proposes questionled approach of the algorithm in a game-based learning context. The game designed based on an existing game model, developed and tested by students. Pre- and post-game tests compared and game feedback survey analysed. Results showed that students’ performance in graph data structure Dijkstra algorithm improved after playing the game where post-test mark was higher than pre-test. Game feedback were mostly positive, with areas of improvement. Students may use the game as a learning tool for self-regulated learning. Educators may get some ideas on how to design teaching tool using question-led approach.]]>
<![CDATA[Emotional exhaustion and organizational commitment: Primary school teachers’ perspective ]]>
<![CDATA[Mozes M. Wullur]]>;
<![CDATA[Basilius Redan Werang]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11591/ijere.v9i4.20727
<![CDATA[Teaching is a noble profession to educate the youth of nations facing today’s global challenges. Teaching, at the same time, has become a highly challenging profession and occasionally a draining work, especially for those who are working in the remote areas. A high-level of teacher absenteeism in the primary schools of Southern Papua has blown some societal alarm for conducting studies focusing on emotional exhaustion as a latent predictor for low-performance. This study attempted to describe the eventual correlation between the emotional exhaustion and organizational commitment of teachers working in the primary schools of Merauke, Indonesia. A survey approach was employed to collect data from a total of 243 primary school teachers in Merauke, Papua, Indonesia. Data were examined statistically by employing Pearson’s correlation model. Results of analysis showed that the emotional exhaustion and commitment of primary school teachers in Merauke, Indonesia, are significantly negatively correlated. This result may be useful for the teachers to benefit from the information of how they may interact with all the school elements and the extent to which these emotions directly affect their organizational commitment. The result may also be advisable for the school leaders to take some tactical efforts of securing teachers’ emotion to promote a high-level of teachers’ organizational commitment and, in turn, improving students’ capabilities in reading, writing, and arithmetics.]]>
<![CDATA[Exploring the curriculum development in content and language integrated learning: A systematic review ]]>
<![CDATA[Lingli Li]]>;
<![CDATA[Fuquan Huang]]>;
<![CDATA[Siyu Chen]]>;
<![CDATA[Leiqiong Pan]]>;
<![CDATA[Wenjie Zeng]]>;
<![CDATA[Xiaoqi Wu]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11591/ijere.v9i4.20705
<![CDATA[Content and language integrated learning (CLIL) is a booming innovation pervading many educational settings. The global spread of CLIL is being practiced in classrooms the world over. Nevertheless, there is still a lack of systematic curricula for CLIL, despite its widespread adoption. Furthermore, the majority of teachers are implementing CLIL without the support of suitable published materials or resource banks. To explore and explain the curriculum development in CLIL, 281 studies from 2009 to 2019 were reviewed systematically, focusing on peer-reviewed English-language journals. We identified studies through using 'Content and Language Integrated Learning' and CLIL as the search terms in the ProQuest Research Library and EBSCOhost databases. Selected articles were organized into five inquiry areas and analyzed thematically, inspired by the curriculum development model proposed by Pawlas and Oliva: 1) CLIL philosophy; 2) CLIL goals; 3) CLIL plan; 4) CLIL implementation; and 5) CLIL evaluation. Based on these themes, Boyer's scholarship of integration was introduced to propose a holistic model for CLIL curriculum development.]]>
<![CDATA[Do the school adaptation levels of preschoolers vary according to their relationship with their teachers? ]]>
<![CDATA[Filiz Erbay]]>;
<![CDATA[Neslihan Durmuşoğlu Saltalı]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11591/ijere.v9i4.20540
<![CDATA[In this study, the differentiation status of preschool children's adaptation to school according to their relationship with teachers was examined. The study participants consisted of 326 children aged 60-72 months and 21 preschool teachers in different preschool educational institutions affiliated to the Provincial Directorate of National Education in Konya, Turkey. The School Adaptation Teacher Assessment Scale and Teacher-Student Relationship Scale were utilized to collect the research data. In the evaluation of the research data, firstly, teacher-child relationship scores were divided into groups for cluster analysis: conflictual/non-conflictual, dependent/ independent, and close/distant teacher-child relationship. The data gathered were analyzed using the independent-samples t-test. The results of the study revealed that the level of school adaptation of the children who had close, non-conflictual, and independent relationships with their teachers differed significantly from that of children who had distant, conflictual, and dependent relationships with their teachers. Positive teacher-child relationships reflected positively on the level of the child's school adaptation level. Teachers should establish close relationships with children in order to facilitate their adaptation to the school in the preschool period.]]>
<![CDATA[Do a science process skills affect on critical thinking in science? Differences in urban and rural ]]>
<![CDATA[Darmaji Darmaji]]>;
<![CDATA[Dwi Agus Kurniawan]]>;
<![CDATA[Astalini Astalini]]>;
<![CDATA[Rahmat Perdana]]>;
<![CDATA[Kuswanto Kuswanto]]>;
<![CDATA[Muhammad Ikhlas]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11591/ijere.v9i4.20687
<![CDATA[The study used mixed-method design. Sample size of this study was 689 students employed total sampling technique. This study revealed that science process skill of students in learning science whether urban and rural areas are good. The independent sample t-test showed that there was a significance difference in students' science process skill in urban school (M = 3.175, SD = 0.178) and in rural schools (M = 2.482, SD = 0.182); (t (687) = 18.224, p<0.01. The independent sample t-test showed that there was a significance difference in students' critical thinking in urban school (M = 5.058, SD = 0.163) and in rural schools (M = 3.436, SD = 0.152); t (687) = 17.224, p<0.001. Lastly, the regression shows the level of contribution students’ science process skill influence as much as 51.5% for critical thinking. This study was found that student science process skill affects critical thinking in learning science. Moreover, students' science process skill and critical thinking in urban better than rural.]]>
