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International Journal of Evaluation and Research in Education (IJERE)
Published by Institute of Advanced Engineering and Science
ISSN : 22528822     EISSN : 26205440     DOI : -
Core Subject : Education,
Education
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.
Arjuna Subject : -
Articles 2,123 Documents
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Entrepreneurship skills framework for fostering the employability of industrial technology students Sunday, Olojuolawe Rufus; Olusola, Osuntuyi Edward; Bamidele, Ibidapo Abel; Olalekan, Adegboye Oluwadamilola
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.27246

Abstract

The rising rate of youth unemployment and its attendant consequences on the general populace in Nigeria has assumed a frightening dimension. The academia and other relevant stakeholders have gradually come to realize that the possession of academic qualifications alone cannot guarantee a good quality job. Nigerian higher intuitions are now introducing entrepreneurship studies in their school curriculum without a clear framework. Research has shown that this does not guarantee total graduates unless we have an entrepreneurship skills framework that is functional and discipline-based. Noting that entrepreneurship is classified into two folds; entrepreneurship specific and entrepreneurship mindset, this study intends to develop an entrepreneurship skills framework that will promote the employability of the students of Electrical Technology in Colleges of Education in Nigeria. The survey research that employs the sequential exploratory mixed methods was used for the study. The population for this phase consists of entrepreneurs and academics in Nigeria. The use of the partial credit model in the Rasch analysis model guaranteed the consensus of the experts on each of the items being measured. The outcome of the study will contribute to the social-economic peace and sustainability in Nigeria and the body of knowledge in entrepreneurship regarding electrical technology.
Designing learning activities to develop self-directed learning competency in teaching informatics Kieu Phuong Thuy; Nguyen Chi Trung
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.26434

Abstract

Currently, there are not many studies on teaching informatics in the direction of developing students’ self-directed learning (SDL) competency. The results of the survey with 235 informatics teachers in 42 provinces/cities across Vietnam showed that although they are very interested in teaching SDL, teachers are still confused about teaching methods and assessments. To improve the effectiveness of informatics teaching as well as develop SDL for students, the study proposed a method of teaching informatics in the direction of designing activities to guide students to create digital products by themselves. The pedagogical experiment on assessing SDL and learning outcomes was conducted on two experimental and control groups, selected from 87 10th grade students, in the first semester of the school year 2022-2023 at Cam Giang High school in Hai Duong, Vietnam. The results of SDL and test scores of the experimental class were higher than that of the control class (with p-value <0.005– this difference is statistically significant). This proves that the method (creating of digital products) is effective, positively affecting students’ learning, helping students develop SDL competency.
The 21st-century skills scales: many facet Rasch measurements Ma&#039;rifatin Indah Kholili; Adi Dewantoro; Naharus Surur; Novita Tri Hapsari
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.26651

Abstract

This study aims to develop a 21st century skills scale for prospective school counselor. The method used is the research and development. The data were analyzed using content analysis/expert judgment with many-facet Rasch model (MFRM). Three facets were employed: scale, item, and measurement criteria. The initial version of the scale comprises 129 items measuring four aspects: way of thinking, way of working, tools for working, and living in the world. However, 78 items were deemed valid following the expert judgment analysis result. The inter-rater agreement opportunity shows raters’ similarity score of 10,836, implying that experts in this study tend to give similar assessments. This research results in a 21st century skills scale for prospective school counselors with a total of 78 valid items. The purpose of this study was to develop a 21st century skills scale for prospective school counselors that had been fulfilled, the instrument had been tested for validity and reliability based on expert judgment. The current research recommends that further research be carried out to develop a 21st century skills scale instrument for prospective educators in other scientific fields.
A systematic review on the formative assessment practice in teaching and learning in secondary school Halimah Abd Halim; Mohd Isa Hamzah; Hafizhah Zulkifli
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.26187

Abstract

Formative assessment is an assessment that is conducted throughout the teaching and learning process. Therefore, teachers should play an important role in mastering the appropriate approaches to practicing formative assessment. According to previous studies, some teachers are unable to comprehend the roles of formative assessment practices in teaching and learning, which prevents them from using them effectively in the classroom. Many researchers have conducted research related to the practice of formative assessment in schools due to this issue. Therefore, this article aims to conduct a systematic literature review (SLR) on past studies related to the practice of formative assessment in teaching and learning in secondary schools. This SLR writing process has been referred to as the Preferred Reporting Items for systematic review and meta-analysis (PRISMA) writing standard. To find related articles and resources in this systematic literature review, two main databases, namely Web of Science and Scopus, were used. A total of 19 articles were extracted from 366 from 2017 to 2021, with exceptions and inclusion criteria considered. Based on the theme analysis, this SLR has three main themes: assessment diversity; assessment strategies, and student learning development. Thus, this study suggests that all compulsory levels of education understand formative assessment conceptually and its implementation comprehensively. This can be disseminated through teacher professional development training programs. It is hoped that such programs will develop teachers who are committed to integrating the concept and practice of assessment for the benefit of students in twenty-first century education.
Teacher’s management skills, well-being, religiosity, and academic motivation in Islamic education Muhammad Thoyib; Subandi Subandi; Mispani Mispani; Aprezo Pardodi Maba; Suhono Suhono; Marlenatul Fitria
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.26894

Abstract

Research on student academic motivation in Islamic educational institutions is currently in need of attention, as there are many schools based on Islam that have been overlooked by researchers. This research aims to investigate the role of perceived teacher management skills, psychological well-being, and religiosity towards students’ academic motivation using data from Muslim participants. A cross-sectional design was used to achieve the research objectives. A total of 318 participants (Female=200, Male=118, age M=16.7, age SD=1.9) were voluntarily involved in this research. Participants were asked for their willingness to fill out five scales. The collected data was then analyzed using descriptive analysis and multiple linear regression after the required conditions were met. The results of the research indicate that academic motivation is well predicted by perceived teacher management skills and psychological well-being. These findings highlight the importance of teachers showing mastery of management skills, including skills in maintaining interpersonal relationships with students and parents, and designing programs that can foster the psychological well-being of students.
The psychometric properties of students’ attitudes, coping strategies, and psychological symptoms Roslee Ahmad; Dede Rahmat Hidayat; Susi Fitri; Lokman Mohd Tahir; Mohd Faizal Kasmani; Rezki Perdani Sawai; Hizral Tazzif Hisham; Mohd Izwan Mahmud
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.26665

Abstract

This study examined the psychometric elements of psychological symptoms, attitudes and coping strategies and the impact of COVID-19 on learning among the university students in Malaysia. The design employed in this study was survey method, that centered on convenience sampling method. A total of 489 students from eight undergraduate program of year 1 to year 4 participated in the study. They enrolled in various disciplines ranging from chemical and food science, medicine, engineering, psychology, communication to religious studies program. Data was analyzed using exploratory factor analysis (EFA) with all items being grouped within the study’s constructs, which subsequently, were tested using the establishment of measurement model of confirmatory factor analysis. The instrumentation for this study was adapted from Weiner’s Attribution Theory, Expectations and Values Theory. Comparatively, in measuring the students’ coping strategic approach, items were adopted from Greenaway. Additionally, the Counseling Center Assessment of Psychological Symptoms (CCAPS-62) scale was adapted to measure the eight constructs namely anxiety, social anxiety, academic distress, eating anxiety distress, family distress, hostility, and smoking abuse. The Cronbach’s alpha values for all three constructs have indicated the accepted values. Findings revealed that the loading factors for the attitude, coping strategies and psychological constructs are at the accepted values and acceptable composite reliability values. Findings also indicate that the measurement model for the construct attitude, coping strategies and psychological have loading estimates that are statistically significant.
The students’ perceptions of their online learning Nila Kesumawati; Nyiayu Fahriza Fuadiah; Budi Utomo
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.25683

Abstract

This study intends to determine the perceptions of the in-service Teacher profession education program (PPG) students towards Indonesian network learning system (SPADA) hybrid learning. This study employed a survey method with a qualitative approach. Subjects in this study were 82 of 87 PPG Daljab 1 Batch 1 students. The technique of collecting data was through the instruments of questionnaires and interviews. The questionnaire was used to obtain data about the quality of online content and the assessment of online learning that has been carried out. Interviews were conducted to confirm the results of the questionnaire data to see the compatibility between the two data. Data analysis techniques in this study were conducted qualitatively and quantitatively by considering to the research objectives. The results showed that online learning had sharp quality content, can be accepted and well understood, easy to operate and use, overcomes distance and time constraints, and has benefits that are in line with the objectives of PPG implementation.
Epistemological beliefs and teaching practice: a systematic literature review 2011 to 2021 Mirko Aguilar-Valdés; Alejandro Almonacid-Fierro; Karla Valdebenito; Sergio Sepúlveda-Vallejos
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.26063

Abstract

Teachers’ actions are grounded on their theoretical and disciplinary knowledge; however, their belief system, and in particular their epistemological beliefs, may be influencing their teaching practices. This study analyzes the scientific production between 2011 and 2021 regarding teachers’ epistemological beliefs and their relationship with teaching practice. The methodological design consists of a systematic literature review, following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines in the Web of Science, Scopus, and ERIC databases. The sample considers 18 articles reviewed by thematic content analysis. The results report that this type of belief has a close relationship with teaching approaches, that there are certain inconsistencies with teaching practice, and that links have been established with other areas of study that enrich reflection. It seems prudent and necessary to observe this relationship from a broad, situated, and complex perspective, avoiding generalizing and polarizing the character of these beliefs, by noting that there are various factors involved between what teachers believe about knowledge and what they do in the classroom.
Skills of future workforce: skills gap based on perspectives from academicians and industry players Noor Nazihah Mohd Noor; Shazaitul Azreen Rodzalan; Nor Hazana Abdullah; Maisarah Mohamed Saat; Aniza Othman; Harcharanjit Singh
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.25163

Abstract

Apart from having specific knowledge, graduates are expected to possess a set of soft and hard skills to be employed. This study aims to identify soft and hard skills relevant to the future workforce in the electrical and electronic (E&E) industry based on two perspectives; academicians from public higher education institution (HEI) and E&E industry players. Further, the study aims to investigate skills gaps between two stakeholders. A total of 50 academicians and 31 industry players in Malaysia were surveyed using a structured questionnaire. Statistical analysis was performed using an independent t-test. In terms of soft skills, analytical thinking skills, communication skills, and discipline were more perceived by academicians, whereas decision-making skills, teamwork skills, and discipline were more favored by industry players. For hard skills, both players favored technology use, except for organizational capabilities which were perceived more by academicians while troubleshooting was favored more by industry players. This study contributes to the collaboration between public HEI and the E&E industry to address the skills gaps, which will benefit all stakeholders. This study focuses on the skills that are perceived more by both stakeholders.
A modeling study with 4th graders Celalettin Çelebi; Fatih Yılmaz; Yakup Yılmaz
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.26821

Abstract

People need effective writing skills to successfully maintain their personal development and academic life. This research studies, the correlations among primary school 4th graders’ writing anxiety, writing attitude, and writing self-efficacy. The research has been designed in the correlational survey model; and a total of 255 primary school 4th-grade students, 95 male and 160 female, participated voluntarily in the research. Three psychometric tools have been used for data collection. Due to small number of participants, the data have been analyzed using the partial least squares structural equation modeling. According to the results, primary school 4th-grade students’ writing attitude does not significantly affect writing anxiety (H1). Moreover, writing self-efficacy does not have a significant effect on writing anxiety (H2) as well. However, writing self-efficacy significantly affects writing attitude (H3). The success of writing depends on the students’ writing self-efficacy, attitude towards writing, and writing anxiety. In order for successful writing, the level of self-efficacy should be high, the attitude towards writing should be positive and there should be no anxiety about writing.

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