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International Journal of Evaluation and Research in Education (IJERE)

IJERE
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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 2,043 Documents

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The Effects of Pre-service Teachers’ Cognitive Styles on Learning Approaches Sedat Altıntaş; İzzet Görgen
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 4: December 2018
Publisher : Institute of Advanced Engineering and Science

The main purpose of the study is to investigate the effects of prospective teachers’ cognitive styles on learning approaches. It is aimed to define whether exist significance differences between defining prospective teachers’ cognitive styles and learning approaches and demographic variables within the scope of the mean purpose. The study, designed according to correlational survey model, was conducted at Mugla Sitki Kocman University, Faculty of Education in the 2014-2015 academic year spring semester. As data collection instruments, “The Group Embedded Figures Test” was administered to define prospective teachers’ cognitive style in the study. On the other hand “The Revised Two Factor Study Process Questionnaire” was used to reveal prospective teachers’ learning approaches. According to the findings, prospective teachers generally have field dependent cognitive style. It is determined that between with prospective teachers’ gender and academic success and cognitive style scores there isn’t any significant difference revealed. However, there is significant difference between branches and cognitive style scores. It has been viewed that prospective teachers prefer deep learning approach generally. There isn’t significant difference between gender and learning approaches yet there is significant difference between learning approaches-branches and academic success. It is also concluded that as prospective teachers’ cognitive styles approaches to field independent, deep learning approach preference of prospective teachers has diminished.

English Teachers Classroom Assessment Practices Saefurrohman Saefurrohman; Elvira S. Balinas
International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 1: March 2016
Publisher : Institute of Advanced Engineering and Science

The new language assessment policies in the Philippines and in Indonesia have impact on English teachers’ assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high school English teachers’ classroom assessment practices in ELL classes.This study was conducted using a mix method design with 48 Filipino and Indonesian junior high school English teachers as respondents who completed the questionnaire on classroom assessment practices. Twelve respondents participated in an interview and observation to further clarify their practices on classroom assessment. The study found that both Filipino and Indonesian junior high school English teachers used assessment for learning as the main purpose of assessment. The majority of Filipino Junior High school English teachers prepared and made their own assessment, while Indonesian junior high school English teachers used items from published textbooks as their primary sources for constructing assessment items. Both Filipino and Indonesian junior high school English teachers used written comments as their primary method for providing feedback. Total score test and a letter grade were the highest percentage methods for providing a final report for both Filipino and Indonesian junior high school English teachers.

Students’ views on database management systems course designed according to problem-based learning Adem Uzun; Ahmet Onur; Sercan Alabay
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 1: March 2020
Publisher : Institute of Advanced Engineering and Science

The aim of this study was to design a learning environment supported by a problem-based learning method and to obtain students' views on this process. In this context, the Database Management Systems course was taught according to the problem-based learning method. The participants of the study consisted of 25 students from the 2nd-grade students studying in the Department of Computer Education and Instructional Technology in the spring semester of 2015 at Uludag University Faculty of Education. The research design of this study was the case study, which is one of the qualitative research designs. Data were obtained from the students via a semi-structured interview form. Descriptive analysis was applied to the data obtained from the interview. According to the results obtained from the analysis of the data, the students were generally satisfied with the problem-based learning practices. In addition, the students emphasized that it is important to have a sufficient level of necessary knowledge of the implementation of problem-based learning to design the classroom environment.

Cyberbullying among secondary school teachers by parents Rüyam Küçüksüleymanoğlu
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 1: March 2019
Publisher : Institute of Advanced Engineering and Science

Cyberbullying which is known as violence on the Internet is a dimension of peer bullying takes places through electronic communication technologies. Cyberbullying which can occur in any environment regardless of the time and place is the way in which individuals with higher ability to use communication technologies to lead other individuals in a series of negative behaviors over time. With the rapid development of technology and the ease with which internet access becomes easier and cheaper, it becomes a problem that needs to be studied more and more importantly day by day. Facebook, twitter and whatss up, the most widely used social network today, has the potential to become the most commonplace for cyberbullying behaviors. The purpose of this study was to determine cyberbullying towards teachers by parents in secondary schools based on teachers views according to sex, tenure and school size. The sample of the study was 181 teachers from 14 secondary schools. The experiences and perspectives of 181 teachers were assessed regarding the incidence and perceptions of the likelihood of cyber harassment by parents. The results presented here indicate that nearly3/4 of teachers in the sample had received harassing or threatening messages from parents.

The Effects of Modified Games on the Development of Gross Motor Skill in Preschoolers Indah Lestari; Tri Ratnaningsih
International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 3: September 2016
Publisher : Institute of Advanced Engineering and Science

Gross motor skills on children must be optimized much earlier since it plays important role not only on their interaction process but also in supporting other multiple developments. One of the means in developing child's motor skill is by providing innovative games i.e. modified games including game format, game timing, and game sequence. The objective of this research was to prove the effects of modified games to the development of gross motor skill of preschoolers. Research method was pre-experimental with One Group Pre-post test Design approach. Research samples were the students of Group B Kindergarten in the districts of Gedeg as many as 180 students which were conducted by using purposive sampling. Research instrument was observation during one month. The data was analyzed by Wilcoxon sign rank test. The results suggested that there was effect of modified games to the development of preschool gross motor skill with p-value = 0.000. Changes on motor skill development were obtained from those who were initially on the beginning stage, as many as 101 respondents, became 14 respondents after intervention. Development stage proceeded as expected, from initial 65 respondents the number increased to 130 respondents. At the end of the intervention, there were even 36 respondents whose development stage beyond where they were supposed to be. This proved that the provision of modified games had positive effects on physical, cognitive, and social development. Modified games triggered children's interest and made them be willing to train their activities as well as muscle development, decreased saturation, and improved their skills in a fun way.

The Relevant Factors in Promoting Reading Activities in Elementary Schools Han-Chen Huang; Yao-Hsu Tsai; Shih-Hsiang Huang
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 2: June 2015
Publisher : Institute of Advanced Engineering and Science

In order to help students absorb knowledge, schools often conduct readingactivities. Thorough planning and strategies, however, are needed to insurethe effect of reading promotions, and make them a deeply-rooted part of life.This study adopted the analytic hierarchy process (AHP) to discuss therelevant factors in promoting reading activities in elementary schools, as wellas how the reading activities should be pushed forward to increase students’interest in reading and help them form good reading habits. The resultsshowed that there are three key success factors in promoting readingactivities: (1) teachers’ emphasis on and implementation of reading activities;(2) the reading habits of parents and other family members; (3) teachers’professional knowledge and skills in guiding the students to read.

TRANSFORMING TECHNICAL EDUCATION TOWARDS INDUSTRY NEEDS Venkatesh, Koushick
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 2: June 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i2.20378

Technical education governs the maturity and socioeconomic circumstance of a nation. A sound professional training brings skilled human resources. Annually in India huge number of engineers graduates from over 4500 engineering colleges. But only 12 percent of those are employable. It indicates lack of employability skills rather than lack of opportunity. Current Indian education system focuses on scoring in an exam rather than gaining knowledge. Also, a discrepancy exists flanked by the education system, and the industry needs comprise old syllabi and weak interaction with industrialist. Memoranda of understanding (MoU) with industries, industrial training for faculties and students, effective regulation and monitoring by statutory organization like the All India Council for Technical Education (AICTE) and the University Grants Commission (UGC) might help in quality and employable graduates for the economic augmentation of our nation.

Organizational justice and cynicism: a mixed method study at schools Hüseyin Akar; O. Tayyar Çelik
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 1: March 2019
Publisher : Institute of Advanced Engineering and Science

This study aimed to investigate the relationship between organizational justice and cynicism at school organizations. Thus, explanatory sequential research design, in which both qualitative and quantitative methods are used, has been used. Under the quantitative part, meta-analysis has been used so that 159 studies consist of articles and dissertations about cynicism being done within Turkey have been reached throughout literature. With further enquiries, it was found that 16 of them include the relationship between organizational justice and cynicism. Considering inclusion criteria, eight studies which include necessary data for the relationship between organizational justice and cynicism were put into meta-analysis step. However, in the qualitative part, the research was designed through phenomenological research design in which 17 teachers, chosen in terms of maximum-variation sampling strategy, were interviewed via a semi-structured interviewing form. The results revealed that teachers' perceptions for organization justice have a strong but negative effect on their likelihood to experience cynicism while it was also found that publication type is not a proper moderator on effect size. On the other hand, within the qualitative analysis, it was found that teachers develop negative beliefs against school, managers and teachers; experience feelings such as anger, distrust, sadness, hatred and alienation and thus criticize school and managers, behave recklessly and opponent as a result of unfair practices.

Preliminary Analysis of Assessment Instrument Design to Reveal Science Generic Skill and Chemistry Literacy Woro Sumarni; Sudarmin Sudarmin; Wiyanto Wiyanto; Supartono Supartono
International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 4: December 2016
Publisher : Institute of Advanced Engineering and Science

The purpose of this research is to design assessment instrument to evaluate science generic skill (SGS) achievement and chemistry literacy in ethnoscience-integrated chemistry learning. The steps of tool designing refers to Plomp models including 1) Investigation Phase (Prelimenary Investigation); 2) Designing Phase (Design); 3) Construction/Realization Phase (Realization/Construction) ; 4) Test, Evaluation and Revision Phase. (Test, Evaluation and Revision). To test the validity of assessment instrument, it was used content validity by three experts as validators, while to test the practical, it was used questionnaire which were given to 22 college students of food ingredients chemistry that is integrated of ethno-science and two supporting lecturers. The result of content validity showed that assessment tool which was developed was valid stated by experts with the reliability coefficient was 0,72. Every lecturers and 21 students gave positive response, so it can be concluded that developed assessment instrument was practice to use.

Role of Teacher Education in the Achievement of MDGs Amardeep Kaur; Kulwinder Singh
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 2: June 2014
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (104.066 KB)

The Millennium Development Goals (MDGs) which include eight goals have been framed to address the world's major development challenges by 2015. In India, considerable progress has been reported to be made in the field of basic universal education, gender equality in education, economic growth and other human development related aspects. Even though the government has implemented a wide array of programmes, policies, and various schemes to combat these challenges, further intensification of efforts and redesigning of outreach strategies are needed to give momentum to the progress toward achievement of the MDG-2 (Achieve Universal Primary Education) and MDG-3 (Promote Gender Equality).To universalize elementary education, Sarva Shiksha Abhiyan (SSA) is one of the major schemes introduced by the government in 2002. Education Guarantee Scheme (EGS) and Alternative and Innovative Education are the components of SSA. Universal enrolment is one of the specific objectives of SSA. The strategy of implementation of Mid-Day Meal Scheme has also played a role in enhancing the enrolment and retention of the students. To focus on girls’ education, several schemes have been incorporated within SSA. National Programmes for Education of Girls at Elementary Level (NPEGEL) and Kasturba Gandhi Balika Vidyalaya Scheme (KGBVS) focus on primary education for girls. In order to achieve this, there is need to ensure sufficient number of schools along with adequately trained teachers for quality instruction and effective functioning of primary education programmes. This is more true in the context of RTE- 2009. Achieving universal schooling requires cent percent enrolment and it also means ensuring that all children continue to attend classes till completion of eight years of schooling (6-14 years) in the near future. Education benefits not only at the individual level but also for the development of country as a whole. Further gender inequality in education has a direct impact on economic growth through lower levels of quality of human capital. In the light of these emergent issues in school education there is need to develop a sense of higher levels of commitment and sincerity among the prospective teachers. The teacher education programmes need to be reoriented to look into the issues related to enrolment and retention of children along with ensuring quality inputs in teaching -learning process. Hence an effort has been made to address to these issues in school education for the effective designing of on-going teacher education programmes to enable the prospective teachers as well as those in schools for effective implementation of different interventionistic programmes.DOI: http://dx.doi.org/10.11591/ijere.v3i2.5652

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