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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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Psychometric characteristics of the numerical ability test for Gulf students Ajmi, Mohammed Al; Mustakim, Siti Salina; Roslan, Samsilah; Almehrizi, Rashid
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28917

Abstract

This study investigates the psychometric properties of the numerical ability test using a three-parameter logistic (3PL) model within the framework of item response theory (IRT). The test comprises 30 dichotomous items and was administered to 2,689 fifth and sixth-grade students in schools across the Arab Gulf countries. The findings indicate a strong alignment of the test items with the three-parameter model, affirming the validity of the IRT approach. The test also meets the criteria for unidimensionality (UD) and local independence, establishing its psychometric soundness. Notably, the numerical ability test excels in discriminating between examinees with varying levels of numerical ability, particularly those with low or average abilities. Moreover, the scale exhibits a high level of reliability, with a marginal reliability coefficient of 0.83. These results suggest the potential for future research aimed at further enhancing the test’s precision and effectiveness.
Online cooperative learning: exploring perspectives of preservice teachers after the pandemic Chakyarkandiyil, Nisha; Prakasha, G. S.
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.27796

Abstract

Mainly, research has explored pre-service teachers’ perspectives toward cooperative learning within face-to-face teaching. However, in a postpandemic scenario, previous research has yet to effectively explore preservice teachers’ (PSTs) perspectives toward online cooperative learning (OCL) in teacher education programs. So, recognizing the gap in the literature, this paper aims to explore the perspectives of PSTs towards OCL. The researchers employed a qualitative research design for the present study. The researchers conducted semi-structured interviews with 10 PSTs who underwent OCL during the pandemic. These PSTs may possess digital proficiency, virtual collaboration abilities, flexibility in evolving educational environments, and an enhanced understanding of online cooperative learning methodologies within modern education. Researchers employed a thematic analysis to analyze the qualitative data obtained. The various themes that emerged from the study are perceived benefits of OCL, challenges to OCL, technological proficiency, learning strategies and support, and building a supportive online learning community. Future researchers may contribute to advancing effective online learning practices by gaining a deeper understanding of pre-service teachers’ perspectives towards OCL through research on a larger scale, including various teacher education programs in various countries.
Teachers’ autonomy and innovative work behavior: the mediating role of schools’ innovation climate Mokhlis, Safiek; Abdullah, Abdul Hakim
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.27697

Abstract

For schools to maintain their competitiveness and enhance the standards of their education, they need to implement innovative approaches that allow them to stay abreast of the constantly changing technological, economic, and social environment. The success of these innovative approaches in schools relies heavily on teachers’ innovative work behavior (IWB), and so the role of teachers in this regard is pivotal. It is therefore crucial to determine the factors that affect teachers’ IWB. Thus, the purpose of the current study was to investigate the relationship between teachers’ autonomy, schools’ innovation climate, and IWB. A sample of teachers (n=376) from 12 primary and secondary schools in Kuala Terengganu, Malaysia, were surveyed through a questionnaire that was self-administered. Utilizing structural equation modelling with IBM AMOS version 24, schools’ innovation climate was found to have a full mediating role in the relationship between teachers’ autonomy and IWB. The findings suggest the important role of innovation climate in linking teachers’ autonomy to IWB and therefore have significant implications for school leaders.
Emotional intelligence of children with special needs using innovative technologies Nurymov, Yermek; Nasyrova, Liliya
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28000

Abstract

The research examines the emotional intelligence of school-age children in Kazakhstan and Russia and develops a set of strategies to teach students emotional intelligence. The study was conducted on the basis of the Weisinger’s five-dimensional model methodological framework based on the classical model of Coleman’s emotional intelligence. The research bases on data collected from 185 secondary school teachers in Kazakhstan and Russia who work with children with special needs. The participants filled out an 11-item questionnaire with 10 closed and 1 open-ended question. The results revealed that emotional intelligence played a vital role in the overall development of children, especially those with special needs. The level of emotional intelligence was also diagnosed in 264 sixth graders in the study region using the Weisinger Emotional Intelligence test twice; second test after one month of informational technologies for emotional intelligence improvement use. The results of the first test indicate a low level of emotional intelligence in the studied sample of children with disabilities (female=55.4, male=37.5); the result of the second test showed statistically significant small changes for the better (from 44.19 to 48.92 mean score in the sample).
Social sustainability skills in secondary education: gender and spatial contexts Chakraworthy, Deepanjana; Shukla, Tanu; Nirban, Virendra Singh
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28688

Abstract

In today’s rapidly evolving world, the acquisition of social competencies and an understanding of sustainability principles are critical for holistic student development. This study delves into the comprehensive analysis of social and sustainable skills within the framework of secondary education, considering the influential factors of gender and spatial contexts. To investigate whether there exists a difference between the students at the secondary level of education in social and sustainable skills along the demographic lines of gender and spatial context. A primary data collection method was used for gathering quantitative data from 125 students on a Likert-type 25-item self-constructed questionnaire and differential analysis was conducted. The performance of male and female students is significantly different and the performance of students in the urban settings is higher than the students in the rural settings. It shows that female and rural students are comparatively lower in performing on the social and sustainable skills test. The findings of this research hold implications for educators, policymakers, and practitioners committed to fostering well-rounded individuals prepared for the challenges of the 21st century. By identifying gender-specific patterns and spatial influences, stakeholders can tailor educational strategies and interventions to ensure equitable skill cultivation.
The landscape design in online education programs based on interactive technologies Qiao, Shubei; Larionova, Nina; Kamarova, Nagbdu; Grigoriev, Alexander
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28111

Abstract

This study aims to identify the problems that landscape design students face when using Zoom as an educational platform for distance learning purposes and determine their level of satisfaction with distance learning. The main research method was a Likert-scale survey used to assess students’ satisfaction with distance learning. The sample included 90 full-time students enrolled in the garden and landscape construction program. According to the students, the main difficulties in distance learning were systemic errors during the use of the platform. The results can help develop a set of measures to solve and alleviate the identified problems in the future. The findings will enhance the optimization of distance education in general. Future research can focus on the advantages and disadvantages of online educational platforms and explore how user-friendly they are for both students and faculty. Studies can also describe faculty barriers to quality online education and provide suggestions to create a comfortable learning experience for landscape students.
Enhancing cultural inclusivity in primary schools: insights from Springer multicultural education data Farid, Mujahidin; Murtadho, Nurul; Muslihati, Muslihati; Alfan, Muhammad; Minghat, Asnul Dahar; Othman, Nooraini
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.27972

Abstract

Multicultural education is an essential approach for fostering inclusivity and promoting diversity within primary school settings. This systematic literature review aims to explore the issues employed in multicultural education within primary schools, utilizing a data source from Springer, a renowned academic publisher. This research applies the systematic review literature method with the preferred reporting items for systematic reviews and meta-analysis (PRISMA) protocol. The review examines scholarly articles published between 2018 and 2023 to identify trends, challenges, and best practices in the field. The findings of this review have implications for educators, policymakers, and practitioners in the field of education. The identified best practices, such as problem-based learning, social-emotional learning, and virtual field trips, can guide the development of curriculum frameworks, instructional approaches, and professional development programs that prioritize multicultural education in primary schools.
English learning autonomy among vocational college students in China: based on the three-aspect model Zhang, Jing; Osman, Siti Zuraidah Md
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28356

Abstract

Based on the three-aspect model of learner autonomy, this study examines levels of English learning autonomy and potential correlation factors, such as gender, admission sources, and field of majors, in a newly-built vocational college in China. The study employs a random sampling survey method and surveyed 280 students from a Chinese public vocational college. After data analysis with quantitative methods, this study found that 48.6% respondents presented high-level English learning autonomy, followed by 43.6% and 7.9% students with moderate-level and low-level English learning autonomy respectively. Additionally, vocational college students developed moderate self-management learning ability (mean=3.57) and autonomous behaviors (mean=3.48) remained to be improved even though vocational college developed high level of autonomous psychology (mean=3.81). With regard to influential factors of English learning autonomy among vocational college students, admission sources can be considered as the most important factor to determine different levels of English learning autonomy, but no significant correlation exists between English learning autonomy and gender or field of majors. In response to such situation, suggestions are put forward to enhance English learning autonomy from the perspective of learning agenda, learning strategies, selfassessment, reflection, and digital learning materials.
Student career centers measurement scale in higher education: exploratory and confirmatory factor analysis Adha, Maulana Amirul; Wolor, Christian Wiradendi; Maisyaroh, Maisyaroh; Mustiningsih, Mustiningsih; Ansar, Rudy
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28632

Abstract

Previous research shows that measuring the quality of student career centers in higher education is not yet fully standardized and is often limited to qualitative approaches. The lack of valid and reliable measuring tools regarding the student career center can hamper efforts to improve and develop this service. The aim of the research is to develop and test a scale for measuring the quality of student career centers in the context of higher education. A quantitative approach with exploratory and confirmatory factor analysis (CFA) was used in this study, with respondents as many as 562 students from three different universities. Analysis and interpretation of the measurement scale evaluation was carried out in two stages, namely exploratory factor analysis (EFA) and continued with CFA. The research results identified that the dimensions of the role of career centers, utilization of career centers, management of workforce information, and fostering entrepreneurship are key elements that influence the effectiveness and impact of career centers in higher education. This scale can practically be used by each institution to evaluate the quality of the career centers they run, and can also be used by other researchers for further research.
Determining youths’ computational thinking skills using confirmatory factor analysis Muhamad, Mira Qerul Barriah; Doddanavar, Indrajit Ajit; Chowdhury, Shanjida
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28513

Abstract

As technological advancements shape the workforce, computational thinking skills (CTS) are becoming increasingly crucial. The objective of the study is to explore the potential mediating role of professional development and career planning in the association between robotic coding and software and computational thinking. The study selected 308 youths using simple random sampling and the collected data was subjected to structural equation modelling (SEM) and confirmatory factor analysis (CFA) using SmartPLS. Additionally, demographic data were analyzed using statistical package for social sciences (SPSS). The results concluded that the instrument adopted fulfilled the requirements and was valid for measuring CTS. This indicates that the instrument effectively assessed the participants’ proficiency in CTS. The findings of this study have implications for addressing the skills gaps among youths. The outcomes of this research can aid in designing educational interventions and policies that focus on developing computational thinking skills among new graduates. By fostering these skills, youths can better adapt to the demands of the rapidly evolving technological landscape and contribute effectively to the industries and job market influenced by industry 4.0. Further research on longitudinal studies may be beneficial to assess the long-term impact of CTS development initiatives on reducing skills gaps and ensuring youths are equipped for future workforce requirements.

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