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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 hearing deficits on student self-perceptions of social belonging, difficulty at school, and self-image Lindsy Cox; Brittany Ruffo; Julian Laird; Benjamin P Schade; Karen H Larwin
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 2: June 2019
Publisher : Institute of Advanced Engineering and Science

A paucity of research exists that examines how well hearing-impaired students function in the primary and secondary grades when attending a general education setting. The research that does exists to suggest that issues of poor self-perception, challenges regarding a sense of belonging, and self-image may be amplified for the non-hearing student. The current investigation examines the self-reported feelings of the hearing-impaired students relative to the student with no identified hearing difficulties. Results suggest that while social belonging may be a problem for the hearing-impaired students relative to their hearing peers, no differences were found on the responses associate with self-image or trouble at school.

Format of Options in a Multiple Choice Test Vis-a-Vis Test Performance Hermabeth O. Bendulo; Erlinda D Tibus; Rhodora A Bande; Voltaire Q Oyzon; Myrna L Macalinao; Norberto E Milla
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 2: June 2017
Publisher : Institute of Advanced Engineering and Science

Testing or evaluation in an educational context is primarily used to measure or evaluate and authenticate the academic readiness, learning advancement, acquisition of skills, or instructional needs of learners. This study tried to determine whether the varied combinations of arrangements of options and letter cases in a Multiple-Choice Test (MCT) affect the test performance of the homogenous BEED students. A test was designed and administered to test the performance across test items employing different arrangement of options (Cascading, Inverted N, Z eye movement, and One-line Horizontal) and across case of letter options (upper and lower case), that is, a total of eight (8) treatments. The statistical analyses revealed that there is an insignificant difference in the mean performance of students in relation to letter cases and arrangement of letter choices in a multiple choice test. Thus, the test performance of students in a multiple choice type of test does not depend on either letter cases or arrangement of letter choices.

Integrating Neuro-Fuzzy Systems to Develop Intelligent Planning Systems for Predicting Students’ Performance Urvashi Rahul Saxena
International Journal of Evaluation and Research in Education (IJERE) Vol 1, No 2: December 2012
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (117.919 KB)

This paper presents a simulation of Neuro-Fuzzy application for analyzing students’ performance based on their CPA and GPA. This analysis is an attempt for extension of Analysis on Student’s Performance Using Fuzzy Systems. This paper focuses to support the development of Intelligent Planning System (INPLANS) using Fuzzy Systems, Neural Networks, and Genetic Algorithms which will be used by the Academic Advisory Domain in educational institutions by evaluating and predicting students’ performance as well as comparing the results with the previous study. The Neuro-Fuzzy model is feed-forward architecture with five layers of neurons and four connections. System evaluation has been done for about 20- 26 cases of students’ results. The results depict that there has been a significant improvement in the performance of students’ as compared to the prediction of the same case using Fuzzy Systems.DOI: http://dx.doi.org/10.11591/ijere.v1i2.738

What is critical thinking? A longitudinal study with teacher candidates Serap Yılmaz Özelçi; Gürbüz Çalışkan
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019
Publisher : Institute of Advanced Engineering and Science

Critical thinking skills that enhance the ability of individuals to understand and make sense of the world and events and situations around them are one of the foremost research areas in the educational system of various countries. As a critical thinking individual, decisions made by the teacher in his/her class, the activities he/she has performed and the explicit and implicit messages given by him/her to the class are clearly observed by the students. It is believed that the situation of teachers’ having critical thinking skills and critical thinking personality effects on students' perceptions and achievements about critical thinking. In this context, the aim of the research is to determine the perceptions of the teacher candidates about critical thinking and to observe the changes in these perceptions over time. Interviews were held with 11 prospective teachers for two times for 4 years and their thoughts on critical thinking were examined. According to the findings obtained, the thoughts of the teacher candidates regarding the critical thinking do not change over time but they are not seen enough. Teacher candidates make decisions with emotional references and they are reluctant to inquire and research.

Research Designs and Methods in Self-assessment Studies: A Content Analysis Serafina Pastore
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 4: December 2017
Publisher : Institute of Advanced Engineering and Science

This paper focuses on self-assessment practices in the higher education field. In the assessment for learning perspective, self-assessment is related to reflection, metacognition, and self-regulation: all these aspects are considered as fundamental prerequisites for students’ future professional development. Despite the recognition of self-assessment educational benefits and implications, research so far lags behind the rise in the rates of align literature review, research design, and methodology. The study attempts to address this gap in the literature. Based on a critical review of institutional changes in the European higher education context, the paper reflected on main issues and problems faced by educational research on self-assessment. It then tried to identify future research pathways on this topic.

The Paradox on IT Literacy and Science’s Learning Achievement in Secondary School Dwi Sulisworo
International Journal of Evaluation and Research in Education (IJERE) Vol 2, No 4: December 2013
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (95.002 KB)

Higher education is currently in the rapid change process. These changes are driven by many factors, both internal and external. Some trends in higher education in the development of one of them is a wider social context. People feel more comfortable with using the internet as a tool in the day-to-day. Information and communication technologies has important role on improving teaching and learning process. The aim of this research is to determine whether the student IT literacy medium influence the learning achievement of good science. This research is a quantitative research using multivariate statistical analysis techniques. The result is that IT literacy has no effect on learning achievement. This phenomenon is the paradox on learning and ICT issues.DOI: http://dx.doi.org/10.11591/ijere.v2i4.2732

English for specific technical and engineering academic purposes: An analysis on ESL practitioners’ challenges Nor Yazi Khamis; Azwin Arif Abdul Rahim; Supyan Hussin
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019
Publisher : Institute of Advanced Engineering and Science

The facilitation of English for Specific Engineering Academic Purposes approach at Malaysian technical and engineering tertiary institutions is an effort to revitalise the pedagogical methods of ESL learning and communication skills at the institutions. A close examination on the ESL practitioners’ context has indicated a critical gap between the diversified requirements of skills and sound pedagogical models to determine the practitioners’ quality. In understanding the necessity of the approach, this study aims to explore and investigate the challenges faced by the practitioners in facilitating the approach. The study comprised data gathered from semi structured interviews of 14 ESL experts and an online survey on 42 ESL practitioners in technical and engineering fields. Interview questions for the experts were developed to find out about the challenges and competencies to overcome the hurdles. A self-assessed instrument with a five-Likert scale of importance on the competencies was used to gauge the practitioners’ view onn the approach. Frequencies and percentages, and Braun and Clarke’s (2006) six-stage method of thematic analysis were used to analyse the data. Findings from the both inquiries revealed several challenges which led to the necessity of wider knowledge and understanding of the approach and the prevalent of specific competencies for the practitioners in overcoming the challenges. The practitioners’ competency was substantially indispensable because it could affect their learners’ interest in learning the skills as well as in understanding the content subject.quality agencies to review and specify the requirement and guideline for ESL practitioners specifically those at technical and engineering tertiary institutions.

Student Engagement and Assessment Modes: A Study Anil Pathak
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018
Publisher : Institute of Advanced Engineering and Science

The aim of this project is to attempt a factorial analysis of the congruence amongst three layers of assessments of Oral Presentation: Expert, Self, and Peer. Participants included graduate and undergraduate students of Asian background studying Research Writing at a technological university. The research instrument consisted of a set of assessment checklists with weighted and specified criteria for Expert, Self and Peer assessment of research presentations. Broader criteria were based on the following four factors: Use of spoken media, Use of visuals, Interrelationships, and Communicative Effect. Participants received training and were involved in a practice session on self and peer assessment before engaging in the assessment tasks. While the pilot study is unable to conclusively establish congruence among the modes of assessment, it is expected that results from a wider database would indicate the nature of well-defined assessment criteria and the ways they can be effectively communicated to assessors. The present study suggests that the differences in ratings given by peers and experts are not due to a lack of capability on the part of students, but due to lack of orientation and training. It is necessary to evolve criteria that are well-documented to enable students to evaluate their own performance as well as the performance of their peers as effectively as done by experts.

Assessing an Assessment Tool of Higher Education: The Case of PROG in Japan Hiroshi Ito
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 1: March 2014
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (155.214 KB)

Assessment of learning outcomes of college students has been at issue around the world in recent years. Given that grade point average (GPA) may not be a reliable indicator for learning, some organizations have developed new types of assessment tools that measure generic skills, such as the Assessment of Higher Education Learning Outcome (AHELO) and the Collegiate Learning Assessment (CLA). In Japan, an assessment tool called the Progress Report on Generic Skills (PROG) has been introduced to measure college students’ generic skills. However, the validity of this test has hardly ever been studied. This paper thus provides an opportunity to analyze the validity of PROG through statistical analyses of the correlation between PROG scores and GPA as well as interviews with students and instructors. The findings show a gap between PROG scores and GPA. Three possible reasons are put forth as explanations for such a gap: 1) PROG does not test generic skills properly; 2) the university does not nurture and/or assess students’ generic skills that PROG measures; and 3) students make different levels of efforts for PROG and college course work. The findings of this research suggest using the results of PROG only as a reference tool that needs to be triangulated with other assessment tools.DOI: http://dx.doi.org/10.11591/ijere.v3i1.5427

Scientific literacy and science learning achievement at junior high school Jufrida Jufrida; Fibrika Rahmat Basuki; Wawan Kurniawan; Miko Danu Pangestu; Olva Fitaloka
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019
Publisher : Institute of Advanced Engineering and Science

Scientific literacy is the ability which must be owned by the students to analyze and apply the concept of science in solving daily life problem. This research aims to know the correlation between scientific literacy and science learning achievement at State Junior High Schools. This research used a quantitative approach with correlational type. The population of this research were 428 grade IX students at State Junior High Schools within the District of Jaluko Muaro Jambi. The samples was 138 students. The technique of selecting samples was random sampling. The instruments used were the test of science literacy and the test of science learning achievement. Hypothesis test was conducted by using rank spearman correlation test with the assistance of SPSS 21. The results show the average score of scientific literacy is 33.7 (medium category) and the average score of science learning achievement is 21.5 (very low category). The result of the correlation test obtains Sig value 0.00 then Ho is rejected. It can be concluded that there is a significant correlation between scientific literacy and science learning achievement at State Junior High School within Muaro Jambi District. Science learning is expected to develop students’ science literacy so that it can improve science learning achievement.

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