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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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The factors in the decision-making of high school graduates about higher education in the digital era Askarova, Nailya; Shalamovа, Olga; Voronova, Liia
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.v13i4.27618

Abstract

Numerous specialists from different fields and perspectives have investigated determinants affecting the choice of future career path by school-leavers. The present study aims to analyze the factors influencing the decision of applicants to choose an academic major at a higher educational institution in the context of the digitalization of education. The authors developed the questionnaire for interviewing respondents. The survey involved a total of 160 students from Russia and Kazakhstan. The study took place from September to November 2022. The researchers collected a large amount of data, including the average scores of students and first-year students’ responses to the survey. The analysis of these data revealed many factors that influence a school graduate’s decision on a future academic major. The results describe three groups of factors that influenced the students’ decisions, namely family, social, and academic ones. The findings suggest that students choose an academic major more independently when they have an online learning experience. In the context of digitalized education, respondents are more likely to discuss their profession with peers or friends in social networks than with parents (0.49 vs. 0.31).
Validation of the factor structure of the motivated strategies for learning questionnaire Tran, Van Dat; Dong Le, Thi A
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.v13i4.28703

Abstract

In recent years, the motivated strategies for learning questionnaire (MSLQ) has been used to assess students’ motivational orientations and utilization of various learning strategies. Due to its significant effects on student outcomes such as academic performance and careers, research on the factor structure of motivated strategies for learning has received increasing attention. However, the existing literature indicates a dearth of studies focusing on the MSLQ dimensions in Vietnam. Therefore, this study aimed to ascertain the factor structure of the 31-item Student Motivation Scale (SMS), which is a subset of the larger 81-item MSLQ, in the context of Vietnam. The study utilized the Vietnamese version of the SMS to collect data from 317 high school students in Vietnam. The factorial analysis showed that the SMS has its original six-factor structure, which is made up of task value (TV), control beliefs, self-efficacy for learning and performance (SLP), test anxiety (TA), and intrinsic goal orientation (IGO). The present study recommended that school leaders and teachers should use the SMS to assess students’ motivation in the context of Vietnamese education.
Personality traits and work performance among academicians in university: leadership styles as a mediator Setiyowati, Ninik; Jaafar, Jas Laile Suzana; Abdul Razak, Ahmad Zabidi
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.v13i4.28214

Abstract

Psychologists have argued that Western-based explanations of personality traits, leadership styles, and work performance may not capture Eastern norms and values. This study compares academicians’ personality traits and work performance in a traditional Indonesian Javanese community using transformational and Asta Brata as western and Hindu philosophy of leadership styles scales, respectively. This study uses transformational and Asta Brata leadership styles to examine how leadership styles act as mediators between personality traits and work performance. The respondents were 342 academics from East Java universities selected using multistage cluster random sampling. The results showed that the transformational leadership style mediates only the relationship between agreeableness with contextual performance and openness to task performance. Asta Brata’s leadership style mediates openness to experience, extraversion, and agreeableness with tasks and contextual performance. In conclusion, academicians recognize that Asta Brata is better than the transformational leadership style as a mediator between personality traits and work performance. These data imply Asta Brata’s leadership approaches better resemble Javanese leadership and are accepted by followers than transformational leadership. Finally, Asta Brata’s leadership styles explain the big five personality traits and work performance better than transformational leadership styles.
Students’ perception and preference of feedback methods: enhancing the quality assurance of higher education institution Al-Amri, Amal Said; Jani, Rohana; Zubairi, Yong Zulina; Kumar, Senthil
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.v13i4.27769

Abstract

This study evaluated students’ perceptions about providing feedback and identified their preferred feedback methods. The study design comprised quantitative and qualitative approaches to ensure a better understanding of students’ perceptions and increase the study’s validity. A structured questionnaire was distributed in five higher education institutions (HEIs) in Oman, followed by a focus group discussion (FGD). A total of 614 students responded to the questionnaire. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed using thematic text analysis. It was observed that although students understand the importance of feedback, they feel that the methods can be improved. Furthermore, HEIs did not share the outcomes with the students, and therefore, students believed that HEIs were not considering their comments. Whilst students preferred anonymous online surveys, they believed that inperson meetings would be even more useful. This paper looked at how the educational well-being of students in Oman can be improved through the development of methods of seeking feedback from institutions. Additionally, this result can be applied worldwide to improve feedback mechanisms.
Successful dimension for evaluating leadership management in Islamic university Fu’adi, Athok; Sugiyono, Sugiyono; Prasojo, Lantip Diat
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.v13i4.28303

Abstract

This research aims to test the dimensions of success in measuring leadership management and to find the factors that shape leadership in an excellent Islamic university (IU). Respondents totaled 422 participants from leaders and lecturers at six Islamic universities in Indonesia. partial least squares structural equation modeling (PLS-SEM) analysis is used to test 8 dimensions, 35 constructs, and 17 hypotheses. Management leadership is determined by the dominant factor, namely job evaluation (IM4, λ=90.70%), and human resources (OR3, λ=74.40%) is the lowest factor. The ability of the structural model to explain the measurement of IU’s leadership management is 79.70%. Furthermore, the 17 hypotheses from 8 dimensions have a positive and significant influence. Measurable dimensions can be used to develop an effective management model to increase the performance and function of leadership. Through the results of this research, higher education management institutions can recommend study substances to comprehensively find out the leadership model to be applied by leaders so they are more skilled and expert in managing institutions in higher education.
Relationship between student engagement and academic performance Çali, Megi; Lazimi, Loren; Ippoliti, Beatrice Maria Luna
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.v13i4.28710

Abstract

This research aims to investigate the impact of student engagement on academic performance. Using a sample of 196 students from the University of Tirana, Faculty of Economics, we used multiple regression to assess the effect of behavioral engagement, cognitive engagement, and emotional engagement on student’s performance. The results of the engagement model created using three constructs show a correlation between overall student engagement and academic performance. In this study, we identified that behavioral engagement was the only significant factor for academic performance, while the two other factors, namely, emotional and cognitive engagement were not significant factors for students’ academic performance. We also identified that there was a significant difference between bachelor and master students as well as their year of study. The coefficient for “bachelor and first class” is negative and significant. However, there are no substantial differences between working students and non-working students or their gender in the relationship between engagement and academic performance. Our results provide additional empirical evidence for the higher education institution, teachers, parents and peers and some pointers for policy making. Increasing the engagement of students brings benefits for all involved stakeholders.
Exploring the adoption of cutting-edge management practices by school principals Hareb Almheiri, Abdulla Sultan; Abuhassna, Hassan
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.v13i4.28759

Abstract

This study examines the application of contemporary leadership trends by public school principals in the United Arab Emirates (UAE), with an emphasis on the professional standards governing school leadership. Utilizing a quantitative methodology, the study surveyed 113 principals from 641 schools. The validity of a 30-item questionnaire was rigorously evaluated to ensure that it aligned with the research objectives. This study’s findings reveal that school principals in UAE public schools implement contemporary leadership trends at a notable rate, as indicated by a substantial mean score of 4.24. Strategic management emerges as the primary focus among these trends. In addition, the research reveals statistically significant (0.05) gender and experience differences in participant responses regarding the actual adoption of modern leadership trends by government school principals. In contrast, there were no statistically significant differences (0.05) between participant responses regarding the incorporation of leadership trends by public school principals based on their academic credentials. This study highlights the importance of continuing training programs designed to keep school administrators abreast of the most recent leadership developments.
Language learning strategies of Colombian learners of English as a foreign language Marenco Domínguez, José Miguel; Marín Juanías, José; Molina, Clara
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.v13i4.28739

Abstract

While some studies about language learning strategies (LLS) have been held in Colombia, there is still ample room for research. Particularly, an explanatory sequential mixed methods design can offer insights into how gender, grade level, and perceived language proficiency may influence Colombian students’ selection of strategies for learning English. Furthermore, teachers’ explicit instruction of strategies has not commonly been contrasted with students’ reported use of strategies. This study sought to bridge existing gaps by exploring the favored learning strategies of Colombian learners and teachers at the secondary school level. Data were collected employing the Strategy Inventory for Language Learning and semi-structured interviews with selected participants. The findings suggest that students favor social and metacognitive strategies and use affective strategies to a lesser extent. No significant differences between gender and the overall use of learning strategies were found. Conversely, significant relationships involving students’ grade level, self-perception of English proficiency, and the reported use of LLS were observed. This investigation highlights the importance of boosting affective strategies, exploring teachers’ roles in explicit strategies-based instruction, and integrating diverse types of data to explore the complexity of learning strategies. Recommendations for future inquiries are presented.
Non-educational background teachers’ knowledge of pedagogical competences Hidayatullah, Heri; Qomariyah, Siti Syafi'atul; Krisnahadi, Tama
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.v13i4.28565

Abstract

The existence of non-educational background teachers (NEBTs) no doubt contributes to developing the quality of education but seems to lack attention. This research aimed to investigating the knowledge of NEBTs on pedagogical competence. A mixed method with explanatory sequential design was employed. The study was conducted in Central Lombok Regency. The total population was 109 spreading in 12 districts and three participants out of the total population were selected to participate in the interview. The instruments were a test in the form of multiple choice and an interview. The data from the test were analyzed quantitatively while the data obtained from the interview was analyzed qualitatively. The data of the test showed that the scores of four sub-aspects of pedagogical competence were 52.20 for the learning theories, 57.33 for students’ characteristics, 61.75 for the nature of education, and 84.30 for curriculum. Thus, the mean score was 63.90. The data from the interview showed that self-development efforts were low and the school supervisors and staffs role contributed only at the practical level. The research concluded that the knowledge of NEBTs was 63.90 in average due to the internal and external factors.
Efficiency in academic evaluation: data envelopment analysis systematic review Razi, Nor Faezah Mohamad; Baharun, Norhayati; Masrom, Suraya
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.v13i4.26956

Abstract

Education 5.0@UiTM is transforming Universiti Teknologi MARA (UiTM). This new approach emphasizes flexible learning paths that teach life and cross-disciplinary skills. To make higher education future-ready, universities must adapt fast to the significant global and technical changes caused by the 4th Industrial Revolution and transition from content-based to individualized learning. To ensure students meet Education 5.0@UiTM standards and corporate needs, the evaluation process must be reviewed. Competency-based academic achievement evaluation outperforms grades. This assessment is rarely systematically analyzed. This study was conducted to thoroughly explore the selection of input and output factors in determining student achievement efficiency using the data envelopment analysis (DEA) approach. The study reviewed publications from Scopus, Google Scholar, and Science Direct and found six themes for input variables: human resources, facilities condition and equipment, finance, curriculum, students characteristics, and community resources. output variables included student achievement, satisfaction, graduation rate, employment, research, and community resources. In DEA analysis, input and output selection affects scope, aim, production frontier, efficiency scores, accuracy and completeness. So, characterizing student achievement requires choosing relevant input and output variables. This study can enhance student evaluation processes to prepare college graduates for the next industrial revolution.

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