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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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Challenges, strengths, and relevance of integrating classroombased assessment in technical and vocational education training M. Yusop, Siti Raudhah; Rasul, Mohamad Sattar; Mohamad Yasin, Ruhizan
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.v13i4.27900

Abstract

Technical and vocational education training (TVET) assessment is critical to determine the intended learning outcomes for students. However, the TVET assessment presents several essential obstacles, such as assessing occupational skills disconnected from lesson-learning results. Assessment methods are another contentious topic among academics and other professionals because teachers’ different methods of evaluating students’ work are incompatible with assessment objectives and are a significant issue in TVET assessment. Consequently, this research investigates the challenges and strengths of classroom assessment practices and the relevance of implementing vocational skills. This research uses a quantitative survey methodology to assess the degree of participants agree using descriptive analysis. The study’s findings indicate several challenges associated with administering classroom-based assessment (CA) within the context of TVET. CA is an excellent venue for assessing the students’ acquired knowledge and abilities in education. The TVET assessment must include, in addition to technical skills, generic skills related to Industry 4.0 and career adaptability skills as a student’s learning outcomes. These skills serve as the basis for the development of skills and competencies. Cognitive, psychomotor, and interpersonal qualities are vital in the TVET assessment as a student learning outcome.
A paper-based cheat-resistant multiple-choice question system with automated grading Jean-Pierre, LienouLienou T.; Bernard, Djimeli-Tsajio Alain; Thierry, Noulamo; Bernard, Fotsing Talla
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.v13i4.28324

Abstract

This paper focuses on how to reduce cheating and minimize errors while automatically grading paper-based multiple-choice questions (MCQ) by making the whole process relatively fast, less expensive, more credible, and fairer especially when the number of examinees and number of questions are large. Credibility is obtained when techniques and best practices are introduced in the design process of MCQ. Fairness is obtained by personalizing evaluation through permutation of answers and questions. The distance introduced in personalization has led to the modification of the traditional automatic grading process where an application mapping the test number with its responses in the grading software is loaded automatically at each start of the grading process. On the extracted header fields, 2DFFT is applied as well as the reduction of computed coefficients to obtain the corresponding final local characteristic in the representation. The minimization of image processing errors is then obtained by training a support vector machine (SVM) for handwriting optical character recognition (OCR) using the Mixed National Institute of Standards and Technology (MNIST) dataset with 99.5% accuracy. The tests are carried out in several subjects at Fotso Victor University Institute of Technology (UIT) in Bandjoun and the ColTech of the University of Bamenda and teachers as well as students after investigation have confirmed that our method reduces cheating and improves the error rate during grading with fewer complaints.
Schema theory’s immediate impact on college students’ Chinese reading comprehension Huang, Tsui-Feng; Chou, Sheng-Chieh; Liao, Anna
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28898

Abstract

Studies show that there is an increase of college students who prefer reading short summaries rather than long complex texts containing knowledge or theory. Thus, this study focuses on improving first-year students’ reading comprehension in Chinese courses by observing the effectiveness of teaching reading lessons in Chinese courses with the curriculum designed based on “schema theory”. The selected reading materials are extensive texts with certain knowledge or theories. For evaluation purposes, the reading test questions uses the same measure of reading proficiency levels of program for international student assessment (PISA) to assess learners’ reading comprehension, contextual reasoning, integration, and analysis abilities more accurately. By comparing the results and discrepancies of the pre- and post-assessment, the preliminary research found that the teaching practice and curriculum designed based on schema theory effectively improves learners' reading scores and instill habits to increase their tendency to reach a deeper understanding of the reading material. This finding demonstrates the effectiveness of applying schema theory to reading lessons; resulting in potential of immediate and enhanced levels of comprehension.
The effect of lesson study approach on developing teachers’ reflective thinking as a self-assessment tool Al-Hattami, Abdulghani; Bawaneh, Ali Khaled
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.29354

Abstract

Lesson study approach is a professional development strategy used by teachers to improve students’ learning through collaboration and continuous improvement of teaching practices. Studies have shown that implementing a lesson study can increase teacher efficacy, improve students’ achievement, and positively impact school culture. The aim of the research is to examine the effect of using lesson study strategy on developing reflective thinking among teachers. The study applied an experimental design on a sample consisting of 96 (55 experimental group, 41 control group) teachers. A validated reflective thinking questionnaire was used to collect data. The results showed that there are statistically significant differences in favor of the group participated in the lesson study, with a high effect size of 0.84. The results also showed that there are no statistically significant differences attributable to teachers’ experience or the educational level. The paper concludes with a set of recommendations, highlighting the significance of endorsing school-based professional development through lesson study. The adoption of this method is considered crucial in promoting reflective thinking among teachers.
Didactic experience based on mathematics competencies and soft competencies for teacher education Quezada, Verónica Díaz; Hernández-Díaz, Alejandro; Flores del Río, George
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29842

Abstract

The aim of this research was to implement a didactic experience to facilitate the study of linear algebra. This article shows the potential of working the curriculum based on both disciplinary competencies and soft competencies, prioritizing collaborative learning, in future secondary school teachers of mathematics. The nature of the study is exploratory with a mixed methodology. In this article, we show the phases that constituted in its entirety the way of working during a semester in higher education and the forms of evaluation that are part of the qualitative-interpretative methodology, which include the elaboration, validation and application of a questionnaire of students' opinion on mathematical and soft skills, in addition to the analysis by categories of open answers, considering the similarities and differences found in the opinions written by the students, regarding the strengths and weaknesses of the didactic proposal, validating the usefulness of this successful teaching methodology.
Development of growth mindset in higher education in support of the World-Class University Setiawan, Risky; Dewi, Radeni Sukma Indra; Zainul, Rahadian
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.30145

Abstract

This study aims to develop a tool to measure the growth mindset of university lecturers, which is associated with performance and professionalism in institutions, especially at Universitas Negeri Yogyakarta (UNY) to go to a World-Class University (WCU). This research is a research and development (R&D) research with a quantitative approach measuring the quality of university growth mindset instruments. The measuring tool developed is a questionnaire using the confirmatory factor analysis (CFA) method. The results of each indicator are analyzed and integrated with structural equation modeling (SEM). The results of the growth mindset study of the academic community at UNY. The growth mindset instrument construct for the academic community is qualified to measure the ability of growth mindset from lecturers. The results show that the developed instruments show a valid and reliable construct. Advanced analysis by multiple regression method with path analysis shows that the academic level is the moderate variable with the most influence on the growth mindset path analysis model. Increasing the academic level will optimize the growth mindset of lecturers; performance will evolve.
Scalar consistency of collaborative learning: bifactor structural equation modeling Vilchez Galarza, Nilton David; Via y Rada Vittes, Jose Francisco; Huaynate Espejo, Luis Angel
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.30216

Abstract

The way of learning in higher education needs a revaluation, which should consider cooperation as one of the principles to improve the cognitive, procedural, and attitudinal learning of students whose training will allow them to integrate effectively into the work environment. The objective of the study was to validate the consistency of the collaborative learning scale (CLS) using the bifactor structural equation model (SEM) in university students from Junín. It presented a quantitative approach, through a deductive method, of demonstrative and inferential scope and a non-experimental design. The sample was of the probabilistic type, composed of 361 students of the Faculty of Health Sciences from cycles I to VIII at Huancayo University-2023. The results verified that the use of an original bifactor SEM allows the identification of multidimensional sources present in complex psychological measures, such as the evaluation instrument under study. In conclusion, thanks to the analysis of the Chi-square differences between the second-order model and the bifactor model, it can be verified that the bifactor model has a better fit than the second-order model because it has a lower X², a lower root mean square error of approximation (RMSEA), a lower weighted root mean residual (WRMR), and a higher ω.
Home learning environment in early years and Greek parents’ socio-demographics Karavida, Vasiliki; Tympa, Eleni; Nefeloudi, Evmorfia
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.27931

Abstract

The home learning environment (HLE) is the first environment in which children’s early learning takes place. A number of studies have provided empirical evidence that the HLE contributes to children's cognitive, socio-emotional development. This study addresses the question of the factors that can be associated with creating a positive learning environment for children at home. Pilot quantitative data was collected from 324 families through a questionnaire about the activities parents get involved with their children. The frequency of reading-related activities as well as other in-home and out-of-home learning activities was calculated. Pearson’s correlation coefficient was employed to assess the relationship between parent education levels and activities within the HLE. Questionnaire reliability was examined using Cronbach’s alpha coefficient. The results showed that the gender and educational level of parents had no influence on the frequency of their involvement in the activities or the type of activities they chose to engage. However, the parents’ educational level has an impact on their beliefs, which influence the provision of learning opportunities and the quantity and quality of parent-child interactions. Further research on parental guidance or children's academic performance could collect more information on the factors that can create a more stimulating HLE.
Leadership and its impact on educational institutions: a systematic review Huangal-Scheineder, Sebastián; Cieza-Sánchez, Jaime; Diaz-Paredes, Manuel; Arriaga-Delgado, Miguel; Marchena-Tafur, Aurora
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29169

Abstract

Leadership, in the educational field, is an important tool to improve the functioning of an educational institution and student learning. For this, trained leaders are required to exercise the most appropriate changes and manage the joint work of workers, in order to meet the proposed goals. In this context, this work had the objective of this article was to explore the role of directors and teachers in achieving the objectives of educational institutions, identify the most recommended leadership style for educational institutions, and identify the importance of having strong leadership within them. With this aim in mind, a systematic review of the literature based on the PRISMA method was carried out, selecting 50 publications. As a result, it was concluded that good leadership is fundamental for the academic development of institutions at any educational level, and that much of this responsibility falls on managers. In addition, the transformational leadership style is highlighted as the most effective to be used within schools and universities, and to provide a better educational experience for students.
Assessing students’ mathematical reasoning in problem-based learning: a gender perspective Romadhon, Nurul Isnaini; Amir, Mohammad Faizal; Wardana, Mahardika Darmawan Kusuma
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29580

Abstract

Mathematical reasoning (MR) in problem-solving is still relatively low, but students need it. Previous studies have shown that problem-based learning (PBL) can improve MR. Meanwhile, differences in MR are also influenced by gender. This study assesses MR quantitatively and qualitatively by reviewing gender differences when given PBL intervention. The research participants involved were fifth-grade primary students. The sampling techniques used were convenience and purposive sampling. This study design uses an explanatory sequential mixed method with quantitative data collection followed by qualitative data. Instruments like MR tests, interview guides, and questionnaires were used to collect data. Analysis techniques used for quantitative data are descriptive statistics, n-gain, and Wilcoxon signed-rank test, while qualitative data is thematic analysis. The study found that quantitatively, PBL significantly affects the MR of students with different gender perspectives. Meanwhile, qualitative findings in MR varied among students of different genders (masculine, feminine, and neutral) in the implication of PBL. Another finding is that students’ MR is inadequate in generalizing the statement. The study results provide comprehensive findings regarding the differences in MR of students with gender differences in the implications of PBL, which can contribute practical, theoretical, or methodological to teachers, practitioners, researchers, and scholarship.

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