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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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A review of engagement strategies for massive open online courses Md Nujid, Masyitah binti; Tholibon, Duratul Ain
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.v13i5.29158

Abstract

The United Nations adopted the sustainable development goal of “quality education” as one of its objectives. In emergency teaching and learning amid the outbreak in 2019, the emphasis has been placed on providing a versatile and easily accessible lifelong learning experience to ensure high-quality education. One type of online e-learning course is the massive open online course (MOOC). It provides a free course that may be taken whenever and anywhere. However, difficulties have come up regarding student performance, course completion, and dropping out as a result of quality assurance of e-learning platforms like MOOC. In order to keep students interested in the course until the end, this study will review and recommend MOOC strategies. The strategies in enhancing for MOOC engagement reveals that they include development, collaboration between educators and students, and evaluation. Self-regulation learning is a crucial motivation in retention from dropping out of the MOOC facilitates participation through the utilization of innovative pedagogies, as well as the interaction between students and educators on both the MOOC platforms and social media platforms according to research. Course information and instructional design are also found to attract learners to complete the course. Giving prizes for completing MOOC assignments and tests is an extra choice in retaining from dropping out the course. The contribution of study is MOOC online learning engagement strategies are introduced. By developing a good course design, collaboration between students and educators and evaluation performance based can enhance students’ engagement to completion of the course.
Lifelong learning practices of primary school teachers: a systematic literature review Mohd, Ros Faizah; Zulkifli, Hafizhah; Hamzah, Mohd Isa
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.v13i6.29597

Abstract

The practice of lifelong learning among teachers involves continuous efforts to enhance their knowledge, skills, and competencies through various activities. Previous studies have explored different practices such as reading, collaboration, participation in courses, culturalizing learning, conducting research, and digital learning. However, there is a lack of systematic reviews of these practices. This an article aims to fill this gap by conducting a systematic review of lifelong learning practices among primary school teachers for 5 years since 2019 until 2023. The study integrates various research designs and follows the ROSES publication standard. Articles were selected from databases including Scopus, Web of Science (WoS), and ERIC. Thematic analysis revealed four key concepts: self-learning, continuous training, knowledge integration, and digital networks. Future research can focus on examining the resilience of teachers from diverse backgrounds in adapting to changes in the education system. This study serves as a valuable reference for teachers to assess their own lifelong learning practices and facilitate transformative growth towards becoming knowledgeable educators
The impact of continuous professional development activities on student learning outcomes and employability Nassereddine, Mohamad; Nassreddine, Ghalia
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.v13i5.29400

Abstract

The fast development of engineering technologies forces a wide range of students to choose the technological path for their careers. Universities focus on theoretical study with limited practical exposure. To ensure students are prepared for the industry requirements, engineering universities set a core industrial experience for all students. This industrial experience aims to bridge the gap between academia and industry and to ensure students have gained the required industrial. The work in this paper highlights the importance of continuous professional development (CPD) hours for engineering students. The paper studies the impact of CPD hours on the critical skills of the student learning outcomes. A descriptive analytical methodology is applied to examine this impact. Thus, a survey of 34 questions was created and distributed to students at engineering schools in different universities across the MENA and Gulf Region. A sample of 234 answers is collected and analyzed using a statistical package for the social sciences (SPSS). The results show that students agree that CPD activities can enhance their learning outcomes, teamwork skills, public speaking, and technical competencies. The results show that student believes that CPD activity may enhance their chance of securing employment within a short timeline after graduation.
Flipped classroom approach for enhancing linguistic competence Rivera, Maricel Demoral; Flores, Grace Manatad
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.v13i5.27365

Abstract

Nowadays, technology has become an indispensable instructional tool. Technology-integrated teaching approach has been recognized in research studies as an effective means to address the declination of the English language’s linguistic competence of the learners. This research determined the effectiveness of a flipped classroom, a technology-integrated teaching approach, to a specific group of Filipino language learners. Utilizing a quasi-experimental research design, 102 English pre-service teachers enrolled in a state university were selected purposively to be the participants of the study and were categorized into two groups, the very good, and the good groups. The expert-validated pre-post-test questionnaire, course syllabus, and lesson exemplars were used to gather the data on learners’ linguistic competence. Results of the paired t-test revealed a significant mean gain of the students’ scores both from very good and good groups pre-post the employment of the flipped classroom approach. The flipped classroom approach is one of the technology-integrated approaches to be used to augment the learners’ linguistic competence regardless of students’ group categories. It is recommended that the flipped classroom approach be used by teachers handling different disciplines delivered in English to mitigate the students’ dilemma on English language proficiency.
Listen-search-read-discuss: an innovative lesson design to improve students’ scientific literacy in higher education Junanto, Tulus; Budiyono, Budiyono; Akhyar, Muhammad; Suryani, Nunuk
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.v13i6.29897

Abstract

Scientific literacy enables prospective teachers to use science processes and products, allowing them to engage in scientific discussions about social issues. The listen-search-read-discuss (LISERED) learning model was developed by researchers to enhance scientific literacy. This study aimed to assess the implementation of the LISERED model in improving students’ scientific literacy skills. The research followed a quasi-experimental design with pretest and post-test control groups. The study collected data on scientific literacy in chemistry education programs, involving 62 students as samples. The efficacy test utilized a written multiple-choice test, specifically the test of scientific literacy skills (TOSLS). The results indicated a high effect size (ES) for the LISERED model in enhancing scientific literacy mastery (ES Cohen=2.859; ES Hedges=2.824; and ES Glass=3.285). This model facilitates a more interactive and engaging learning environment, enabling students to develop a deeper understanding of science. Implementing the LISERED model empowers teachers to significantly enhance students’ scientific literacy comprehension.
Factors affecting learner engagement in HyFlex learning environments Yingyi, Xu; Razak, Rafiza Abdul; Halili, Siti Hajar
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.v13i5.28998

Abstract

Higher education institutions are increasingly implementing hybrid flexible (HyFlex) learning mode due to its accessibility and flexibility. However, little is known about students’ engagement and potential predictors in this learning approach. This study’s objective was to look into strategies for enhancing learner engagement in HyFlex learning environments. In this study, the relationships between specific predictors (learner control, self-efficacy, and learning motivation), learners’ perceived community of inquiry (CoI) presences, and learner engagement in HyFlex learning environments were investigated using partial least squares structural equation modeling (PLS-SEM). In order to collect data on the study’s variables, an online survey was completed by 367 students who were enrolled in the HyFlex learning environments at a Chinese college. The results indicated a direct and positive relationship between learner engagement and factors such as self-efficacy, learner motivation, and learners’ perceived CoI presences. However, learner control did not have a direct and positive impact on learner engagement. Instead, it indirectly influenced learner engagement by affecting learners’ perceived CoI presences. In addition, the relationships between learner motivation and engagement, as well as self-efficacy and learner engagement, were significantly mediated by the learners’ perceived CoI presences. The findings offer fresh perspectives on the roles of learner control, self-efficacy, learner motivation, and learners’ perceived CoI presences in HyFlex learning, with implications for learning processes and learner engagement.
Learning management system instrument development based on Aiken’s V technique Ahmad, Nor Azlan; Mayouf, Alanazi Abdulaziz; Elias, Nur Fazidah; Mohamed, Hazura
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.v13i5.28925

Abstract

The use of the learning management system (LMS) at the Malaysian Polytechnic is constantly changing according to the current situation. In addition, the relatively low acceptance of LMS in technical and vocational education training (TVET) institutions requires further study. This paper will discuss accurate construct of measurement for LMS TVET using expert consensus through Aiken's V analysis. Based on the analysis coefficient and the reliability of the content, several important constructs have been identified involving system quality, information quality, service quality, motivation, user satisfaction, intention-to-use, self-discipline, practical training, and actual use. Through quantitative analysis, every item in constructs is calculated and reviewed by an expert in order to validate the items. The minimum validity value accepted in this study is 0.75 based on Aiken's V table, thus, two items were rejected. These items were rejected due to the same meaning and being inappropriate. This study proves the instrument's content validity based on expert agreement using the Aiken agreement index. This study contributes to a suitable instrument for measuring LMS in TVET for use in subsequent studies.
Evaluating integrated training for juvenile criminal justice system at the national police education and training center Abraham, Irfan; Ridwan, Ahmad; Triana, Dinny Devy
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.v13i5.28604

Abstract

This study critically assesses the integrated technical training program for the juvenile criminal justice system, conducted by the national police education and training institute in Indonesia. The research employs a mixed-method approach, utilizing an explanatory sequential design and applying the Kirkpatrick evaluation model, involving 62 participants. Content validity is maintained through expert input, with the Aiken v formula employed for result analysis. Credibility is affirmed through a focus group discussion. The study aims to evaluate the program’s impact on the rights of Indonesian children in legal conflicts. Findings indicate participants’ satisfaction and high motivation at level 1 (reaction), while levels 2, 3, and 4 reveal a positive impact on protecting the rights of children involved in legal conflicts. The research highlights the need for a larger sample size and a more extended measurement period for future investigations. Objectives encompass assessing program impact, learning outcomes, behavioral changes, external organizational impact, and examining the program’s practical contribution to educational research and evaluation, guiding recommendations for future improvements.
Enhancing creative thinking and cultural literacy: project-based learning with field trip support Syarif, Erman; Tabbu, Muhammad Ansarullah S.; Jamaluddin, Asham Bin; Saputro, Alief
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.v13i6.30289

Abstract

One of the main challenges in learning cultural geography is to develop a deep understanding of cultural diversity and creative ability in analyzing and describing the relationship between humans and their environment. This study investigates the effect of the field trip-based project-based learning (PjBL) learning model on students’ creative thinking ability and cultural literacy in a Cultural Geography course. The research design used is a comparative experimental design in three different groups. The subjects in this study were students majoring in Geography at Universitas Negeri Makassar (UNM) in the 3rd (odd) semester of the 2023/2024 academic year. The research sample was selected purposively (purpose sampling) based on the same academic ability characteristics of the population. The collected data will be analyzed using the ANACOVA test statistical method. The results showed that the 2-tailed significance level (Sig.) was 0.000, far below the generally accepted alpha level (α=0.05) which indicated a significant difference in the use of the PjBL model, the PjBL-field trip (PjBL-FT) model, and the conventional learning model in improving creativity and cultural literacy skills. The considerable difference in the mean post-test scores underscores the effectiveness of field trip-based project-based learning (PjBL-FT) in improving creative skills. The results imply that this model can be used to create innovative learning so that it can make a good contribution to learning.
Mathematics education in the curricula of the preservice teacher in early childhood education in Spain Hidalgo-Méndez, María de los Ángeles; León-Mantero, Carmen; Casas-Rosal, José Carlos; Villarraga-Rico, Miguel Ernesto
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.v13i5.28892

Abstract

The objective of this research is to describe the situation of mathematical training in the early childhood education degree curricula in Spain through the analysis of the teaching guides of the subjects with mathematical content offered in the different Spanish universities. The aim is to identify the typology of subjects, the number of subjects offered, and the recommended bibliography. The methodology used is descriptive, exploratory, ex post facto, and census. For this purpose, the registry of universities, centers, and degrees was first consulted during the 2019-2020 academic year to obtain a list of all the Spanish universities that offer degrees in early childhood education and, therefore, to be able to download the corresponding teaching guides. Of the 91 universities in Spain, the early childhood education degree is taught in 66. Likewise, 101 subjects with mathematical content have been identified, although only 99 are available for analysis. Most are compulsory, have a study load of six European credit transfer system (ECTS) credits, and are taught in the third year of the degree. The recommended bibliography mainly concentrates on publications from 2001-2010 and mostly on book references.

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