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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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Critically evaluating university mission and vision statements Sakellarios, Marc D; Gann, David
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.v13i6.29277

Abstract

The purpose of this article is to better understand the nature of mission and vision statements issued by universities and whether these statements reflect the values of the institution’s leaders, faculties, and students. The researchers, being employed as professors in a Japanese science university, sought to analyze their own institution’s mission statement using open, axial, and selective (OAS) coding as an evaluation methodology. The themes that emerged were those of the great man, elite education, and alumni exclusivity. The overarching theme of the mission statement was elite serving the elite. Although presented as a mission statement, the prominence of the theme of a visionary man suggests this document stylistically adheres as much to the characteristics of a vision statement as it does to a mission statement. This paper may assist teachers in deriving meaning from their institution’s mission or vision statements, and critically assessing whether the institution’s mission or vision comports with the beliefs, standards, and educational philosophies evidenced by their institution in practice.
Development and refinement of the interview protocol: interview questions for international school teacher retention Leong, Sok Yee; Said, Hamdan
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.v13i5.29079

Abstract

For novice researchers, creating a list of interview questions as part of the interview procedure to collect data for addressing the research questions is always a challenge. Despite several studies have provided vital suggestions for novice researchers in developing and refining interview questions, few studies offer a clear path for designing and improving interview questions. The suggested guidelines from past research lack empirical evidence, particularly in the field of education. This study aimed to present the process of developing and refining an interview protocol used in an international school teacher retention study. This study suggested and tested five phases in the development and refinement of a qualitative interview protocol: i) establishing preliminary questions based on a literature review; ii) ensuring alignment of interview questions with research questions; iii) constructing an inquiry-based conversation; iv) receiving feedback on interview protocols; and v) piloting the interview protocols. It provides comprehensive and user-friendly guidance for novice researchers in developing qualitative instruments. Using this roadmap can help novice researchers to prepare for the interview process, remain open to new findings and enhance the effectiveness of qualitative interview tools.
Neuroeducation and impact on higher education: 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.v13i6.29170

Abstract

The educational system is always seeking to optimize the teaching-learning process through new methodologies. In this sense, there is an effort to improve the student’s academic performance through the acquisition of the desired knowledge that will also last in time. Given this reality, neuroeducation is born as a contribution to the development of the educational system within a scientific basis that understands the way people learn. In this context, the objectives were to determine the impact of neuroeducation in higher education and to describe the current state of strategies based on neuroeducation in the higher educational context. Therefore, a systematic review of the literature was carried out applying the PRISMA method, establishing a periodic range of 5 years (2018-2023). The articles selected in this review were 47 documents. The results showed that this discipline has many benefits for students to learn properly, although teachers have little knowledge about it. Finally, it is concluded that neuroeducation brings with it strategies to improve teaching based on stimuli and motivation, thus achieving a good academic performance by the student.
Impact of students’ feedback on their engagement towards online classes during COVID-19 pandemic Rudnák, Ildikó; Hamza, Khadija Aya; Alshaabani, Ayman; Garamvölgyi, Judit
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.v13i6.28375

Abstract

With the emerge of COVID-19 pandemic in Hungary, Hungarian universities have decided to opt for online teaching methods even for foreign language courses. This sudden change has required a better understanding of students’ behaviors in classes also to view the importance of their feedback to enhance teaching quality and teachers’ effectiveness. The purpose of our study was to focus on students’ feedback and its impact on their engagement in the context of online classes, by considering the mediating role of teaching effectiveness in that relationship. Structural equation modelling was used to examine our primary data, which has been collected from a distributed online questionnaire dedicated to 222 students enrolled in Hungarian language courses at MATE University. The findings reveal that students’ feedback has a direct, significant, and positive effect on students’ engagement in online classes and teaching effectiveness, which itself plays a mediating role in that relationship.
Effect of missing values on the matching item in the graded model Darweesh, Haitham Fuad Jamil; Zureigat, Haitham Mohammad Ali
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.v13i5.29505

Abstract

The study aimed to examine the effect of the percentage of missing values on the matching of the items of the graded model. To achieve this, the experimental approach was followed in conducting the study, as hypothetical data were used to simulate the experimental conditions represented by the percentage of missing values. It has three levels (5%, 10%, and 20%). Moreover, the compensation method is represented by simple regression. The study found that there were no statistically significant differences in the percentage of items matching the graded model according to the missing percentages (5% and 10%). Moreover, there were statistically significant differences in the percentage of items matching the graded model according to the missing percentages (20%). Therefore, we must use the different nonparametric item response theory (IRT) models because of the good information, it provides to researchers about the test and its items without missing items suitable for this purpose and prejudice—the cumulative response of the subjects.
Fortifying learners’ self-regulation in biology through career-oriented teaching Honra, Joelash R.; Monterola, Sheryl Lyn C.; T. Yangco, Rosanelia
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.v13i6.30324

Abstract

Incorporating career-oriented teaching (COT) in technical-vocational education addresses challenges in graduates’ job readiness by emphasizing practical skills aligned with career interests. This study investigates the impact of COT on students’ self-regulation in biology, which is crucial for academic and career success. Quantitative analysis reveals that COT significantly enhances self-regulation skills, including decision-making, goal orientation, impulse control, and self-direction, compared to conventional science teaching (CST). Qualitative responses underscore the positive influence of COT on decision-making and goal orientation, with students setting positive goals and exhibiting improved impulse control. Moreover, COT fosters self-direction, promoting autonomy and responsibility for learning. These findings emphasize the importance of innovative teaching approaches like COT in developing students’ self-regulation abilities and preparing them for the demands of the modern workforce. Integrating concrete, problem-based tasks in COT and teacher training can further enhance its effectiveness in developing specialized skills and self-regulation. This research contributes valuable insights into instructional practices’ role in shaping students’ self-regulation and highlights the need to explore further innovative teaching strategies to support students’ holistic development.
Validation of a teacher mathematics knowledge scale based on the Ernest framework among Malaysian teachers Md Ghazali, Nor Hasnida; Zaini, Syaza Hazwani; Hamzah, Mahizer; Bakar, Noor Insyiraah Abu; imami, Muh Khairul Wajedi
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.v13i5.28880

Abstract

The aim of the current research was to validate the Malaysian version of the mathematical knowledge scale based on the Ernest framework. The participants include 100 teachers from Kelantan, Malaysia. An exploratory factor analysis (EFA) with principal components analysis and varimax rotation was conducted. This research determines the number of factors through eigenvalues greater than one and frames the structure of the scale through factor loading. The value of the eigenvalue and factor loading are considered in this research to frame and develop the structure of the scale. Furthermore, the reliability of the scale was tested with Cronbach’s alpha. The results showed six factors on the scale explaining 67.39% of the variances. A total of 26 items with factor loading greater than 0.60 were determined for the scale. The structure of the scale was as three items in the first factor, two items in the second factor, five items in the third factor, four items in the fourth factor, 10 items in the fifth factor, and two items in the sixth factor. Furthermore, the reliability of the scale was 0.958. This research concluded that the scale was internally consistent in measuring the teacher’s mathematics knowledge.
Course experience as the predictor of career personal efficacy Cerveza, Ryan L.; Laguardia, Jan Kenneth R.; Lapinid, Minie Rose C.
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.v13i6.29579

Abstract

Despite the proliferation of the culture of accreditation in the country, accreditation evaluations fail to capture authentic student course experience. This study aimed to assess the students’ course experience as to how it can contribute to increasing their career personal efficacy when employed in the work field. The 70 respondents were the education graduates of the college of education of a certain university in the past 6 years. The hierarchical multiple regression (HMR) was used to determine which of these domains can explain a statistically significant amount of variance to the career personal efficacy of the respondents. Correlation analysis r and the analysis of variance (ANOVA) were also employed to determine the relationships of the domains of course experience to career personal efficacy. Results revealed a high correlation between the six domains of course experience and career personal efficacy with good teaching, and clear goals and standards as the best factors among the domains of course experience which can predict career personal efficacy. It is recommended that administrators and policymakers should look into these two domains of the course experience to plan for the development goals of colleges and universities.
A validity and reliability of instrument to evaluate the principal technology leadership: a pilot study Nawawi, Wirda; Alias, Bity Salwana; Wan Isa, Wan Mohd Khairul
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.v13i6.27282

Abstract

Rapid development of the digital environment nowadays requires a line of educational leadership, especially leaders in schools who are competent in technological leadership. Therefore, this study aims to verify the technology leadership instrument among school principals. Accordingly, a pilot study has been carried out to determine and confirm the level of instruments that have been built to identify the principal’s technology leadership practices. This pilot study was conducted on 196 samples consisting of secondary school teachers. This study examines the principal’s role as a technology leader involves five specific standards which includes the dimension of supporting digital citizenship, visionary planner, empowering leader, system designer and connected learner. This study has been conducted through three levels of validity namely face validity, content validity, and construct validity. Content validation index (CVI) is used to determine reliability between experts achieved. The construct validity is measured by exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The reliability of the instrument is measured by Cronbach alpha value. The finding of this pilot study shows that the instrument is valid and reliable. Finally, out of 50 items, 49 items are retained.
Unleashing analytical mastery: elevating HOTS with hybrid project-based learning in academic writing courses Rochmahwati, Pryla; Yuliasri, Issy; Sukarno, Sukarno; Pratama, Hendi
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.v13i5.29595

Abstract

This groundbreaking study addresses a significant research gap in modern pedagogy by examining the revolutionary effects of hybrid project-based learning (HPBL) on high-order thinking skills (HOTS) in English as a foreign language (EFL) writing instruction. By employing a quasi-experimental design and incorporating the participation of 85 students as a population, this study addresses two crucial inquiries: i) the degree to which HPBL impacts the overall writing abilities of EFL students enrolled in an academic writing course and ii) how HPBL enhances the analytical capabilities of the students. The argumentative writing test was employed as a research instrument. The research demonstrates a significant writing and analytical mastery enhancement through rigorous paired sample testing and validation. This research not only makes substantial contributions to the ongoing scholarly discourse but also underscores the critical significance of further exploring the dynamic attributes of HPBL, thus further establishing its position as an indispensable element of modern language instructions.

Page 146 of 213 | Total Record : 2123

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