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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 cognitive outcome in athletics among physical education teachers Ismaiel, Ismaiel Ghasab; Oudat, Mo'een Ahmad; Thiyabat, Mohammad Khalaf; Alshdokhi, Khaled Abdullah
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.v13i5.30282

Abstract

The study aimed to identify the cognitive outcome in athletics for physical education teachers. The descriptive survey method was used and a cognitive test was applied as a measurement tool for data collection, which included 45 items for the fields of study: running, jumping, and throwing, and the study sample consisted of 198 teachers from Irbid First Directorate of Education in the first academic semester 2022/2023. The results showed that the level of the cognitive outcome in athletics for physical education teachers was "average" and that there were no statistically significant differences (α≤0.05) due to the effect of gender in all fields and all total scores, and the results of the study showed that there are significant differences Statistics in favor of more than 10 years experience.
Optimizing prospective teachers’ representational abilities through didactical design-based lesson study Isnawan, Muhamad Galang; Alsulami, Naif Mastoor; Sudirman, Sudirman
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.v13i6.29826

Abstract

This research aimed to optimize the representational abilities of prospective mathematics teachers through the implementation of hypothetical lecture designs. The research design used was didactical design research combined with lesson study activities. Participants in this research were 29 prospective mathematics teacher students (18–21 years old) at a private university in Mataram, Indonesia. The researcher was the main instrument, with several additional instruments, one of which was the hypothetical lecture design. After conducting qualitative data analysis, it was concluded that there was an increase in the percentage of students’ representation abilities through the implementation of hypothetical lecture designs. This was because the course design facilitated students to solve problems by exploring, using, and presenting ideas in various forms of representation. Apart from that, the lecture design integrated QR codes, Quizizz, and inspirational YouTube videos to attract students’ interest or motivation during lectures, especially when solving problems.
Online problem-based learning and 3D digital books to improve pre-service teachers’ scientific literacy Sunarti, Titin; Suprapto, Nadi; Prahani, Binar Kurnia; Satriawan, Muhammad; Rizki, Iqbal Ainur
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.v13i5.29835

Abstract

Scientific literacy skill is needed by pre-service physics teachers (PSPTs) since it involves mastering thinking and using scientific thinking in recognizing and addressing social issues. However, low scientific literacy for PSPTs is a problem that needs to be solved, resulting in effectively teaching science to their students. Therefore, to increase the scientific literacy of PSPTs, this study aims to develop an online problem-based learning assisted with digital books with 3D animation (OPBLA3DB). This study employs a quasi-experimental design for educational research with subject 72 PSPTs in one university in Indonesia. The data were collected using written tests, questionnaires, observation sheets, and validity sheets. The findings of this study demonstrate how highly valid and reliable the research tools developed are. The implementation results also show how practical learning is. This teaching model can improve PSPTs’ scientific literacy effectively, along with obtaining positive responses from them. This study implies that the OPBLA3DB model can be widely applied to enhance scientific literacy.
Virtual reality technologies for learning English: an example of using Immerse Lobanova, Olga; Fedorova, Elena; Vobolevich, Alena; Minakova, Polina; Rybakova, Lyudmila
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.v13i6.28148

Abstract

This study aims to examine the effectiveness of using the Immerse virtual reality technology as an additional tool for learning English. The sample consisted of 120 students randomly selected from the lists of third-year students studying English as a foreign language according to their bachelor’s degree curriculum. The overall sample was divided into two groups. Immerse was a virtual reality technology used for training in an experimental group for three months. The results showed that in the experimental group, there was a significant difference between the pre-test and the post-test (0.35<0.05). In the control group, there were no relevant changes. In particular, these data show that the experimental group significantly outperformed the control group in terms of academic performance in English. However, some of the tasks that tested writing skills showed unsatisfactory results. In general, although virtual reality (VR) does not affect students’ writing skills, its use is crucial for their long-term memorization.
Video explainer, e-module, or both: which is better to improve statistics performance of graduate students? G. Sagge Jr, Roberto; P. Bacio Jr, Salvador
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.v13i5.28945

Abstract

Technology is an essential component of modern education, and teachers use various types of technology to improve classroom performance. Meanwhile, statistics is one of the seemingly difficult courses according to students across levels. This study experimental aimed to determine if video explainer and e-module improve students’ performance in statistics. There were 78 graduate school students participated and used video explainer, e-module, or both as an intervention. A 100-item performance test in statistics was used. The statistical techniques employed were mean, standard deviation and analysis of covariance (ANCOVA). Results revealed that students’ pre-test performance was “average”. Additionally, their posttest performance was “high”, regardless of the intervention utilized. Significant differences emerged between groups who utilized both video explainer and e-module and those who used simply video explainer or e-module. Video explainer and e-modules should be integrated carefully into the instruction, helping graduate students develop a solid understanding of statistics. The results of the study suggest that studying statistics is more successful when one uses these interventions because it integrates visuals, audio, real-world applications, accessibility and flexibility towards various learning styles. Learning stakeholders should cooperate to ensure seamless integration of these materials into the curriculum and provide ample support to educators in generating and managing content.Technology is an essential component of modern education, and teachers use various types of technology to improve classroom performance. Meanwhile, statistics is one of the seemingly difficult courses according to students across levels. This study experimental aimed to determine if video explainer and e-module improve students’ performance in statistics. There were 78 graduate school students participated and used video explainer, e-module, or both as an intervention. A 100-item performance test in statistics was used. The statistical techniques employed were mean, standard deviation and analysis of covariance (ANCOVA). Results revealed that students’ pre-test performance was “average”. Additionally, their posttest performance was “high”, regardless of the intervention utilized. Significant differences emerged between groups who utilized both video explainer and e-module and those who used simply video explainer or e-module. Video explainer and e-modules should be integrated carefully into the instruction, helping graduate students develop a solid understanding of statistics. The results of the study suggest that studying statistics is more successful when one uses these interventions because it integrates visuals, audio, real-world applications, accessibility and flexibility towards various learning styles. Learning stakeholders should cooperate to ensure seamless integration of these materials into the curriculum and provide ample support to educators in generating and managing content.
Comprehension of linear systems with two unknowns in secondary education Martín Molina, Juan Carlos; Maz Machado, Alexander; Madrid, María José; Rodríguez Baiget, María Josefa
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.v13i6.28206

Abstract

Over the past few years, teachers and researchers in mathematics education have emphasized the importance of students acquiring a comprehensive understanding of mathematics. However, during the process of learning mathematics in secondary education, some students encounter difficulties with various algebraic concepts. This article presents the key aspects of a descriptive and exploratory study conducted with two groups of Spanish students in the 4th year of secondary education, using a local model to interpret and evaluate their comprehension of linear systems of two equations with two unknowns. This research offers insights into the phenomenological, epistemological, and cognitive aspects exhibited by the students. In particular, the analysis focuses on the conceptual content of the students’ productions. Consistent with similar studies, the results indicate that the students’ comprehension of this algebraic knowledge is mainly technical, rote-based and non-meaningful, although some differences exist between the two groups under consideration. Furthermore, the article discusses how these findings may impact the design and implementation of educational proposals focused on improving students’ comprehension of this knowledge.
Academic researchers, come on! Integrate social media in pedagogy Sharma, Vipin Kumar; Begum, Suraj
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.v13i5.29651

Abstract

Teaching and learning have changed tremendously from traditional teaching to teaching integrating social media (SM) because of immense educational technological advancements and pedagogical innovation. Teachers, thus far, use conventional teaching as a seasoning tool and meet adaptability issues to the new learning environment. In this paper, we define SM, its related aspects, the vitality of social media networks (SMN), and how SM facilitates teaching and learning in tertiary education. It also contends with the benefits of their integration into pedagogy by teachers and students and answers a few fundamental questions on integrating SMN in teaching and learning. Accordingly, a few challenges do appear at different stages that scare us to reflect on SM as a distractor to pedagogy. To integrate and identify challenges in learning and teaching, we claim that a curriculum should be designed incorporating SMN as catalysts and managed as a learning community. The resources needed to operate SMN are also illustrated for both stakeholders to utilize and work together to collaborate for the learner-centered approach to teaching where learners use SMN to share, discuss course materials, post their assignments, get feedback, and interact beyond time, place, and location without any restrictions.
A review of practices and digital technology integration in reading instruction and suggestions for the Philippines Esteban, Allan Jay; Calang, Ken; Pagador, Princes Mara E.
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.v13i6.29856

Abstract

Reading literacy has been a challenge in the Philippines based on recent large-scale literacy assessment in two consecutive years. This may be a result of a mismatch between reading instruction and the interest and motivation of students as 21st century learners in improving their reading skills. However, it is early to instigate such assumption. Hence, this systematic review examines eight articles related to reading instruction research in the Philippines and seven articles on digital technology integration for reading instruction. The paper finds no research on digital technology integration for reading instruction in the Philippine context, while studies conducted in other countries show the efficiency of digital technology interventions in reading literacy development. The findings emphasize the necessity for digital technology research in the reading instruction in the country. This report recommends empirical studies, curriculum adjustments, teacher training, and community engagements on technology-enabled reading education. Based on the findings of this study and a review of related literature, the PREACT framework (Policy, Research, Empirical study, Curriculum and resource adaptation, Community engagement and access, Teacher training and development) is proposed as a potential approach to transform reading instruction in the Philippines.
Reviewing coastal culture and traditions for English teaching materials Warouw, Maya Pinkan; Ginting, Elvy Like; Tondo, Henry Fanny
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.v13i6.28597

Abstract

Women’s empowerment can be encouraged via English teaching and teaching materials can be utilized to strengthen gender equality and women’s empowerment, particularly for students from coastal areas pursuing higher education at universities. This research aims to determine how English language teaching (ELT) materials in universities can be adapted and incorporated into English instruction from the perspective of female students from coast. The data for this study were acquired using a qualitative technique, which included the distribution of questionnaires and interviews with female students from coastal locations. The information gathered from the questionnaire was mostly demographic. In the meanwhile, interviews were held to collect thoughts from participants on coastal traditions and cultures that might be included into teaching materials. The findings reveal a clear correlation between individuals’ perspectives and their experiences shaped by traditions and cultural heritage of coastal regions. Female participants highlight the depth of coastal culture, it is interaction with the environment, the crucial role of women in preserving traditions, and the desire for representation in university-level English teaching materials. These insights, derived from the experiences and viewpoints of female students in a coastal setting, extend beyond their locale, offering valuable lessons for English learning approaches in diverse coastal communities
The relationship between principal inclusive leadership, teacher efficacy and teachers’ innovative behavior Dongxiao, Mo; Abdul Kadir, Suhaida; Hassan, Roshafiza; Kang Mohd Sufian Kang, Enio
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.v13i6.29187

Abstract

The objective of this study was to explore the relationship among principals’ inclusive leadership, teachers’ sense of efficacy, and teachers’ innovative behaviors. A sample of 671 middle school teachers from Guangxi, China was utilized. The study revealed that the practice of inclusive leadership by principals had a positive effect on teacher efficacy. Furthermore, teacher efficacy appeared to have a beneficial effect on teacher innovative behavior. Additionally, the study showed that principal inclusive leadership significantly influenced teacher innovative behavior. Lastly, it proved that teacher efficacy played a mediating role in the relationship between principal inclusive leadership and teacher innovative behavior. The study offers strategies for enhancing teacher’s propensity for innovative conduct. When designing programs to promote teacher innovative behavior, it is important to take into account the impact of inclusive leadership by principals and the magnitude of teacher efficacy.

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