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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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Chinese business English undergraduates’ speaking proficiency: a developed-module effect Hu, Ke; AlSaqqaf, Asmaa
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.v13i5.29624

Abstract

The rapid growth of English in the world has resulted in its vital role in diverse domains. However, the outcomes of learners' speaking skills remain controversial. The objective of the study was to investigate the effect of the developed teaching speaking module on the speaking proficiency of 96 Chinese English as a foreign language (EFL) business English undergraduates at the target applied university in China. This module integrates content-based instruction (CBI) and a three-stage skill development approach, namely awareness-raising, appropriation, and autonomy (3As approach). A quantitative study with a pretest and posttest quasi-experiment design was carried out at an applied university within an interventional period of 10 weeks, employing pretests and posttests as data collection tools. The quantitative data were analyzed using the SPSS 29 version suggesting that this teaching-speaking module yields significantly improved speaking proficiency among Chinese EFL undergraduates in business English than the traditional classroom has done. These findings shed a favorable light on the development of curriculum and instruction for teaching English for specific purposes (ESP) and the education of English majors in China.
New and conventional media to senior high school student’s reading motivation Alda, Rivika; Lopez, Jessa Rose; Alburan, Kent Vincent
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.v13i6.28544

Abstract

Motivation has long been established as an important factor that affects reading among students. With the advent of technology, reading motivation has become more nuanced as new reading media alongside conventional media surfaced. The study explored the relationship between senior high school students’ new and conventional media preferences and their reading motivation. A descriptive correlational research design was employed to analyze the data and determine correlations between variables. Results revealed that students generally have a stronger preference for books (physical books, school books, and pocketbooks) as reading media. Students also have a stronger preference for reading academic texts in print formats. In terms of the amount of time spent on reading electronic and print texts, students generally spend longer time reading electronic texts. The results also showed higher intrinsic motivation to read than extrinsic motivation among students. Finally, significant positive relationships were found between most intrinsic motivation scales and students’ new media preferences. Few significant positive relationships were found between extrinsic motivation scales and students’ new media preferences. Implications of these findings highlighted the need to utilize both conventional and new media and consider students’ preferences vis-à-vis classroom reading tasks.
Indigenous knowledge of Malay culture and Islamic professional madrasa teachers: a phenomenological investigation Tambak, Syahraini; Sukenti, Desi; Firdaus, Firdaus
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.v13i6.29650

Abstract

Same research has been done on professional madrasa teachers, but incorporating Islamic values and indigenous knowledge of Malay culture into them has been neglected. This study aims to determine Islamic professional madrasa teachers based on indigenous knowledge of Malay culture in the teaching for future profession. This study used a phenomenological research design involving 16 madrasa teachers as informants. Data was collected by conducting interviews with madrasa teachers and analyzed using a systematic design. This research shows that Islamic professional madrasa teachers are related to prophetic abilities based on Islamic values, moral, and related to human functions as khalifah, imarat al-ard, and ‘abdullah. Indigenous knowledge of Malay culture is an integral part of developing Islamic professional madrasa teachers, contribute to producing attitudes there are in accordance with Islam and having commendable qualities. Madrasa teachers have the ability the rules of Fiqh: al-‘adatu muhakkamat, istihsan, ‘urf, and maslahah al-mursalah to integrate Malay cultural values in learning materials. Self-control, ukhuwah, religious moderation, and an attitude of pluralism contained in Malay culture are the basis for the personality competence of Islamic professional madrasa teachers in learning. This research has implications for developing theories of professional Islamic madrasa teachers for the future profession.
Modelling school principals’ soft skills with sustainable administrative effectiveness Awodiji, Omotayo Adewale; Katjiteo, Ancia
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.v13i6.29321

Abstract

Effective school leadership is pivotal to the success of educational institutions. While traditional leadership models have emphasized technical skills and administrative competencies, the significance of soft skills in educational leadership has gained increasing attention in recent years. This study explores the direct and indirect relationship between principals’ soft skills and sustainable administrative effectiveness (SAE). The objectives that guided this study are to investigate the direct and indirect influence of soft skills (critical thinking, empathy, communication, adaptability, and leadership) on the SAE of school principals. Stratified and random sampling techniques were adopted to select the participants. Questionnaires, school principals’ soft skills questionnaire (SPSSQ) and sustainable administrative effectiveness questionnaire (SAEQ), were administered to about 432 teachers. The findings revealed a strong positive correlation between principals’ soft skills and their SAE. Therefore, all soft skills directly relate to SAE except critical thinking skills. Empathy, communication, adaptation and innovation, and leadership skills were found to have direct effect on SAE. Whereas critical thinking has no direct effect on SAE but could influence indirectly SAE through other factors. This ultimately results in the achievement of SAE with indirect relationships. Based on the research outcomes, this study suggests that school administrators should invest in professional development programs to enhance principals’ soft skills to achieve SAE.
Moroccan pre-service elementary teachers: attitudes toward STEM education and mobile devices Amaaz, Aziz; Mouradi, Abderrahman; Erradi, Moahamed; Allouch, 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.v13i5.28205

Abstract

The purpose of this study was to explore Moroccan pre-service elementary teachers' attitudes toward integrated science, technology, engineering, and mathematics (STEM) education and the use of mobile devices in integrated STEM education. The research sample was selected using convenience sampling. Data were collected from 226 pre-service teachers in the Bachelor of Education Elementary Specialty (BEES) using a 28-item questionnaire. The validity of the items was tested by factor analysis using the extraction method of principal component analysis with varimax rotation. Reliability tests for the different constructs were conducted by calculating Cronbach's alpha. Frequency, mean, standard deviation and Mann-Whitney tests were used to analyze the data. The results revealed that pre-service elementary teachers have generally neutral attitudes toward integrated STEM education, and they also showed that pre-service teachers' attitudes toward integrated STEM education do not depend on gender or grade level. However, these attitudes are dependent on pre-university studies. Pre-service teachers with a scientific background have significantly more positive attitudes toward integrated STEM education than their counterparts with a literary background. Furthermore, the results of this study also revealed that pre-service teachers have positive attitudes toward the use of mobile devices in integrated STEM education, and these attitudes are not dependent on gender, grade level, or pre-university studies.
Readiness of higher education leaders to implement micro-credentials in Malaysia Md Rami, Ahmad Aizuddin; Ismail, Ismi Arif; Sarman, Mohd Amin
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.v13i6.28220

Abstract

In Malaysia, higher education institutions (HEIs) have made significant efforts to integrate micro-credentials into their educational systems. However, the status of micro-credentials among these institutions remains ambiguous. Furthermore, there is a few research on university leaders in Malaysia. As a result, a study was conducted to investigate the preparedness of university leaders in implementing micro-credentials within HEIs. This research aimed to unveil the interconnected relationship among key stakeholders and emphasize the necessity for university leaders to reevaluate their roles and perspectives within their respective institutions. The current study used a qualitative approach via a case study method involving five informants from university leaders in public HEIs in Peninsular Malaysia. For data collection and analysis, this study used focus group discussion and thematic analysis respectively. The data analysis led to the development of the major themes that emerged from findings: i) the conceptualization of micro-credentials; ii) human capitals; iii) infrastructures; iv) accreditation; and v) accountability, all of which are referred to as challenges faced by university leaders. The current study hopes that the top university leaders are able to demonstrate clear vision and unwavering commitment that can contribute to the successful integration of micro-credentials within the HEI landscape.
E-aviation speaking preparation test for aviation vocational school Sylvia, Tiara; Rochmawati, Laila; Novalina, Susi Diriyanti; Saragih, Nisa Azhari; Rosyid, Harunur
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.v13i6.28561

Abstract

An e-module aviation speaking preparation test has been developed to support cadets of aviation vocational schools in preparing English language proficiency tests. This research aimed to assess whether there was an improvement in cadets’ aviation speaking preparation test scores after studying the E-Module. A sample of 120 cadets participated in the study to examine the effect of E-Module aviation speaking preparation test to enhance aviation speaking abilities. The validation test score of 89.5% indicates that the E-Module aviation speaking preparation test is very valid for usage. Independent sample T-test results revealed differences between pretest and posttest scores of the e-module aviation speaking preparation test for cadets at both aviation polytechnics. Paired T-test results indicated that cadets who utilized the E-Module achieved higher learning with a significance value of (0.000)<α (0.05). The correlation between pretest and posttest scores and the learning outcomes of the E-Module aviation speaking preparation test showed a relatively high level of correlation, with a coefficient of 0.480 and a significance value of Sig (2-tailed=0.000)<½ α (0.025). These findings suggest that the E-Module aviation speaking preparation test effectively enhances the aviation English speaking abilities of cadets.
Classroom language training for non-English pre-service teachers: a professional development project Siripol, Piyathat; Wilang, Jeffrey D.
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.v13i5.28642

Abstract

As the English language is required to be used beyond English subject classrooms in English as a foreign language (EFL) country, teachers from various disciplines, such as math and science, may find it challenging when having to conduct the course in English. Therefore, this professional development project aimed to address the issue of math and science pre-service teachers lacking classroom language knowledge when teaching in an EFL setting. The project involved a month-long training program for pre-service teachers on how to use English classroom language in teaching Math and Science to elementary and high school students. Pre- and post-training video recordings were collected to evaluate the linguistic development of the participants in classroom language use. Additionally, journal entries were collected to know the participants' insights on pedagogical growth and perceptions when using English in teaching content lessons. The findings indicated a significant improvement in the participants' classroom language use in various areas such as greetings and lesson introductions, feedback and instructions, classroom management, requests and questions, and lesson conclusions. The pre-service teachers also reflected on their pedagogical development in their journals. The article discusses some implications of the project that could benefit similar initiatives in EFL settings that use English as partial or full medium of instruction.
Primary teachers’ readiness to use project: investigate teachers’ efficacy and attitude toward project-based learning Ariyani, Yusinta Dwi; Wilujeng, Insih; Wangid, Muhammad Nur; Wijaya, Dhina Puspasari; Wahyudi, Andi; Istiqomah, Istiqomah
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.v13i6.28198

Abstract

The purpose of our study was to investigate primary teachers’ readiness to use project-based learning (PBL) using teachers’ efficacy and teachers’ attitude toward PBL. A correlational descriptive design was set as the research design on 109 primary teachers from various schools who had participated in collaborative work projects in 2023. To collect data, teachers’ efficacy and teachers’ attitude scale were used as instrument. The results found that the level of use of PBL was influenced by teachers’ attitude toward PBL for each subscale except on the knowledge dependence and system restriction. The study also found that the level of use of PBL has a positive relationship with each subscale of teachers’ efficacy and the level of teachers’ efficacy is influenced by teachers’ attitude toward PBL for each subscale, except for the knowledge dependence. Implications of this study are expected to be considerations for professional development that focus on more concrete practical training.
The impact of age on second language acquisition: a critical review Dey, Manna; Amelia, Rizky; Setiawan, Ananda
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.v13i5.27958

Abstract

Age plays a significant role in second language acquisition (SLA). Research indicates that the ability to learn a second language declines with age. This study reviewed relevant studies on the impact of age on SLA in order to attain the best results as language learning methods should be tailored to the learner's age and specific needs. The results showed that younger learners are more proficient in acquiring a second language due to their brain's plasticity, which enables them to learn new information quickly. They can easily acquire the language’s pronunciation, grammar, and vocabulary through exposure and immersion. As learners age, their ability to learn a second language decreases. After adolescence, the brain becomes less plastic, and the acquisition of a second language becomes more challenging. Research also shows that language also has a positive impact on a country’s economic development, as well as improving the international relations of local entrepreneurs. However, adult learners can still learn a second language, but it may take more time and effort. Moreover, the motivation and learning strategies of language learners also play an essential role in SLA. Young learners may not have a strong motivation to learn a second language, while adult learners may have a higher motivation due to professional or personal reasons. Age is a crucial factor in SLA, but it is not the only determining factor. The learner’s motivation, learning strategies, and exposure to the second language also play a significant role in the acquisition of a second language.

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