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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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Design and validation of research capability test for educators Amanonce, Jay-cen Tamayo; Vecaldo, Rudolf Tamangen; Malana, Maribel Fontiveros; Temporal, Conchita Malenab; Tamayao, Antonio Ingaran; Calubaquib, Jhoanna Battung; Calanoga, Marie Claudette Maramag; Tamayo, Ria Arellano
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.v13i6.29443

Abstract

Assessing the research capability of educators yields implications for bridging the gap and addressing concerns along research. Accordingly, the Commission on Higher Education (CHED) highlighted substantive research concerns which need to be given attention specifically in enhancing research capabilities of graduate students, research staff, and faculty which calls for a well-designed and validated research capability test (RCT). Thus, this study established the RCT’s validity and reliability to gauge the knowledge of educators in conceptualizing, implementing, and publishing research. The developed RCT underwent series of critiquing, content validation from experts, and internal and external pilot testing. The study has generated 80 items with desirable difficulty index (50.76), reasonably good discrimination index (0.28), and large functioning distractors (78.97% distractor efficiency). Remarkably, there is a significant association between distractor efficiency and difficulty index of the items with an inter-item consistency of α=0.904. Thus, the RCT is a valid and reliable instrument to gauge the research capability of educators.
Exploring multisensory programs as early literacy interventions: a scoping review Solichah, Novia; Fardana, Nur Ainy
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.v13i5.28991

Abstract

It is essential for children in their early childhood to possess early literacy. Over the past decade, there has been relatively limited exploration of multisensory approaches to enhance literacy skills in early childhood. Consequently, this study aims to conduct a scoping review to identify and synthesize research supporting multisensory programs as an early literacy intervention for children. We conducted searches in seven databases that were published from 2012 to 2022, resulting in the inclusion of sixteen articles meeting the specified criteria. Our findings reveal several forms of multisensory programs that parents can carry out to improve early literacy skills: i) visual (e.g., drawing, interpreting the meaning of the words/sentences they read, playing with alphabet cards, reading words or sentences correctly, and reading labels on food and toy packaging); ii) auditory (e.g., singing, reading story books, mentioning letter sound symbols, spelling syllables, language activities, speeches, and storytelling); iii) kinesthetic (e.g., dividing words according to syllables in children using media strips, writing, clapping, marching, dancing, and drama); and iv) tactile (e.g., write the word with the index finger on the flannel/cloth). Most of the included studies employed experimental or quasi-experimental study designs. Thus, future studies are advised to incorporate randomized controlled trials.
Exploratory factor analysis of two most widely used materialism measurements Saffana, Kuni; Puri, Valendra Granitha Shandika; Hidayat, Rahmat
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.v13i5.28063

Abstract

The material value scale (MVS) and the aspiration index (AI) are among the most prominent measurements of materialism in research. As the names indicate, the MVS measures materialism in terms of materialistic values, whereas AI measures it in the matter of aspirations. Although both instruments have been widely used in research, the question of whether materialistic values and aspirations are independent of each other remains open for examination. The answer to this question is important, considering the inconsistencies in the results of past research. Therefore, this study aims to assess the construct's similarity and dissimilarity between both self-report materialism measurements resulting from exploratory factor analysis (EFA). The study was conducted online in Indonesia in 2019, with 610 participants, Indonesian version of MVS and AI, the software of Jamovi and R Studio. The analysis consisted of the Bartlett test, Kaiser-Meyer-Olkin test, parallel analysis, minimum rank factor analysis, EFA, and reliability (Cronbach’s α). The result showed there was an intersection, but each measurement had a portion of each independence higher, hence was no sufficient evidence of similarity between both materialism constructs. The construct of materialism as value and materialism as aspiration is proposed as different. Limitations of the study and implications for research were discussed.
Early childhood social-emotional development: an impact on a developing country Rafiyya, Aishath; Kraiwanit, Tanpat; Limna, Pongsakorn; Sonsuphap, Rattaphong; Kasrisom, Arnon; Snongtaweeporn, Teeradej
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.v13i5.29462

Abstract

Early childhood social-emotional development profoundly shapes a child's well-being and future success. This study explains how legislative and regulatory strategies and policies regarding early childhood social-emotional development impact a developing country, specifically focusing on Thailand. Using a qualitative approach, in-depth interviews with 12 key informants in Thailand were conducted via purposive sampling. Data analysis involved documentary and content analyses. The study unveiled critical policies and strategies to support early childhood social-emotional development. These encompass early childhood education and care programs, enhanced professional development and support for educators, increased family engagement, accessible mental health support, and robust assessment and monitoring systems. Social-emotional development carries substantial economic implications, affecting education, workforce productivity, healthcare, crime rates, and overall societal well-being. Effective early childhood social-emotional development policies and strategies can boost children's well-being and future success. Therefore, investing in early childhood education and care programs, improving professional development for educators, fostering family involvement, offering mental health support, and implementing vigilant assessment and monitoring systems can empower young children to thrive in the short and long term.
The impact of social studies teachers’ use of e-learning techniques to develop student’s perceived self-efficacy Al-Hawamdeh, Basma Mohammad; Abu Alkishek, Israa Omar; Zureigat, Haitham Mohammad Ali
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.v13i6.29797

Abstract

Private universities in Jordan have witnessed a major shift in teaching methods and strategies, as e-learning techniques have become an integral part of the educational policies followed. Therefore, the study aimed to identify the effect of social studies teachers’ use of e-learning techniques in developing the perceived self-competencies of university students, depending on gender and field of specialization. To achieve this, the descriptive analytical method was used in conducting the study. The perceived self-efficacy test was applied to a sample of 292 university students who were randomly selected. The study found that e-learning techniques contributed to raising the level of perceived self-efficacy among males more than among females. It did not have a significant impact on its interaction with the student’s field of specialization. The results also indicate the importance of the role played by social studies teachers with technological educational techniques in improving the level of students’ self-efficacy. Moreover, social relations are among the most important factors contributing to building a conscious generation that preserves human dignity. Therefore, we must research the negatives of e learning to find out the reason behind the lack of improvement in the level of perceived self-efficacy among females.
Identification, validity, and reliability of the 21st-century workplace skills for on-the-job training practicum P. Miranda, John Paul; B. Dianelo, Roque Francis; B. Gamboa, Almer; Bansil, Joseph Alexander; R. Regala, Agnes; S. Simpao, Laharni
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.v13i5.28919

Abstract

This study aimed to develop and evaluate an instrument for measuring 21st-century workplace skills in on-the-job training (OJT) trainees. A literature review identified 20 key skills, which became the foundation of the instrument. Its validity and reliability were tested through a pilot study involving 20 OJT supervisors, employing methods like the item-level content validity index (I-CVI) and Cronbach’s alpha. The results confirmed the instrument’s effectiveness, indicating the need for further research with larger and more diverse samples to enhance its applicability. This tool is crucial in improving OJT programs by enabling supervisors to assess and support trainees more effectively. Additionally, it serves as a resource for employers and educators in appraising potential hires and graduates, and assists institutions in refining their curricula.
Closing the digital divide in education: an innovative review of demand and supply side policies in four ASEAN member states McFarlane, Daniel; Mieruch, Yannik; Wann Si, Nang Lao
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.v13i6.28011

Abstract

The rapid adoption of digital technologies in education highlights the importance of closing the digital divide in education. However, research on school connectivity policy regimes to bridge the digital divide in education in the Association of Southeast Asian Nations (ASEAN) region is lacking. The authors conducted a systematic review of policies in Cambodia, Malaysia, Thailand, and the Philippines following a framework synthesis approach. Through desk research, data was identified based on a supply and demand side framework and included policy documents from relevant ministries and departments, reports by international development organizations and non-governmental organizations, and academic literature. The analysis reveals an imbalance between supply and demand-side policies and regulatory approaches with governments in the analyzed countries favoring demand side policies.
The social impact of artificial intelligence chatbots on college students Hakimi, Azman; Meng Yue, Reeda Li; Muhsin, Mariam Sufiah; Bakar, Maisarah Abu; Yen Teng, Crendy Tan; Prihadi, Kususanto Ditto
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.29469

Abstract

This study aims to investigate the impact of the freely accessible artificial intelligence chatbots (AICB) that might disrupt the teaching and learning pattern in higher education. While some education stakeholders developed strong opposition towards the AICB usage, condemning it as academic dishonesty, there are others believe the AICB might even improve the students’ learning. A total of 160 urban college students were purposively selected and requested to respond to the scales of ChatGPT acceptance and trust, academic self-efficacy, and university mattering to test the hypothesis that the acceptance and trust towards AICB should improve academic self-efficacy and general mattering among the students. The results indicated that academic self-efficacy partially mediates the contribution of AICB on the societal mattering. In other words, the findings suggest that students who trust and accept AICB usage would likely to believe that they can perform academically better and therefore they feel they are more meaningful to the society. Limitations and suggestions for future research are discussed.
Identification of the satisfaction of university students through sentiment analysis: a systematic review Chamorro-Atalaya, Omar Freddy; Aldana-Trejo, Florcita; Alvarado-Bravo, Nestor; Nieves-Barreto, Constantino; Aguilar-Loyaga, Santiago; Gamarra-Bustillos, Carlos; Torres-Quiroz, Almintor; Riveros-Cuéllar, Alípio; Pérez-Samanamud, Manuel; Pérez-Guevara, Luciano
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.26640

Abstract

In these times it is necessary to use tools based on artificial intelligence (AI) that contribute to improving the quality of university education for the benefit of students. This article aims to define the state of the question on the application of sentiment analysis in the identification of student satisfaction, based on the systematic review of scientific publications. The research is of an exploratory level and of a mixed approach. The data collection method was based on the preferred reporting items for systematic reviews and meta-analyses (PRISMA) declaration, managing to focus the review based on 27 publications, downloaded from Scopus, ERIC, and Google Scholar. From the systematic review, the following conclusions were reached: the fields of application to a greater extent are found in the academic field and university well-being. Likewise, regarding the contributions achieved, these focused to a greater extent on aspects of the teaching activity, valuing their performance and contributing to their feedback for the redesign of didactic strategies. Finally, in terms of limitations, they focused mainly on the low student participation regarding the use of sentiment analysis to identify student satisfaction; this is due to the lack of regulations or regulations for it is application in the university environment.
The influence of perceive teacher support on high school students’ learning engagement in China Yang, Liu; Lian, Lim Hooi
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.29898

Abstract

This study explores the influence of perceived teacher support on learning engagement and the mediating role played by psychological capital of senior high school students. There were 572 Chinese senior high school students from Inner Mongolia Autonomous Region in China completed a ranger of self-report questionnaires. The results of this study showed that perceived teacher support was significantly and positively related to learning engagement of senior high school students, and positively correlated with their psychological capital which consists of four dimensions: hope, self-efficacy, optimism, and resilience. The psychological capital was significantly and positively associated with learning engagement among senior high school students and mediated the relationships between perceived teacher support and learning engagement.

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