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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
 158   159   160   161   162 
Education and smart technologies: towards a new pedagogical paradigm Dehbi, Amine; Bakhouyi, Abdellah; Khaddar, Al Mahdi; Talea, Mohamed
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.v14i1.30470

Abstract

Smart education, a new field of technology related to education, has emerged as a unique response to current educational challenges. This is becoming increasingly important for academic progress and aligns with the transformative impact of technology. This study addresses the transformative impact of smart technologies on education, focusing on the integration of the internet of things, big data, and artificial intelligence. Through a bibliometric and content analysis based on Scopus and Web of Science databases, we identify the most active researchers, leading universities, and the countries that contribute most significantly to the field of smart education. The findings reveal a significant increase in related publications, highlighting the growing importance of these technologies in enhancing teaching and learning experiences. The study shows the advantages and challenges of adopting such technologies, providing insights into their practical applications and the future direction of educational innovations. Integrating smart technologies in education is crucial for improving quality of life and academic outcomes, necessitating further research and development to fully realize their potential. This research contributes to the understanding of technological impacts on education and supports the development of strategies for their effective implementation.
Educational management in a digital age: boss phubbing and teacher motivation Erdem, Mukadder; Kaya, Esra
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.v14i1.29046

Abstract

The study aims to assess the level of phubbing behavior an antisocial common mobile phone using behavior of school principals and how it affects the motivation of the teachers working at Anatolian High Schools and Vocational High Schools. This relational screening modelled study was conducted in these schools in the 2nd term in 2022 to 2023 school year. For data collection purposes, Boss Phubbing Scale and Multidimensional Work Motivation Scale were used and 268 answers were collected from the whole population. The data was analyzed through descriptive statistics, exploratory factor analysis (EFA), Cronbach’s alpha reliability analysis, one-way analysis of variance (ANOVA), unpaired t test, Pearson correlation analysis and regression analysis. The data derived from these analyses indicates that while school principals phub teachers at a low level and their boss phubbing scores differentiate in accordance with the work experience of teachers; teachers’ motivation is high and there is a significant and positive relationship between boss phubbing of school principals and two factors of Multidimensional Work Motivation Scale, which were extrinsic motivation and amotivation. It may be suggested that school principals should alter their boss phubbing behavior or modify it to make the best of it.
State-of-the-art in teachers’ online pedagogical competencies in higher education from 2011 to 2022 Pham, Thi-Thanh-Hai; Pham, Hung-Hiep; Luong, Dinh-Hai
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.v14i1.28717

Abstract

University teachers play an important role in teaching and learning activities in the online environment. However, the emerging remote education due to the COVID-19 pandemic has revealed the shortcomings of online teaching competencies of teachers. The bibliometric study investigated the knowledge base of online teacher pedagogical competencies in higher education by analyzing 131 Web of Science-indexed documents from 2011 to 2022. The findings revealed the sudden decline of the number announced in the two years 2021 and 2022. Spain, Russia, the United States, and Canada are emerging countries in the network of international collaboration. The research community is based on small research groups and has emerged in recent years. Sources focus on subjects such as education, e-learning, computer science, developmental and educational psychology, among which education sciences is the most prominent one in the last years. With nine identified themes, these of interest are online teacher roles, remote emergency teaching, online professional development, and online teaching in COVID-19. Emerging keywords highlighted potential topics in the foreseeable future such as competency frameworks, global education, and teaching professionalism.
Blended learning in mathematic: the fusion of GeoGebra and Edmodo for enhanced problem-solving abilities Nasrullah, Anton; Aminah, Mimih; Umalihayati, Umalihayati; Rahmadani, Kurniati; Widodo, Sri Adi; Husni, Mohamad
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.v14i1.27713

Abstract

This research investigates the effectiveness of problem-based mathematics learning through blended learning with the help of Edmodo and GeoGebra in improving problem-solving skills in mathematics learning. The primary motivation of this research is to develop a learning approach that can overcome challenges in solving mathematical problems. The method used in this study used a quantitative approach, and a quasi-experimental pre-test and post-test control group design was applied. This study involved 72 students in two semesters from a university in Banten, Indonesia, with 36 students in the experimental class (11 male and 25 female) and 36 in the control class (10 male and 26 female). Data was collected through problem-solving tests before and after the learning intervention—data analysis using paired t-tests and independent t-tests. The group using Edmodo-GeoGebra (BL-UEG) and the group Edmodo without GeoGebra (BL-EWG) experienced an increase in the moderate category. In conclusion, problem-based mathematics learning through blended learning with the help of Edmodo and GeoGebra can be an effective alternative learning model for improving students’ problem-solving abilities in mathematics. Therefore, this approach deserves further exploration in learning settings.
Mapping research on peace education: the bibliometric analysis for research agenda in the future Saputra, Wahyu Nanda Eka; Rohmadheny, Prima Suci; Hidayah, Nur; Handayani, Trikinasih; Supriyanto, Agus; Agungbudiprabowo, Agungbudiprabowo
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.v14i1.29097

Abstract

This study aims to analyze the trend of scientific publications with the theme of peace education. This study uses bibliometric analysis to describe trends in peace education research and reveal its bibliometric profile. The data was taken from the Scopus database covering 1961 to 2023 with the keywords “peace education” and “violence.” The results of the analysis show that there is a positive trend toward an increase in publications with the theme of peace education. The most prominent country that contributes to peace educationthemed publications is the United States. The University of Toronto and the University of Kwazulu-Natal are the most famous universities that publish research results on peace education. The Journal of Peace Education is the favorite journal for publication on the theme of peace education. Vaughn Mitchell John and Johan Galtung are prominent names who have influenced publications on peace education. Potential themes regarding peace education are discussed in this paper. This research contributes to analyzing structure, trends, collaboration opportunities, and research roadmaps as a basis for future research.
Literacy extension programs of higher education institution in the Philippines: insights from stakeholders Martin, Matronillo Del Mundo; Cruz Ildefonso, Lhea dela
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.v14i1.29736

Abstract

This descriptive research investigates the impact of extension programs from a college of teacher education on public elementary school teachers. Three programs, literacy (n=75), Catch Me and Teach Me strategy literacy program (n=64), and campus journalism (n=48), were evaluated. Participants reported profound positive impact from these programs, considering them effective or very effective. The literacy program significantly improved reading and writing skills, fostered a love for learning, and benefitted the community. However, challenges like outdated materials and overemphasis on rote memorization need addressing. The Catch Me and Teach Me strategy literacy program excelled in practical teaching strategies and hands-on learning but required additional time and support, emphasizing the need for a more personalized approach. The campus journalism program was lauded for its informativeness but faced venue, food quality, time management issues, and a desire for more diverse topics. These findings stress the importance of customized professional development, long-term impact assessment, cultural sensitivity, and community involvement. Effective, engaging training methods, feedback, and efficient resource allocation are vital for program improvement. The research aims to enhance extension services’ quality for the community's benefit, providing valuable guidance to improve these programs and cater to participants' diverse needs.
The role of authoritative parenting and self-regulation in controlling adolescent aggressiveness Abdillah, Muhamad Hasan; Zurqoni, Zurqoni; Saugi, Wildan; Sutoko, Ibnu
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.v14i1.26650

Abstract

Seeing the many cases of adolescent violence that occurred in Yogyakarta, Indonesia, this study was interested in examining the suitability of authoritative parenting and self-regulation abilities to the level of adolescent aggressiveness. The subjects of this study were 154 class XII students of State Senior High School 1 Sleman. The sample selection was obtained using a stratified random sampling technique. The aim is to obtain student representation from each class. Researchers use the scale as the main tool in obtaining research data on aggressiveness, authoritative parenting and self-regulation. The data was then analyzed using multiple linear regression with the SPSS V26 program. The results of the analysis showed that, simultaneously, authoritative parenting and self-regulation were very significant in suppressing the emergence of aggressiveness in adolescents (F=51.76 and Sig.=.000). Then, both authoritative parenting (Beta=-.37 with Sig.=.000) and self-regulation (Beta=-.35 with Sig.=.000) both were able to have a significant effect on adolescent aggressiveness partially. The conclusion is that adolescents need authoritative parenting at this phase; this is necessary to avoid the emergence or development of aggressiveness in adolescents. Besides that, adolescents must also be equipped with self-regulation skills because most activities are carried out without parental supervision.
Impact of self-esteem and overall life satisfaction on perceived social competence in university students Kamran, Muhammad; Saab, Marwa; Niaz, Urooj; Aslam, Sarfraz; Amjad, Amjad Islam
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.v14i1.30056

Abstract

Positive psychology is transformative in developing individuals’ self-esteem, life satisfaction, subjective happiness, and social competence. The objectives of the present study were to investigate the impact of self-esteem and overall life satisfaction on perceived social competence in university students while measuring subjective happiness as a mediator and gender differences across variables. A sample of 1,168 participants was selected using purposive and random sampling techniques across universities in Pakistan. The study design was correlational with a quantitative method. Four scales, the Rosenberg self-esteem scale (RSE), satisfaction with life scale (SWLS), subjective happiness scale (SHS), and perceived social competence scale (PSCS), were administered to measure the variables. Pearson correlation and mediation models were used to test the hypotheses. The analysis indicated that subjective happiness mediated the relationship between self-esteem, perceived social competence, life satisfaction, and perceived social competence. Moreover, the results showed that males scored higher than females in terms of levels of self-esteem. No significant gender difference existed in life satisfaction, subjective happiness, and perceived social competence. These findings may significantly enrich the literature on positive psychology in Pakistani university students and can assist universities in their mental health programs and sustain students’ healthier well-being.
Students’ perspectives on application of AI-powered technology in learning English pronunciation: a case of reading progress Thuan, Pham Duc; Hong Hanh, Nguyen Thi
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.v14i1.31381

Abstract

Artificial intelligence (AI) is increasingly dominating several aspects of human existence, including the realm of English pronunciation instruction. Reading progress is an AI-driven application created by Microsoft in Microsoft Teams to aid language learners in honing their pronunciation skills. Nevertheless, there is a scarcity of research accessible about this use. The objective of this research is to examine students’ assessments of the tool’s effectiveness in facilitating the acquisition of English pronunciation. This study used a questionnaire consisting of five questions, created using Google Forms, to collect data from 123 students who are enrolled in different English classes at a university located in northern Vietnam. The focus of the research is on the students’ pronunciation skills. The study results suggest that learners have a favorable opinion of and see reading progress as a valuable tool for honing their pronunciation skills. This outcome enhances the body of research on the implementation of reading progress in the context of teaching English pronunciation in Vietnam and globally. Thus, learners and English instructors may consult and implement it in order to enhance the efficiency of learning and teaching.
Online teaching and learning in higher education institution in the Northern Philippines Galanto Ormilla, Rashid Ceazar; Ogano Ongan, May Grace
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.v14i1.30561

Abstract

The study investigates the shift to online education in the Philippines due to the COVID-19 pandemic and its impact on the education system. Understanding this transition is vital as it signifies a significant adaptation affecting both faculty members and students. Conducted at Ifugao State University, Ifugao, Philippines, we employed a convergent parallel design using online surveys and interviews to determine the perceptions of 30 faculty members and 30 students and their experiences regarding pandemic driven online teaching-learning modes. Findings revealed varied satisfaction levels, with students emphasizing time management and comfort with online technologies for successful learning. The study offers insights into the diverse experiences within the online teaching-learning landscape during the pandemic. It highlights the need for faculty training, flexible class schedules, alternative dissemination methods, and institutional support to enhance online teaching-learning strategies.

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