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International Journal of Evaluation and Research in Education (IJERE)

IJERE
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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 2,043 Documents

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Students’ attitude towards natural sciences Dwi Agus Kurniawan; Astalini Astalini; Darmaji Darmaji; Ririn Melsayanti
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019
Publisher : Institute of Advanced Engineering and Science

The purpose of research was to investigate students’ attitudes towards natural science in Muaro Jambi, Indonesia. The attitude of the students studied was represented by three indicators, namely the attitude towards the investigation in the Natural Sciences, the adoption of a scientific attitude, and a career interest in the science field. The research was a survey research. The instruments in this study were attitude questionnaires and interview sheets. Data analysis techniques for attitude questionnaires used descriptive statistics while for analyzing interview data using the Miles and Huberman model.The study found students’ good attitudes towards natural science subjects.

Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method Amir Toghyani Khorasgani
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 2: June 2017
Publisher : Institute of Advanced Engineering and Science

Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.

Analytical Evaluation of College Learning Experiences on Students’Problem-Solving Efficacy among Technical and Scientific Areas Minh-Quang Duong
International Journal of Evaluation and Research in Education (IJERE) Vol 1, No 2: December 2012
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (57.14 KB)

Problem-solving is important for students to become effective problem solvers in their profession, and for later career success. This study was conducted to explore how learning experiences affect problem-solving efficacy of Vietnamese college students within technical and scientific areas. The study used a questionnaire survey with 430 students’ technical and scientific areas from three member universities at Vietnam National University of Ho Chi Minh City. Results of this study indicated that students’ problem-solving efficacy was within the range of “average” to “high” response. There existed significant differences of problem-solving efficacy of students among the three universities. Various learning experiences of teaching approach, and learning engagement influenced as significant factors affecting students’ problem-solving efficacy.DOI: http://dx.doi.org/10.11591/ijere.v1i2.1663

Risky teenager behavior in a vocational high school Suci Musvita Ayu; Marsiana Wibowo; Liena Sofiana
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019
Publisher : Institute of Advanced Engineering and Science

Adolescence is a very complex period. Various teen problems haunt when they grow up to become adults. The same teenagers successfully face the challenges of their development so that they are free from a variety of risky behaviors. However, some of them also smoke, consume alcohol, have free sex, commit violence, and use drugs. This research is a qualitative study with a phenomenological approach in which researchers explore and try some risky behaviors in health and factors that influence and how adolescents in vocational high schools end up committing some risky behavior. The results of the study show that teens who do not have risky behavior and who do have some risk behaviors have different understandings related to the impact of these behaviors. People around teenagers influence how teenagers will behave. These influential people can cause teenagers to take risky behavior, such as family problems, get bad examples from parents, family members, peers, and idols. Factors that influence adolescents to end up committing risky behavior are the understanding of the negative effects of risk behavior. The various causes of influential people include parents, peers, religious leaders, idols, perceived benefits, self-control, and intention. The internal and external factors of adolescents determine whether the teenager will do or not risky behavior. Strong collaboration between internal and external factors shapes behavior which is not risky in adolescents, and vice versa.

The Effects of Students’ Motivational Factors on their Attitudes toward Mathematics Samson Oyelola Oyedeji
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 4: December 2017
Publisher : Institute of Advanced Engineering and Science

Mathematics is the only subject that cut across all sciences; hence the need for students’ positive attitudes toward mathematics cannot be under-estimated. Students’ motivation has been found to be having a positive relationship with the students’ attitudes toward mathematics. The aim of the study was to use path analysis to investigate the type of direct effects the motivational factors have on the students’ attitudes toward mathematics. To do this, twelve senior secondary schools were randomly selected from the Edo State South Senatorial District. Thirty students were randomly selected from each of the schools and a total of three hundred and sixty students were used for the study. A self-designed four-likert scale questionnaire titled “Students’ Motivational factors and Attitudes toward mathematics” was used to gather information from the subjects. Pearson Moment correlation and Regression analysis were used to analyse the data obtained from the questionnaire. The findings of the study revealed that intrinsic, home environment and teacher factors have positive direct effects on the students’ attitudes toward mathematics with intrinsic factor having the strongest and the most significant effect on students’ attitudes toward mathematics. The findings also revealed that peer group factor and school environment factor have negative effects on students’ attitudes toward mathematics. It was also discovered that all the motivational factors have positive and significant relationship with each other except intrinsic and school environment factors that have negative relationship with each other.

Post-Traumatic Growth and Resilience among University Students in Baghdad: A Conceptual Study Haider Kamil Mahdi; Shahabudin Bin Hashim
International Journal of Evaluation and Research in Education (IJERE) Vol 2, No 4: December 2013
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (79.639 KB)

Posttraumatic Growth (PTG) refers to positive changes in human life elicited by exposures to traumatic events, such as war and terror. The fact that Iraqi university students continue their studies not long after a bomb explosion or deaths of significant others related to the War in 2003 indicated that they possess certain degree of resilience. This study conceptualized the causal relationship between the resilience and the level of PTG among Iraqi university students after being exposed to traumatic events in the form of the War in 2003. Thorough discussion on the previous studies have been done, recommendations on the sampling methods, as well as the instruments, were made. Significance of the empirical research related to this conceptualized relationship is discussed at the end of this paper.DOI: http://dx.doi.org/10.11591/ijere.v2i4.3872

Conceptual model for the integration of personal attribute skills in electrical technology education curriculum Dahiru Sale Mohammed; Sarimah Ismail
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019
Publisher : Institute of Advanced Engineering and Science

The current curriculum of Electrical Technology Education (ETE) of Nigerian Universities has been criticized for not meeting the desired challenges. The personal attribute skills were found are not integrated in the curriculum. Hence, a study was conducted to determine the types of personal attribute skills, their respective indicators and to develop a conceptual model for the integration of personal attribute skills for ETE curriculum. Mixed methods exploratory research design was employed for the study. 10 industry technical managers were interviewed and the interview data were analyzed using coding process of open coding, axial coding and selective coding. The interview data were used to develop a structured questionnaire that validated by 4 experts. Alpha value for pilot test was 0.89. Sample of the survey were 646 including 528 ETE graduates, 22 ETE lecturers and 96 industry technical managers. Stepwise Linear Regression and Confirmatory Factor Analysis were used to analyze the survey. The study developed a conceptual model for the integration of personal attribute skills that consists of two major skills: attitude skills and trait skills. This study recommended the implementation of the conceptual model for the integration of employability skills in ETE curriculum.

The Impact of Different Missing Data Handling Methods on DINA Model Seçil Ömür Sünbül
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018
Publisher : Institute of Advanced Engineering and Science

In this study, it was aimed to investigate the impact of different missing data handling methods on DINA model parameter estimation and classification accuracy. In the study, simulated data were used and the data were generated by manipulating the number of items and sample size. In the generated data, two different missing data mechanisms (missing completely at random and missing at random) were created according to three different amounts of missing data. The generated missing data was completed by using methods of treating missing data as incorrect, person mean imputation, two-way imputation, and expectation-maximization algorithm imputation. As a result, it was observed that both s and g parameter estimations and classification accuracies were effected from, missing data rates, missing data handling methods and missing data mechanisms.

Factors Contributing on Malaysia Preschool Teachers’ Belief, Attitude, and Competence in Using Play Activities Hafsah Binti Jantan; Abdul Rahim Bin Hamdan; Fauziah Hj Yahya; Halimatussadiah Binti Saleh
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 3: September 2015
Publisher : Institute of Advanced Engineering and Science

This study focuses on preschool teachers’ belief, attitude, knowledge and competence in using play in Malaysia. Its purpose is to find out indicators significantly contribute to belief, attitude, knowledge and competence in play of preschool teachers in Malaysia. The method used is factor analysis in order to confirm indicators in each variable as significant indicators as factors with loading factor 0.40. Sample size in this study consists of 150 respondents. The result showed belief has 3-factor solution namely content belief, language and literacy belief, and teaching belief. Attitude has 2-factor solution, namely emotion and behavior. Competence has 3-factor solution, namely implementation, content and guiding. Indicators of each factors were also discussed.

Academic resilience as mediator of multidimensional perfectionism and academic performance among gen-Z undergraduate students Owen Ze Hua Choo; Kususanto Ditto Prihadi
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019
Publisher : Institute of Advanced Engineering and Science

This study focused on the relationship of two dimensions of perfectionism (perfectionistic strivings, and perfectionistic concerns) and academic performance, with the role of academic resilience as mediator. Participants including 132 undergraduate students form age range 18 to 25, from first year to fifth year in their studies mainly from a Malaysian psychology undergraduate program were asked to fill questionnaires containing measures for perfectionism, academic resilience and academic performance. Although only partial mediations occurred, both hypotheses where academic resilience would mediate relationships between both dimensions of perfectionism and academic performance were supported. Findings suggested that other variables aside academic resilience could have played a role in predicting perfectionist’s academic performance. Findings also suggested interplay of academic performance acting as both protective factor and outcome of academic resilience.

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