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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 2,123 Documents

33 34 35 36 37

An Assessment of IELTS Speaking Test Shahzad Karim; Naushaba Haq
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 3: September 2014
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (55.613 KB)

The present study focusses on assessing the speaking module of IELTS. The assessment discusses both positive aspects and weaknesses in IELTS speaking module. The researcher has also suggested some possible measures for the improvement in IELTS speaking module and increasing its validity and reliability. The researcher has analysed and assessed IELTS speaking module in the light of both theoretical and practical perspectives presented by experienced researchers in the field of language testing and evaluation. The researcher’s major concern in the assessment of IELTS speaking module is to do utmost effort to avoid the element of subjectivity and to present some logical and practical suggestions for improving IELTS speaking module. DOI: http://dx.doi.org/10.11591/ijere.v3i3.6047

Cyber-victimization and perceived depression: Serial mediation of self-esteem and learned-helplessness Kususanto Ditto Prihadi; Yen Ling Hui; Melissa Jane Chua; Calvin K.W. Chang
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019
Publisher : Institute of Advanced Engineering and Science

Literature suggests that the perception of being cyber-victimized is a stronger predictor of depression symptoms than the perception of being victimized offline, and that learned-helplessness can explain the prediction of perceived cyber-victimization on perceived depression. Nevertheless, other studies suggested that the link between perceived cyber-victimized and learned-helplessness is weakened by state self-esteem. This study investigates the double mediation effect of state self-esteem and learned-helplessness on the relationship between perceived cyber-victimized and perceived depression. 104 participants between 18 and 30 years of age (63 females, 41 males, 1 prefer not to say) have been recruited through haphazard sampling method to fill in the Cyberbullying Victimization Scale, State Self-Esteem Scale, Learned Helplessness Scale, and Beck’s Depression Inventory. Our findings suggest that the double mediation effect occurs. As a conclusion, our findings suggested that cyberbullied social media users will only fall into perceived depression when their state self-esteem is also negatively affected by their perception of being cyberbullied, up to the point where they learn that they are helpless. Further implication are discussed at the end of the paper.

Designing and Applying Web Assisted Activities to be Used in Flipped Classroom Model Murat Cetinkaya
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 2: June 2017
Publisher : Institute of Advanced Engineering and Science

The purpose of this study is to develop personalized web assisted activities for the flipped classroom model applied in the “Human and Environment Interactions” unit of science lesson and to research its effect on students’ achievement. The study was conducted with the participation of 7th grade science lesson students (N=74) within a period of 3 weeks. In the study, one of the experimental research methods, quasi-experimental research method, was used. Two different classes were randomly assigned as the experimental and control groups and flipped classroom model was applied on both groups. In the control group, only video lessons were used before the lesson. In the experimental group, web assisted activities were used as well as video lessons both before and during the lessons. “Human and Environment Interactions Unit Achievement Test”, which had a reliability coefficient of (KR-20) 0.76, was applied on the groups. The data analyses showed that there was a positive significant difference in favor of experimental group students. The developed material developed can be re-organized for any subject of the science class.

Correlation between Reading Comprehension Skills and Students’ Performance in Mathematics Ombra A Imam; Maripaz Abas Mastura; Hazri Jamil
International Journal of Evaluation and Research in Education (IJERE) Vol 2, No 1: March 2013
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (134.008 KB)

The deteriorating performance of Filipino students in the national and international mathematics tests for the last decade has become a major challenge to Philippine education. The Department of Education attributed this problem to students’ poor reading comprehension. Previous studies showed varied findings on the association between variables in reading and mathematics. The present study utilized the six elements of reading comprehension skills to determine their relationship to students’ performance in mathematics. A total of 666 students belonging to the randomly selected first year classes from 18 public and private high schools were taken as sample. A correlation research design was used and a competency-based achievement tests in reading comprehension and mathematics were the research instruments. Students in private schools performed better in reading comprehension skills and mathematics than their counterparts. While reading comprehension skills were insignificantly correlated to private school students’ mathematics performance, the case is different in public schools wherein three skills namely understanding vocabulary in context, getting main idea, and making inference surfaced to have connection with mathematics. The overall students’ reading comprehension skills were not significantly correlated to mathematics performance. Hence, the poor mathematics performance could be explained by other factors not related to reading comprehension skills.DOI: http://dx.doi.org/10.11591/ijere.v2i1.1803

Learning probability of 4th grade science curriculum learning outcomes among visually impaired students Seraceddin Levent Zorluoğlu; Tuğçe Ergazi; Şeyma Eser
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019
Publisher : Institute of Advanced Engineering and Science

In this study, it is aimed to evaluating of learning probability of 4th grade science course curriculum learning outcomes by visually impaired students. Therefore, ability to gain learning outcomes has been examined. In addition to, in case of gaining of learning outcomes, “how to gain?” question was investigated. Document analysis method was used for this analysis. 46 learning outcomes were analyzed through descriptive analysis. As a result of analyzing, the confidence coefficients were found to be (.72) greater than .70. From these findings, low vision students could gain 80.4% and partially gain 19.6% of learning outcomes; blind students could gain 58.7% and partly gain 26.1% and not gain 15.2% of learning outcomes. It is thought that great majority of learning outcomes can be gained by visually impaired students. Visually impaired students can gain to curriculum learning outcomes, however it is necessary to use promoters for these students during teaching.

Using Chemistry Teaching Aids Based Local Wisdom as an Alternative Media for Chemistry Teaching and Learning Erfan Priyambodo; Safira Wulaningrum
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 4: December 2017
Publisher : Institute of Advanced Engineering and Science

Students have difficulties in relating the chemistry phenomena they learned and the life around them. It is necessary to have teaching aids which can help them to relate between chemistry with the phenomena occurred in everyday life, which is chemistry’s teaching aids based on local wisdom. There are 3 teaching aids which used in chemistry teaching and learning, i.e. clay molymod, electrolyte tester, electroplating tool. The chemistry teaching aids was reviewed by media experts, material experts, and also reviewers. The reviewers’ assessment showed that all of the teaching aids have a very good quality. Based on the response from Senior High School’ students, they all agree that the teaching learning process using the teaching aids could improve their learning motivations.

Limitations to Understanding Scientific Concepts and Academic Performance in Primary Science among Primary Six Pupils in Cross River State Nigeria U. Cornelius-Ukpepi, Bernedette; O. Enukoha, Obinna
International Journal of Evaluation and Research in Education (IJERE) Vol 2, No 2: June 2013
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (112.146 KB)

This study examined the relationship between limitations to understanding scientific concepts and academic performance in Primary Science among primary six pupils in Cross River State, Nigeria. In order to achieve the set objectives of this study, two hypotheses were formulated and tested. Two instruments were used for data collection. They were limitations to understanding scientific concepts questionnaire (LUSCQ) and a 50-item primary science achievement test. These instruments were validated and administered to 1818 pupils out of 68,201 pupils in 70 schools in the study population. A proportionate stratified random sampling technique was adopted hence; the study area was stratified into three educational zones with different populations. The data obtained were analyzed using Pearson Product Moment Correlation Coefficient (r) statistical tests at 0.05 level of significance. The major finding of this study was that there was a significant relationship between limitations to understanding scientific concepts and academic performance in primary science. Based on the findings, it was concluded that if pupils study scientific concepts adequately and grasping the knowledge of technical terms in science and have adequate experience of science concepts, it will help them to perform well in primary science.DOI: http://dx.doi.org/10.11591/ijere.v2i2.1716

The Rasch-rating scale model to identify learning difficulties of physics students based on self-regulation skills Habibi Habibi; Jumadi Jumadi; Mundilarto Mundilarto
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019
Publisher : Institute of Advanced Engineering and Science

This study applies the unidimensional Rasch Model assumptions in identifying physics learning difficulties based on students' self-regulation abilities. A total of 126 physics teacher candidates have been observed for one semester. Self-project as a learning strategy has been used. Data were collected using 20 items in rating scales and then analyzed quantitatively to get feasibility in measuring self-regulation skills. The results have shown that the profile items analyzed by the Rasch Model are feasible to measure self-regulation skills through a self-sustaining project strategy. Most physics teacher candidates have a medium ability of 51% in the process of self-regulation, high = 33%, and low = 16%. The implications of applying self-projects to the processes of self-regulation are discussed in this article.

Determination of Secondary School 4th Grade Students’ Mental Models of the Astronomer Meryem Görecek Baybars; Büşra Tuğçe Kayabas
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 2: June 2018
Publisher : Institute of Advanced Engineering and Science

Teaching astronomy to young generations is of great importance because astronomy education helps us to better understand the world we are living in and to find answers to our questions. In this regard, the current study aimed to determine the secondary school 4th grade students’ mental models of the astronomer. The current research is designed as a descriptive study employing the special case study method. The study was conducted in a city located in the western part of Turkey. The study group is comprised of a total of 77 secondary school 4th grade students attending a state school. In line with the purpose of the study, a data collection tool consisted of 2 open-ended questions was developed. In light of the findings of the study, it can be argued that the mental models possessed by the students about the astronomer are the scientific model, the astronaut model and the celestial bodies model

Effects of School Absences on GPAs for Disabled Students Elizabeth Christani; Laura Revetti; Ashleigh Sue Young; Karen H Larwin
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 4: December 2015
Publisher : Institute of Advanced Engineering and Science

Chronic absences, suspensions, and expulsions can all be detrimental to students’ GPAs. Students with disabilities have a disadvantage with learning and require additional services making it crucial that they are present in school. There are various reasons why students miss school and the study examined a few specific research questions. The current investigation examined students’ current GPA scores in the core content areas compared to the number of days absent from school, the frequency of health related school absences, and the number of days spent out of school due to suspensions and expulsions, using data from a national data set. This investigation examines whether or not attendance is related to students’ academic success, when specifically considering students with identified disabilities.

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