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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

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The preliminary study on inverted problem-based learning in biology among science foundation students Azlinah Matawali; Sitty Nur Syafa Bakri; Nur Ramziahrazanah Jumat; Iziana Hani Ismail; Sazmal Effendi Arshad; Wardatul Akmam Din
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019
Publisher : Institute of Advanced Engineering and Science

The emergent of Science, Technology, Engineering and Mathematics (STEM) Education in Malaysia has embarked challenges in higher education system. Conventional teaching methods often cause lower learning gain, fear and bad perceptions among students. The old initiative may also be the cause of students’ demotivation, lower interest in learning a subject or even dropouts. This study was conducted to evaluate the effectiveness of an inverted classroom by using the problem-based method in Biology subject among science foundation students. Students were divided into two groups; experimental (EG) and control (CG) group. A topic in Biology had been selected, and an assessment paper was given to both groups before and after the intervention session. The EG would experience self-learning through given materials and asked to conduct a problem-based learning study case. Meanwhile, the CG would obey the conventional teaching method before given a similar study case. The result reported significant improvement in assessment marks for EG group compared to the CG group. The students’ comparison between the pre- and post-test implies that they have shown positive improvement in understanding the content of the subject tested. This finding will serve as a primary platform to improvise and enhance teaching and learning methodology in biology subject for foundation level.

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests Yesim Ozer Ozkan; Nesrin Ozaslan
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018
Publisher : Institute of Advanced Engineering and Science

The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were classified as multiple-choice, complex multiple-choice and constructed response items according to the different question types. The ratio of correct and partially correct and incorrect response given to each question type has been determined. Findings show that the achievements of students differ according to different types of questions. While the question type with the highest success average in the PISA 2003 test was multiple-choice, students got the highest scores from complex multiple-choice questions in the PISA 2012 test. The questionnaire with the lowest success average was found to be complex multiple-choice questions in the PISA 2003 test while students got the lowest scores from constructed response items in the PISA 2012 test. According to the constructivist education approach effectuated in 2005-2006 academic year, it is expected to observe a rise in constructed response question type; however, findings of the study reveal that the success of constructed response questions is decreased according to the application years.

Multi-State, Quasi-Experimental Study of the Impact of Internet-Based, On-Demand Professional Learning on Student Performance Steven Shaha; Heather Ellsworth
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 (74.024 KB)

This multi-State, quasi-experimental study reflects the quantification of comparative gains in math and reading performance on standardized assessments. We contrasted performance in consecutive years pre-versus-post for students of teachers actively participating in an Internet-based, on-demand professional development (PD) program with their respective districts, thus normalizing for uncontrolled educational and socioeconomic variables. A random sample of 169 schools was analyzed representing teachers with a minimum high-participation level in PD. Results showed that students of participating teachers experienced 18.9% increases (p<.001) in math scores versus 4.2% (p<.01) for their districts, and 15.3% increases (p<.001) in reading versus 2.5% (p<.01) for their districts, equating to statistically significant 4.2 fold (p>.001) and 6.1 (p>.001) fold advantages, respectively. Findings support the high-participation use of Internet-based, on-demand professional learning for improving teacher effectiveness to impact student performance. DOI: http://dx.doi.org/10.11591/ijere.v2i4.3933

Islamic economic development in Indonesian Islamic higher education Hamzah Hamzah; Agus Yudiawan; St. Umrah; Hasbullah Hasbullah
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 1: March 2020
Publisher : Institute of Advanced Engineering and Science

This study aims to explore how changes in community preferences, shari’ah economic development through the tridharma of higher education and its contribution to the development of shari’ah economics. This study was conducted at the UIN Alauddin Makassar, South Sulawesi, Indonesia. This study applied library research. Data collection techniques in this study using discourse from books, articles, magazines, journals, and web (internet). Furthermore, the data were analyzed using the Miles and Huberman model, among others, data reduction, data display and conclusion. The results show that there is a change in community preferences caused by external factors (changes in the social and economic environment) and internal factors in higher education in responding to community dynamics. Higher education can be used as a vehicle in the development of shari’ah Economy through the application of higher education tridharma. Furthermore, higher education also takes a significant role in developing scientific aspects and human resources in the field of Sharia Economics in Indonesia.

Understanding Faculty Engagement in Assessment through Feedback and Dialogues: A Mixed Methods Approach Robert W. Elliott
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 3: September 2018
Publisher : Institute of Advanced Engineering and Science

The literature indicates faculty members' beliefs and attitudes toward assessment are crucial to the successful implementation of assessment. However, few empirical studies have examined the culture of assessment among faculty members. The intent of this single-level mixed methods case study is to identify the factors and examine how these factors influence faculty members' perceptions, attitudes, and their engagement in assessment activities by studying the case of a public teaching intensive university in the Southwest region of the U.S. An online survey and asynchronous focus group interviews are used. The implications for institutional policy making and professional development are discussed, based on the findings.

Designing and verifying a tool for diagnosing scientific misconceptions in genetics topic Sasithorn Kantahan; Putcharee Junpeng; Sompong Punturat; Keow Ngang Tang; Perman Gochyyev; Mark Wilson
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20544

The main purpose of this study was to design and verify the quality of an assessment aimed at diagnosing scientific misconceptions among students enrolled in 10th-grade biology subjects. A sample consisted of N=200 students from schools under the administration of the Office of Secondary Educational Service 31, Nakhon Ratchasima province. We employed the design-based approach, which consists of four phases, namely, construct map, item design, outcome space, and Wright map. Multidimensional Random Coefficient Multinomial Logit Model (MRCMLM) was used to evaluate the quality of the assessment tool. The assessment tool consists of two dimensions, namely, knowledge and reasoning. The assessment tool is comprised of 40 items, with 20 items tapping each of the dimensions. Findings form item analysis and modeling revealed sufficient evidence on the internal structure and validity of the instrument. It can be concluded that the unidimensional model is more appropriate than the multidimensional model for diagnosing scientific misconceptions in the genetics topic for dichotomously scored with four options in each item. The polytomous scored type should be further investigated to determine the best fit model in the items relating to evidence-based reasoning for supporting students’ answers.

ENTREPRENEURIAL EDUCATION AND ATTITUDES OF UNIVERSITY GRADUATES AS A TOOL FOR SELF-RELIANCE IN NIGERIA Mohammed, Idris Abdullahi
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20406

Entrepreneurial Education has been globally apprehended as a weapon empowering graduates for sustainable livelihood and socio-economic independence, which measures greatly in accordance with the behavioral characteristics of the graduates towards comprehending and applying the entrepreneurial knowledge and skills acquired through the university training programs. This study aimed at investigating the relevance of entrepreneurial education and attitudes as a means for sustainable socio-economic self-independence of university graduates in Nigeria. The perception is that, through entrepreneurial education and positive attitudes, the graduates will pass-out and pursue different careers as independent entrepreneurs within the socio-economic society. Entrepreneurship education has the potential to enable graduates to gain the necessary knowledge and skills to independently create their own jobs. Existing empirical and conceptual and theoretical literature was surveyed and analyzed to gather relevant and satisfactory information about entrepreneurial education?s influence on the attitudes of the graduates towards determination for occupational self-reliance, thereby consequently gaining economic self-independence in achieving the progress of the individual graduate in particular and that of the society in general

An analytic hierarchy process for quality action researches in education Alvin Bersabal Barcelona
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20626

Teachers are expected to engage in the praxis of educational reform, and one of the resurgent interests in the field of education is the conduct of action researches. In the Philippines and in many parts of the world, teachers are encouraged to perpetuate a culture of conducting action researches to improve the teaching and learning process. Considering the scant literature towards evaluation criteria for quality action researches, this exploratory-sequential mixed method study aims to determine the qualities that research experts perceive to be useful in evaluating action researches. Using Analytic Hierarchy Process, which is a multiple decision-making algorithm, research experts asserted that among the identified evaluation criteria, quality action researches should underscore its contribution to theory and practice, and require actionability and reflexivity among researchers and participants. The findings of this study may be of considerable interest and use to teachers, research authorities, and organizations who would like to ensure that teachers produce quality action research to improve educational practices.

The TAWOCK conceptual model at content knowledge for professional teaching in vocational education Zainal Arifin; Muhammad Nurtanto; Warju Warju; Rabiman Rabiman; Nur Kholifah
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20561

Now days, the integration of technology in the concept of learning is the trend in global education. The conceptual framework model is a general reference, and the only concept is Technology, Pedagogy, and Content Knowledge (TPACK). However, vocational education has knowledge of specific content, so adjusting conceptual models in professional learning is important to learn and offer. The purpose of this study is to evaluate the concept of TPACK into the concept of vocational education to improve the professionalism of vocational teachers in content knowledge. The author discusses the knowledge structure of vocational fields that are built based on work, content, technology, and the suitability of the learning approach. Based on the results of the article found a new construction in building knowledge in the field of vocational education with special expertise characteristics and shifting pedagogical concepts towards andragogy in learning concept. The results of the analysis recommend the TPACK concept transformed into the Technology, Andragogy, Work, and Content Knowledge (TAWOCK) concept in vocational learning.

Student retention in Indonesian private university Yulianti Talar; Jimmy Gozaly
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20582

Private universities require more effort to retain student students so that these students can complete their studies and then work in the community. Through this research, input will be given to the study program regarding the improvement that must be made so that the private university can compete with the public university and educate the nation's children. Data collection was obtained through questionnaires and observations to 209 students. Data processed by Discriminant Analysis, Crosstabulations, and Correlations Analysis dan statistical descriptive methods. Independent variables that significantly affect student retention are satisfaction with the closeness of social relationships with fellow students, student confidence to graduate on time, student confidence to get a good career after graduation, and college attendance. Study program still has to work hard to make improvements to increase satisfaction and students' engagement level.

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