International Journal of Evaluation and Research in Education (IJERE)
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.
Articles
2,123 Documents
<![CDATA[The responsiveness of Bachelor of Elementary Education curriculum: An illuminative evaluation ]]>
<![CDATA[Michael Bobias Cahapay]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i3.20649
<![CDATA[As higher education institutions are pressured to evaluate the responsiveness of their curriculum programs, there is a challenge of first order to define responsiveness. This challenge, however, is compounded by the paucity of a tested evaluation model that addresses it. Thus, this paper aimed to evaluate the responsiveness of the Bachelor of Elementary Education curriculum by attempting the applicability of the model called “illuminative evaluation.” Following the stages and components within the social anthropological framework of the model, multiple methods such as interviews, document reviews, and surveys were employed. The main data analysis technique used was the thematic analysis. The results revealed that illuminative evaluation contextually defined the concept of responsiveness and it effectively uncovered concealed aspects that indicate discrepancies within the curriculum. Thus, given these research outcomes, this work contributes new knowledge to the tradition of evaluation theory and provides practical evidence for the improvement of the curriculum under evaluation. The recommendations are offered at the end of the study.]]>
<![CDATA[Validation of a digital tool for diagnosing mathematical proficiency ]]>
<![CDATA[Putcharee Junpeng]]>;
<![CDATA[Metta Marwiang]]>;
<![CDATA[Samruan Chinjunthuk]]>;
<![CDATA[Prapawadee Suwannatrai]]>;
<![CDATA[Kanokporn Chanayota]]>;
<![CDATA[Kissadapan Pongboriboon]]>;
<![CDATA[Keow Ngang Tang]]>;
<![CDATA[Mark Wilson]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i3.20503
<![CDATA[This study was aimed to validate a digital tool for diagnosing mathematical proficiency in the Number and Algebra strand of 1,504 Thai seventh-grade students. Researchers employed a multidimensional approach, an extension of the Rasch model to measure its quality. A design-based research method was adopted to create the diagnostic tool which consists of four components, namely register system, input data, process system, and diagnostic feedback report. The diagnostic framework consists of 18 tasks encompassing 11 and 7 tasks in the Mathematical Procedures Dimension and Structure of the Observed Learning Outcome dimension, respectively. The results revealed that there is internal structure evidence of validity based on the comparison of model fit and the Wright map. The results also indicated that the reliability evidence and item fit are compliant with the quality of the digital tool as shown in the analysis of standard error of measurement and infit and outfit of the items. In conclusion, the developed digital tool can diagnose seventh-grade students’ multiple mathematical proficiencies in terms of accuracy, consistency, and stability. This implies that the digital tool can provide fruitful information, particularly to those intermediate and high mathematical proficiency levels because the error for estimating proficiency in each dimension was at the lowest value for those students.]]>
<![CDATA[Teaching challenges on the use of storytelling in elementary science lessons ]]>
<![CDATA[Hajah Nuruljannah Haji Matamit]]>;
<![CDATA[Roslinawati Roslan]]>;
<![CDATA[Masitah Shahrill]]>;
<![CDATA[Hardimah Mohd Said]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i3.20596
<![CDATA[This study investigated the use of storytelling in teaching elementary science on the topic of ‘Sense Organs’ at the Grade 1 level. A total of 21 students from one of the elementary schools in Brunei Darussalam participated in the study. The qualitative analyses of the observations and video recordings resulted in the classifications of the challenges faced when storytelling was used in the lessons. The four identified categories were the language aspect, development aspect, external challenges and existing knowledge. These categories were then used to investigate further any aspect that would develop the challenges into the teaching and learning of science using storytelling. Despite identifying the challenges in using storytelling in teaching science, storytelling may enhance the students’ understanding of science concepts.]]>
<![CDATA[A quick study on SRL profiles of online learning participants during the anticipation of the spread of COVID-19 ]]>
<![CDATA[Dwi Sulisworo]]>;
<![CDATA[Dwi Sulisworo]]>;
<![CDATA[Nur Fatimah]]>;
<![CDATA[Septi Shinta Sunaryati]]>;
<![CDATA[Sanidi Sanidi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i3.20642
<![CDATA[The spread of the COVID-19 coronavirus occurs in all countries. This pandemic incident has been taken seriously by various sectors including in the world of education. This research is a quantitative descriptive study to explain the Self-Regulated Learning (SRL) profile of Indonesian students in online learning which is carried out in COVID-19 emergencies. The research commenced three days after the establishment of the WHO COVID-19 pandemic. The respondents were taken by accident sampling at several schools implementing online learning after the designation of this mode by the Indonesian Ministry of Education and Culture on March 15, 2020. The schools comprised general high schools and vocational schools. The data were collected via Google Form filled out by 10th to 12th-grade students. The instrument used was a questionnaire with a scale of 1 to 5 (from absolutely disagree to absolutely agree) consisting of planning, monitoring, controlling, and reflecting aspects. There were two analytical techniques used i.e., descriptive statistics and ANOVA. The results of this study indicate that students in Indonesia still need assistance and mentoring from teachers to improve SRL. Several mentoring strategies can be applied to manage active learning. The teachers should explicitly include the process of mentoring, strengthening the students’ SRL. Teachers need to be aware that online learning is not only to master certain subject matters but also to strengthen SRL.]]>
<![CDATA[Teacher efficacy and attributes on the implementation of tiered instructional frameworks ]]>
<![CDATA[Janet Alys Nichols]]>;
<![CDATA[William Dee Nichols]]>;
<![CDATA[William H. Rupley]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i3.20625
<![CDATA[United States federal mandates and reforms to address the needs of at-risk students have resulted in many states being required to implement evidence-based practices (EBP) and tiered systems of support (TSS). We examined the relationships between successful implementation of EBP and tiered frameworks, specifically Positive Behavior Interventions and Support (PBIS) and the constructs of teacher self-efficacy, collective efficacy, and teacher attributions. Data were collected using the School-wide Evaluation Tool (SET), Teacher Self-Efficacy Scale (TSES), the Collective Efficacy Scale (CES), and Teachers’ Attributions for Student Behavior Measure (TASBM). Significant correlations were found between PBIS implementation level and 1) Instructional Strategies subscale of the TSES; 2) Collective Efficacy Scale and both of its subscales; and 3) TASBM and its Stable and Blame subscales. Significant differences in mean ratings were found between high implementing schools and low implementing schools on the Instructional Strategies subscale of the TSES, on the CES, and both of its subscale. Results showed a decrease in mean ratings on the Blame subscale of the TASBM in schools that had higher implementation scores on the SET.]]>
<![CDATA[Exploring STEAM teaching in preschool using Fred Rogers approach ]]>
<![CDATA[Zahiroh Awang]]>;
<![CDATA[Nooraida Yakob]]>;
<![CDATA[Aswati Hamzah]]>;
<![CDATA[Mohd Mernan Talling]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i4.20674
<![CDATA[The culture of Science, Technology, Engineering, Art and Mathematics (STEAM) teaching is still new among preschool teachers. Nevertheless, STEAM teaching is seen as challenging to be implemented if there is no clear guideline prepared by qualified experts. Therefore, a need analysis on STEAM teaching strategies ought to be conducted to ensure the implementation of STEAM teaching its related problems may be attended. This research aimed to explore experts’ perceptions about Fred Rogers’ STEAM as a STEAM teaching strategy approach as a considered method to be taught in preschools. This need analysis employed semi structured interviews with four experts. The obtained findings were categorized and analysed thematically. Five themes were identified: 1) features and needs of STEAM education, 2) inquiry-based learning 3) learning by doing activities, 4) interesting and systematic teaching strategies and 5) suitability with children’ development and practices. The research findings benefit preschool teachers in selecting and implementing STEAM teaching strategies based on experts’ opinion. Besides, it is anticipated to help teachers to conduct meaningful and effective STEAM teaching with preschool children.]]>
<![CDATA[The role of social support and self-regulation on work readiness among students in vocational high school ]]>
<![CDATA[Fatwa Tentama]]>;
<![CDATA[Eva Riyansha Riskiyana]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i4.20578
<![CDATA[Work readiness is an important factor that can determine the quality of prospective graduates and vocational high schools as one of the educational institutions that prepare human resources to need to pay attention to factors that can improve work readiness. This study aimed to empirically examine how social support and self-regulation influence the work readiness of vocational High School students. The population in this study was all students of grade XII in Vocational High School Muhammadiyah 1 Yogyakarta (a vocational high school), totaling 170 students, and the sample of this study was 111 students. The sampling technique used was randomized sampling using cluster random sampling technique. The data were collected with the work readiness scale, social support scale, and self-regulation scale. The data were then analyzed with multiple linear regression techniques. There was a very significant correlation between social support and selfregulation and they simultaneously influence work readiness (r = 0.490, p = 0.000). There was a very significant correlation between social support and work readiness (r = 0.344, p = 0.000). There is a very significant correlation between self-regulation and work readiness (r = 0.490, p = 0.000). Selfregulation plays dominant role in shaping work readiness.]]>
<![CDATA[Attitudes and opinions of counselors about education of gifted students ]]>
<![CDATA[Nisa Gökden Kaya]]>;
<![CDATA[Hasan Said Tortop]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i4.20564
<![CDATA[Counselors play effective roles not only in diagnosing but also in education of gifted students who lead the development of the societies. This study aimed to examine the attitudes and opinions of the counselors about the education of the gifted students. In the study, descriptive survey model is used. Both qualitative and quantitative data was collected within mixed method, according to the principles of pragmatist philosophy. “Attitude Scale towards Gifted Education” was applied to 250 counselors in order to collect quantitative data. The scale, which consists of 14 items, was developed by Gagné and Nadeau and adapted to Turkish by Tortop. The qualitative data was collected by semi-structured interview form consists of four questions about opinions on education of gifted students in Turkey, and was applied to 40 counselors. The mean of scores gathered from “Attitude Scale towards Gifted Education” was found 3.6 which is evaluated as slightly positive attitude. The scores were analyzed according to gender, seniority, having gifted students and institution of counselors, by using t test and ANOVA. Content analysis was performed for qualitative data that was gathered from interviews. The majority of counselors have stated that there are problems in education and diagnosis of gifted students.]]>
<![CDATA[Developing an assessment framework of multidimensional scientific competencies ]]>
<![CDATA[Sasima Intasoi]]>;
<![CDATA[Putcharee Junpeng]]>;
<![CDATA[Keow Ngang Tang]]>;
<![CDATA[Jatuphum Ketchatturat]]>;
<![CDATA[Yidan Zhang]]>;
<![CDATA[Mark Wilson]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i4.20542
<![CDATA[The study aimed to develop and validate an assessment framework of multidimensional scientific competencies for seventh-grade students in the northeastern region of Thailand. A total of 289 samples with three different scientific competency levels were randomly selected to participate as testtakers. The design-based research encompassing four phases of the construct modelling approach, namely construct maps, item design, outcome space, and Wright map. Multidimensional Random Coefficient Multinomial Logit model was employed to examine the quality of the created assessment framework of multidimensional scientific competencies. The results showed that scientific competence is comprised of three dimensions, namely explain phenomena scientifically, evaluate and design scientific inquiry, and interpret data and evidence scientifically. Each dimension can be further categorized into four levels. The assessment framework consists of 16 items. The results revealed that there is validity evidence regarding internal structure based on the comparison of the model fit and Wright map. Moreover, results also indicated that the reliability evidence and item fit are compliance with the quality of the assessment framework as revealed in the analysis of standard error of measurement and infit and outfit of the items. It can be concluded that the assessment framework is currently prevalent to assess the scientific competencies of seventh-grade students.]]>
<![CDATA[Mathematical self-concept among prospective teachers ]]>
<![CDATA[Johannis Takaria]]>;
<![CDATA[Anderson Leonardo Palinussa]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i4.20464
<![CDATA[Mathematical self-concept (MS-C) is an important construct that prospective mathematics teachers must have in mathematics learning. The aim of the research was to analyze the increase of MS-C of prospective mathematics teachers. The research was quasi-experimental with the design of one group pretest-posttest. The results showed that for prospective teachers, MS-C increased in the medium category while the MS-C indicators achieved in the medium and low categories. The increase of MS-C is due to the effectiveness of collaborative mind mapping (CMM) learning strategy and the process of strengthening MS-C capacity of prospective teachers. The CMM facilitates prospective teachers to construct creative ideas through structured collective ideas that support the increase of MS-C among prospective teacher.]]>
