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 relationship between preschool teachers’ self-efficacy beliefs and their teaching attitudes ]]>
<![CDATA[Kamil Arif Kırkıç]]>;
<![CDATA[Fatma Çetinkaya]]>
<![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.v9i4.20670
<![CDATA[This study examined the relationship between preschool teachers’ selfefficacy beliefs and their teaching attitudes. In the study, it was considered whether preschool teachers’ self-efficacy beliefs and their teaching attitudes change in terms of certain variables. The research was carried out using a correlational survey model. The target population of the study is the preschool teachers working in Küçükçekmece district, İstanbul Province, in the 2017-2018 academic year. The working group consists of 264 preschool teachers working at the schools in said district. The following assessment instruments were used in the research: “Personal Information Form,” “Preschool Teachers’ Self-efficacy Beliefs Scale,” to identify preschool teachers’ self-efficacy beliefs and ‘Preschool Teachers’ Teaching Attitudes Scale’ to determine the teachers’ attitudes. The obtained data were analyzed using Pearson multiplication moment correlation analysis, and Regression analysis was performed to determine the level of self-efficacy beliefs of preschool teachers affecting teaching attitudes. Preschool teachers were found to have full self-efficacy beliefs in the teaching-learning process, communication skills, planning, and regulation of learning environments and classroom management, and firm self-efficacy beliefs in family participation. Teachers’ attitudes of preschool teachers were found to be democratic at the highest level, followed by autocratic and laissez-faire at the lowest level. As a result of the regression analysis made to determine the level of the effect of self-efficacy beliefs of preschool teachers on their teaching attitudes, the learning and teaching process positively predicts democratic teaching attitudes and negatively predicts laissez-faire attitudes.]]>
<![CDATA[Mathematical communication skills based on cognitive styles and gender ]]>
<![CDATA[Kamid Kamid]]>;
<![CDATA[M. Rusdi]]>;
<![CDATA[Olva Fitaloka]]>;
<![CDATA[Fibrika Rahmat Basuki]]>;
<![CDATA[Khairul Anwar]]>
<![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.v9i4.20497
<![CDATA[This research aimed to determine the differences of mathematical communication skills based on cognitive styles and gender. This research was a mixed-method with sequential explanatory design. The population was grade XI students at Senior High School in Jambi City consisting of 53 male and 72 female students. The study used a total sampling. The key informant consisted of four field independent and four field dependent. The instruments were used cognitive style test, mathematical communication test, and interviews. The differences of mathematical communication skills were analyzed using Mann-Whitney U-Test. Qualitative data were analyze descriptively using Miles and Huberman model. The results of this study showed that there was a significant difference of Field Independent (FI) and Field Dependent (FD) students in mathematical communication skills. FI can explain the information on the question well, using the mathematical model appropriately, explaining the problem-solving strategy very clear and structured, and being able to evaluate clearly and accurately. FD able to describing the information on the matter, but less complete, using the mathematical model appropriately, explaining the problem-solving strategy, but less complete, and being able to evaluate it quite clearly. The mathematical communication skills of male and female students were not significant differences. Male students are able to explain the strategy and the steps of solving the problem quite clearly, but less structured. Female students are able to explain the strategy and steps to resolve the problem clearly and structured.]]>
<![CDATA[Role of gamification in classroom teaching: Pre-service teachers’ view ]]>
<![CDATA[Rita Wong Mee Mee]]>;
<![CDATA[Tengku Shahrom Tengku Shahdan]]>;
<![CDATA[Md Rosli Ismail]]>;
<![CDATA[Khatipah Abd Ghani]]>;
<![CDATA[Lim Seong Pek]]>;
<![CDATA[Wong Yee Von]]>;
<![CDATA[Adelaide Woo]]>;
<![CDATA[Yugeshineey Subba Rao]]>
<![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.v9i3.20622
<![CDATA[Planning a creative learning environment is not an easy task. Teachers prefer to teach traditionally in chalk-and-talk approach during language teaching. However, this does not fit learners of the 21st Century as they prefer game-like activities instead of pen-and-paper lessons. Hence, the introduction of gamification in classroom would result in immediate enthusiasm and curiosity, which leads to the learners’ willingness to learn. Gamification prepares learners to be active and take responsibility upon their own learning. Lessons filled with fun games are believed to be more effective in producing a positive outcome as learners are motivated to play more although they do not realise the fact that they are learning subconsciously. This study aimed to explore views of 33 pre-service teachers in using gamification in language teaching during their 16-week internship at local primary schools around Selangor, Malaysia. A quantitative survey research method was used by administering a set of questionnaires at the end of their internship. The data collected was then analysed and presented in the form of tables. The results showed that integrating gamification into language learning improved learners’ creative, critical and problem-solving skills. Thus, interesting and engaging activities spark learners’ interest in language learning subconsciously.]]>
<![CDATA[Students’ perceptions toward vocational education on online learning during the COVID-19 pandemic ]]>
<![CDATA[Khusni Syauqi]]>;
<![CDATA[Sudji Munadi]]>;
<![CDATA[Mochamad Bruri Triyono]]>
<![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.v9i4.20766
<![CDATA[The impact of the Covid-19 pandemic has spread almost throughout the world. It makes all educational institutions in Indonesia experienced a lockdown in an undetermined time. As a result, teachers must switch to online teaching methods, while students must adapt to the online learning environment in a short time. Vocational education emphasizes not only the mastery of knowledge but also skills. In the learning process, students' perceptions can be used as evaluations to improve the quality of learning. This study aimed to provide an overview of students' perceptions of Mechanical Engineering Education on online learning as a result of the impact of the Covid-19 pandemic. This study used survey methods and data collection in the form of instruments with a Likert scale with a sample of 56 students. The results of this study indicate that teachers in managing online learning are not in line with student expectations. Students feel that online learning has not provided better experience and productivity in mastering competencies, but can provide motivation and ease in their learning. Some students stated that they had the ease of access to resources, but students were still reluctant to use it sustainably in the future.]]>
<![CDATA[Teachers’ strategies on teaching grammar: Facts and expectations of senior high school teachers at Ambon ]]>
<![CDATA[Threesje Roza Souisa]]>;
<![CDATA[Lelyemin Yanuarius]]>
<![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.v9i4.20643
<![CDATA[This study is aimed at describing the English as a Foreign Language (EFL) senior high schools’ teachers’ perceptions on grammar teaching; their teaching strategies which are the most and less frequently applied in their classroom practices and the challenges that they have in teaching grammar. Explanatory mixed approaches were conducted involving 63 teachers as the sample population in collecting quantitative data, and five selected teachers as participants for collecting the qualitative data. The findings showed that teachers' perceptions of grammar teaching are based on their conceptual knowledge as they have experienced it and it is based on grammar theories. The teachers applied vary grammar approaches and strategies but they still face with the challenges in teaching grammar such as students' learning styles and less of teaching references.]]>
<![CDATA[Strengthening programming skills among engineering students through experiential learning based robotics project ]]>
<![CDATA[Mohd Faisal Ibrahim]]>;
<![CDATA[Aqilah Baseri Huddin]]>;
<![CDATA[Fazida Hanim Hashim]]>;
<![CDATA[Mardina Abdullah]]>;
<![CDATA[Ashrani Aizzuddin Abd Rahni]]>;
<![CDATA[Seri Mastura Mustaza]]>;
<![CDATA[Aini Hussain]]>;
<![CDATA[Mohd Hairi Mohd Zaman]]>
<![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.v9i4.20653
<![CDATA[This study examined the educational effects in strengthening programming skills among university’s undergraduate engineering students via integration of a robotics project and an experiential learning approach. In this study, a robotics project was conducted to close the gap of students’ difficulty in relating the theoretical concepts of programming and real-world problems. Hence, an experiential learning approach using the Kolb model was proposed to investigate the problem. In this project, students were split into groups whereby they were asked to develop codes for controlling the navigation of a wheeled mobile robot. They were responsible for managing their group’s activities, conducting laboratory tests, producing technical reports and preparing a video presentation. The statistical analysis performed on the students’ summative assessments of a programming course revealed a remarkable improvement in their problem-solving skills and ability to provide programming solutions to a real-world problem.]]>
<![CDATA[The impact of sociodemographic factors on academic achievements among high school students in Indonesia ]]>
<![CDATA[Deri Indrahadi]]>;
<![CDATA[Amika Wardana]]>
<![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.v9i4.20572
<![CDATA[This study aimed to examine the effect of sociodemographic, student and school factors on the academic achievement of high school students in Indonesia. Using the cross-sectional survey data from the 2015 Indonesian Family Life Survey (IFLS) particularly involving 1,421 respondents (of the academic performances during their school years), the study run multiple regression analysis to examine the influences of their parents’ sociodemographic, students and other school-related factors on their academic achievements during their school years. As the results, it was revealed that the sociodemographic factors, students and schools predict significantly academic achievement of students in Indonesia. The results provided feedback to students and parents, schools and education policymakers in improving student academic achievement.]]>
<![CDATA[The National Budget Circular 461: Emerging trends in Philippines higher education promotion system ]]>
<![CDATA[Francisco D. Esponilla II]]>;
<![CDATA[Lean Karlo S. Tolentino]]>;
<![CDATA[Cherrypyn B. Barbacena]]>;
<![CDATA[Apollo P. Portez]]>
<![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.v9i4.20822
<![CDATA[This research aimed to identify trends on promotion challenges and concerns (CaCs) encountered by the faculty members in selected State universities and colleges (SUCs) in the Philippines. To specifically identify significant CaCs, the study employed the mixed-method research design utilizing the delphi model technique for data collection. Thematic data coding was thoroughly conducted to come up with a consensus from the experts in the field of promotion in higher education. There were 10 focal persons from the SUCs in the national capital region (NCR) purposively chosen as the study participants. The identified challenges and concerns as the trend indicators were categorized into themes such as appreciation of documents, faculty engagement for promotion, information dissemination, schedule of implementation, responsiveness of the national budget circular No. 461 (NBC 461) focal persons to promotion-related concerns, faculty engagement to promotion, and stakeholder’s engagement to promotion. These indicators would be a relevant implication to the holistic and a uniform faculty promotion scheme in higher education institutions of the country. Hence, the result of the study shall be utilized by the SUCs policymakers in crafting the standardized NBC 461 policy guideline that is inclusive for implementing equal promotion opportunity as well as job security.]]>
<![CDATA[Digital-based instruction: Chances and challenges in English language teaching context ]]>
<![CDATA[Ningtyas Orilina Argawati]]>;
<![CDATA[Lilis Suryani]]>
<![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.v9i4.20579
<![CDATA[The use of Digital Based Instruction (DBI) nowadays seems to have many obstacles and difficulties. It is due to lack of digital literacy both lecturers and students. Meanwhile, many advantages also emerge through the use of DBI. It becomes the reason for the lecturers to keep on trying to develop their digital literacy to occupy the need of DBI to their English Language Teaching (ELT) class. This study aimed at revealing the chances and challenges of the implementation of DBI. Descriptive qualitative was employed in this study which involved the use of observation and interview as the instruments. The participants of this study were five English lecturers and 200 students. The findings showed that the chances of applying DBI cover activating students, elevating digital literacy, provoking students’ creativity, and creating new application. While some challenges are also emerged. It is due to limited devices and access, and limited digital literacy. The implementation of DBI could provoke the elevation of digital literacy and creativity if we could handle the challenges.]]>
<![CDATA[Individual and global social responsibility levels of social studies pre-service teachers in terms of different variables ]]>
<![CDATA[Melek Körükcü]]>;
<![CDATA[Zafer Tangülü]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i3.20552
<![CDATA[The purpose of this research was to determine the individual and global social responsibility levels of social studies pre-service teachers in terms of different variables. The research was in survey model. The study group of the research consisted of 179 pre-service teachers who studied at Social Studies Teaching Program in the Faculty of Education at Niğde Ömer Halisdemir University, Turkey in the 2019-2020 academic year. Data collection tools used in the study are a Demographic Information Form developed by the researcher, Individual Social Responsibility Scale and Global Social Responsibility Scale. The data were analyzed through SPSS 20. The results of the study showed that the social studies teacher candidates' levels of individual social responsibility are high while those of global social responsibility are at medium level. It is also found that there is a significant difference in the individual and global social responsibility levels in terms of gender in favor of female pre-service teachers while there is no significant difference in terms of age variable. Also, the results show that the individual and social responsibility levels of pre-service teachers who have foreign friends are higher than those who do not have foreign friends. Another result of the study is that individual social responsibility levels predict social responsibility levels.]]>
