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[Gifted education: Perspectives and practices of school principals in Bahrain ]]>
<![CDATA[Osama Al-Mahdi]]>;
<![CDATA[Abduyah Binte Yaakub]]>;
<![CDATA[Abdelbaky Abouzeid]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.21176
<![CDATA[Research on giftedness and gifted education has a rich history. Researchers have consistently pointed to the educational leadership perspectives on giftedness, and inequitable identification of policies and practices in gifted education. Research suggests there is a widening gap in the level of comprehensive knowledge in gifted education that is critical for school improvement. This paper examined school principals’ (n=29) perceptions regarding giftedness among Bahraini students. The study focuses on exploring the characteristics school principals attribute to giftedness in their schools, the methods employed by schools to identify gifted students from the school principals' perspectives, and the educational provisions school principals used to support gifted students in their school. The study also searches for any significant differences among school principals in their views on these three dimensions. The study employed quantitative methodology and the analysis of the research questionnaire included descriptive and interpretive analysis (ANOVA and T-test). The findings indicate that the school principals looked at giftedness mainly from an academic and school perspective. The results indicate some dissonance between what the principals’ perceptions on giftedness are and the educational support that they provided to the gifted students in their schools.]]>
<![CDATA[Student experience of using mobile devices for learning chemistry ]]>
<![CDATA[Wai Foong Lok]]>;
<![CDATA[Mahizer Hamzah]]>
<![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.v10i3.21420
<![CDATA[Mobile devices have been utilized as an emerging learning tool in the 21st century to support the learning of chemistry. This study aimed to identify matriculation students’ learning experience with regards to the use of mobile devices for learning chemistry. The study employed a qualitative case study approach, which was carried out in a matriculation college. Online diaries and interviews were utilized as the instruments of the study. A total of 84 students initially reflected their learning journey using an online diary, whereas 17 students who were active in mobile learning were purposely selected for the interview. The findings revealed that students have positive and negative experiences towards the use of mobile devices for learning chemistry. They positively perceived that using a mobile device for learning chemistry promotes knowledge construction, visualization of abstract concepts, self-control in learning and intellectual discourse. However, the issue of learning resources quality challenged their available cognitive capacity for learning chemistry. This study offered educators with insights about the importance of incorporating mobile devices for learning chemistry. Educators can plan the appropriate instructional strategies for chemistry based on the students’ learning needs.]]>
<![CDATA[The influence of curriculum and school climate on the academic attitude of tahfiz students in Malaysia ]]>
<![CDATA[Muhamad Suhaimi Taat]]>;
<![CDATA[Roslee Talip]]>;
<![CDATA[Musirin Mosin]]>
<![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.v10i3.21275
<![CDATA[This study aimed to examine the influence of curriculum and school climate on the academic attitude of tahfiz (memorizing Al-Quran) students in Sabah, Malaysia. A total of 81 students (age 10-12) from three private tahfiz primary schools around Kota Kinabalu were involved in this study. This quantitative study used cross-sectional survey method by distributing questionnaires to the respondents. The questionnaire was developed by the researchers to suit the unique environment of the tahfiz schools and has gone through the process of validity and reliability. Descriptive analysis showed that student attitude variable showed a high level of mean score (above 3.80), while for school climate variable, the finding was at moderate level (Mean=3.56, SD=0.530). As for curriculum variable, most students learnt the same main subjects as studied in government-aided primary schools, with addition to Quranic subject. However, no one learnt Computer Education subject. Multiple regression analysis showed that only the school climate variable significantly influenced the academic attitude of tahfiz students (R2=0.251, Beta=0.503, p<0.001). This study will be able to provide useful information and benefit for the improvement of tahfiz institutions in Malaysia.]]>
<![CDATA[Students’ knowledge and attitudes toward basic life support ]]>
<![CDATA[Mysara Alfakey]]>;
<![CDATA[Ahmed Alkarani]]>
<![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.v10i3.21703
<![CDATA[Students spend a significant proportion of their day in colleges and healthcare facilities where they might experience medical emergencies, or unexpected accidents, that occur in these places. Nursing students are expected to play a key role in performing basic life support. This study is to evaluate knowledge, attitudes and training status with regard to basic life support (BLS). An online cross-sectional survey was conducted in Taif University, Saudi Arabia. 170 students agreed to fill out a questionnaire. The questions used in the questionnaire were prepared according to 2015 AHA guidelines. The majority of subjects (52.9%) reported that they had attended a BLS course. The mean age of the study population was 21.64 years. Previous CPR training had a significant effect on the correct responses (P <0.01). This study found significant differences between the students observed: (58.3%) of students with previous BLS training felt capable of providing CPR to their fellow college students, compared to (42.7%) in the group without previous training (P =0.01). Importantly, over all subjects the attitude to learning on a BLS training course was positive. Inconclusions this study corroborates previous reports that the knowledge, skills and attitudes of trained students are better than those of untrained students.]]>
<![CDATA[Improving teaching effectiveness through transformational leadership and integrity ]]>
<![CDATA[Masduki Ahmad]]>;
<![CDATA[Heni Rochimah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.21801
<![CDATA[The study aimed to determine the impact of transformational leadership and integrity on the performance of a company. The research sample was 123 lecturers at As-Syafi’iyah Islamic University, Indonesia. The analysis model of this study was a path analysis. Observation and questionnaires were used to obtain the research data. Teaching effectiveness measures how well educators' instruction aligns with learning objectives and provides the best possible outcomes for students who are taking the course. Hypothesis testing was performed using the t-test. The SPSS software version 25 was applied in statistical calculations. The results showed that transformational leadership and integrity have direct and positive impact on the teaching effectiveness. Transformational leadership has a direct and positive impact on the integrity. It is suggested to implement the better transformational leadership to achieve the better the teaching effectiveness.]]>
<![CDATA[Cloud computing adoption among state universities and colleges in the Philippines: Issues and challenges ]]>
<![CDATA[Catherine R. Alimboyong]]>;
<![CDATA[Mardie E. Bucjan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.21526
<![CDATA[The emergence of cloud computing (CC) adoption in higher education institutions (HEIs) is considered widespread today. Its growth comes with tremendous benefits and potential risks as well. This paper endeavors to investigate some issues and challenges that influence the adoption of cloud computing among state universities and colleges (SUCs) in the Philippines. A qualitative design was used in the study as it employed multiple case studies approach. Based on the results, this paper establishes two strong factors such as slow internet connection and lack of understanding or awareness of cloud computing. The findings revealed the impact of cloud computing to SUCs is found beneficial to the educational system amidst the global pandemic. Professors can easily upload lessons and teaching materials while students can easily access the materials online, though the challenge lies in the connectivity of internet in the country. Administrators can easily collaborate with the entire academic community and even to its stakeholder’s potential for collaboration even if not in face to face. It is a perfect avenue to be productive and efficient which allows all processes be made possible to all members of the entire academic community, may it be students, professors, staff and even other stakeholders.]]>
<![CDATA[Validating the teaching, learning, and assessment quality of Malaysian ECCE instrument ]]>
<![CDATA[Hishamuddin Ahmad]]>;
<![CDATA[Nordin Mamat]]>;
<![CDATA[Mazlina Che Mustafa]]>;
<![CDATA[Syahida Iryani Mohd Yusoff]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i1.20857
<![CDATA[Several instruments that measure the teaching, learning, and assessment quality have been developed and published. However, a psychometrically sound instrument to measure teaching, learning, and assessment quality in early childhood care and education that suitable for the Malaysian context needs to be validated. Therefore, this study aimed to validate on teaching, learning, and assessment quality in early childhood care and education instrument, which contains 68 items. The sample comprised 3,498, selected by stratified random sampling from a population of all Malaysian kindergarten teachers. Data were analyzed based on the Polytomous Item Response Theory (IRT) using the Xcalibre software. Samejima's Graded Rating Model (SRGM) was found to be the fit model with the data. Unidimensionality assumption and local independence were tested using the exploratory factor analysis and were fulfilled. The instrument’s reliability was overall very good (α=0.966) and the construct validity was also fairly fulfilled with the value of 58.17% total variance explained. Therefore, this instrument is suggested to be used as fairly to measure the quality of Malaysian early childhood care and education among teachers so that appropriate follow-up actions can be implemented towards the betterment of early childhood education quality.]]>
<![CDATA[Academic resilience for preservice teachers among field of sciences: A measurement scale in education ]]>
<![CDATA[Muhammad Bukhori Dalimunthe]]>;
<![CDATA[Ery Tri Djatmika]]>;
<![CDATA[Heri Pratikto]]>;
<![CDATA[Puji Handayati]]>;
<![CDATA[Rosmala Dewi]]>;
<![CDATA[Siti Salina Mustakim]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i4.21859
<![CDATA[The scale of measuring academic resilience in a decade has experienced rapid development. Numerous instruments have been formulated by previous researchers, but it has not explicitly measured the academic resilience for preservice teachers. The purpose is to construct a new measure of academic resilience for preservice teachers, which consists of two stages: the validity and reliability of the instrument; and continued with differences in academic resilience for preservice teachers among the fields of social, science, and language. Measurement instruments were given to lectures (eight experts) and students (n=236) from various universities in Medan, Indonesia. The content validity used V-Aiken, and construct validity used confirmatory factor analysis; reliability using the interclass correlation coefficient and internal consistency reliability. The results show that the constructs of composure, commitment, control, coordination, empathy, perseverance, and adaptive have excellent and accurate validity and reliability to measure academic resilience. The findings are specific that there are significant differences in the academic resilience for preservice teachers among field of sciences. Researchers imply that they can use these instruments appropriate and responsive to academic resilience for preservice teachers highlighting among the sciences' domain so that future research can be carried out to explore these differences.]]>
<![CDATA[School space selection preferences: Architectural perspective toward formal school ]]>
<![CDATA[Kurnia Widiastuti]]>;
<![CDATA[Mohamad Joko Susilo]]>;
<![CDATA[Hanifah Sausan Nurfinaputri]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.20726
<![CDATA[School space plays an essential role in creating a pleasurable learning atmosphere. The tendency of everyone to choose a school space also varies. By knowing this trend pattern, schools can be designed to improve student learning effectiveness. The purpose of this study was to find out which school spaces students choose to study, what kind of room criteria are needed, and distribution patterns of students' preference choices. This research used both the qualitative exploratory and quantitative methods using an open-ended question questionnaire for data collection. Data analysis techniques used qualitative analysis methods consisting of open coding, axial coding, and selective coding. The results showed that the library, mosque, and multimedia laboratory were the most preferred space for students to study at school. Some factors that influence the selection include thermal comfort, completeness of supporting facilities, and acoustic comfort.]]>
<![CDATA[Exploring the reflective typology of novice EFL teachers in a Thai university ]]>
<![CDATA[Thidaporn Jumpakate]]>;
<![CDATA[Jeffrey Dawala Wilang]]>;
<![CDATA[Corsica Kong]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v10i2.21122
<![CDATA[This paper presents the reflective typology elicited from the three data sets of reflective writings written by novice teachers in Thailand's university context. As part of an action research study to improve a novice teacher’s professional development, two teachers volunteered to write reflections for a semester of their assigned courses. Three data sets of reflective writings were submitted at the end of a 16-week semester. Due to our desire to provide a more meaningful interpretation of the reflective writings, grounded theory was used, resulting in two emerging themes-descriptive code, which refers to the description of a specific event in the classroom, and reflective code, which include acts in the classroom where the teacher considered an option and reflected on it. In the typology derived from our study, reflections on teaching, students, and self are common among three data sets. Moreover, the instructional act is a common specific code in both descriptive and reflective codes. The typology can be used to investigate novice teachers’ reflective acts to further their professional development.]]>
