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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 2,043 Documents

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From the environmental identity to the behavior: The status of pre-service science teachers Esra Kızılay; Nagihan Tanık Önal
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 2: June 2019
Publisher : Institute of Advanced Engineering and Science

In this research, the environmental identity of pre-service science teachers and their behaviors towards environmental problems were examined according to gender and grade. In the study, a path diagram is formed by evaluating the relationship between the variables. 215 pre-service science teachers of a university in Turkey, have participated in the study. The Environmental Identity Scale and the Environmental Problems Behaviour Scale were used as data collection tools. In the research, it was found that female students' averages environmental identity score was higher than males’ average score. There was no significant difference between pre-service teachers' environmental identity according to grade. It was found that female students’ average behavior score towards environmental problems was significantly higher than the average score of males. In the study, it was found that the average behavior scores towards environmental problems of the pre-service science teachers who are in the third and fourth grade were significantly higher than the average scores of the first and second-grade students. The research revealed a moderate relationship between pre-service science teachers' environmental identity and their behaviors towards environmental problems. 18% of the change in the behaviors of pre-service teachers towards environmental problems can be explained by their environmental identity

Gamified Android-Based Academic Information System Henry Setiana; Seng Hansun
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 2: June 2017
Publisher : Institute of Advanced Engineering and Science

Student is often lazy when it comes to studying, and how to motivate student was one of the problem in the educational world. To overcome the matters, we will implement the gamification method into an Academic Information System. Academic Information System is a software used for providing information and arranging administration which connected with academic activities. By implementing the gamification method, it is expected to improve student’s interest on the study programs. Gamification itself is a process with the purpose of changing non-game context into a more interesting application by integrating game thinking, game design, and game mechanics. From the evaluation result, it is concluded that the application has been successfully built and the gamification method has been successfully implemented to improve student’s interest and the most influential gamification features are point and reward.

ICTs in Learning in Pakistan Taimur Ul Hassan; Abdul Rahim Sajid
International Journal of Evaluation and Research in Education (IJERE) Vol 1, No 2: December 2012
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (108.235 KB)

The paper investigates the barriers to the integration of Information and Communication Technologies (ICTs) at the secondary level learning in Pakistan, with focus on Punjab province. Exploring major barriers to the integration of ICTs at the school level, teacher level and student level and possible enablers to these barriers is the major focus of study. Sequential mixed method design is used. Interviews were analysed qualitatively whereas survey questionnaire were analysed quantitatively. It is observed from the findings that most of the participants are having positive perceptions about the integration of ICT into their teaching and learning. Administrators and ICT coordinators revealed many barriers and possible enablers to the integration of ICTs. Many of these barriers are verified by the teachers and students later on however there were some barriers which were not endorsed by the teachers and students.DOI: http://dx.doi.org/10.11591/ijere.v1i2.1244

The impact of parental involvement and education on academic achievement in elementary school Miranda Avnet; David Makara; Karen H Larwin; Matthew Erickson
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019
Publisher : Institute of Advanced Engineering and Science

The academic achievement of students in schools is subject to a variety of factors, many of which are beyond the control of the student. Factors such as parental involvement, parental level of education, and disability all influence the academic achievement and learning of students. The study analyzed nation-wide survey data on students in elementary school and investigates the relationship between student achievement and multiple variables. The variables were parental involvement, and the existence of Autism Spectrum Disorder (ASD) or other disability. Results indicated that students, both ASD and typically developing, have lower parent involvement if they are successful in school.

Orientation to Happiness as a Predictor of University Students’ Engagement Maria Fernanda Durón-Ramos; Fernanda García Vázquez
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 4: December 2018
Publisher : Institute of Advanced Engineering and Science

There is empirical evidence for a close link between positive personal components and students' engagement in academic activities. Personal well-being is a construct that can be studied from a variety of angles. Recent studies point to the relevance of orientation to happiness examining three types of well-being. The main objective of this study is to test the relationship that orientation to happiness has with university students' engagement at a public institution in northern Mexico. A stratified probabilistic sample of 266 students was used. The internal consistency of the scales was analyzed using the SPSS package and a model of structural equations in the EQS program. Results indicate is a direct and significant relationship between the orientation to happiness and the students' engagement. This supports the importance of promoting positive factors in students to improve their academic and personal development.

The Teachers’ Professional Competence Role in Implementing School-Based Management: Study Analisys at Secondary School in Pare-Pare, South Sulawesi Province, Indonesia Syahruddin Lasadike; Andi Ernawati; Mohd. Anuar B. Abdul Rahman; Ahmad Johari B. Sihes
International Journal of Evaluation and Research in Education (IJERE) Vol 2, No 3: September 2013
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (148.871 KB)

This study aims to identify the teachers’ professional competence role in the implementation of School-Based Management (SBM). It was conducted at Junior Secondary Schools in Pare-Pare, South Sulawesi Province, Indonesia. It used the mixed method, include survey and interview methods. Its result showed that the teachers’ professional competence has a significant impact towards the implementation of SBM. Furthermore, one of the important strategies in improving the quality of SBM is the teachers’ professional development in order to enhance teachers’ performance, commitment, and motivation.DOI : http://dx.doi.org/10.11591/ijere.v2i3.2577

THE ROLE OF DEPRESSION, LONELINESS AND SUBJECTIVE WELL BEING IN PREDICTING ACADEMIC ACHIEVEMENT Kose, ?brahim Alper
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.v9i1.20296

Previous literature pointed out that there was a relationship between psychological constructs and students? academic achievement. In the frame of this basement, therelationships between psychological constructs;components of subjective well-being, loneliness, depression, and academic achievement were tested in a proposed model.As a research group, 488 university students in Bolu-Turkey were participated. Research data were examined by bivariate correlations and hierarchical multiple regression analysis. Results showed that depression wassignificant predictor of academic achievement. In addition, the impact of depression on students? achievement was enhanced by loneliness andSWB components? additive contribution was not significant. Depression and loneliness explained a substantial amount of variance in the prediction of academic achievement. These findings are discussed in the frame of related literature. As implications, higher education administrators, policy makers, academic staff should take in consideration that psychological constructs are related to student achievement. Counseling services should established or developed specifically at the universities.

Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers Nilesh Kumar Patel
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018
Publisher : Institute of Advanced Engineering and Science

This study aimed at finding out the effect of Integrated feedback on Classroom climate of secondary school teachers. This research is experimental in nature. Non-equivalent control group design suggested by Stanley and Campbell (1963) was used for the experiment. Integrated feedback was treatment and independent variable, Classroom climate was dependent variable and pre- Classroom climate, and Intelligence were considered as covariates. The sample of the study comprised of 77 secondary school teachers and 220 students studying in secondary classes from purposively selected four schools of Indore city. The data for Classroom climate, Job satisfaction and Intelligence were collected through standardized tools. One-way ANCOVA and 2X2 factorial design ANCOVA were used for data analysis. Hypotheses were tasted at level of significance with α = 0.05. It was found that the treatment has significant effect over Classroom climate when pre- Classroom climate was taken as covariate. The results also shown that Classroom climate was independent of the treatment when Intelligence and pre- Classroom climate were separately considered as covariates. In addition, classroom climate was also found independent of interaction between feedback and intelligence when pre – Classroom climate was taken as covariate.

PROGRAMME D’ÉDUCATION BILINGUE SPÉCIAL (PEBS) AU CAMEROUN : ÉTAT DES LIEUX, OPPORTUNITÉS ET DÉFIS Achille Fossi
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 (98.471 KB)

This article explores and analyzes a new initiative in bilingual education, launched at the beginning of the 2009-2010 school year in certain secondary schools in Cameroon. The Special bilingual education programme (SBEP), which is still in its beginning phase, aims essentially at training students to communicate effectively and with as little anxiety as possible in the country’s two official languages, English and French. Upon examining the various reasons for the programme and the context in which it has been implemented, existing scientific research in second language acquisition points to the conclusion that the success of this most relevant programme would eventually lead to a complete remodelling of the French-English bilingual education system in Cameroon.DOI: http://dx.doi.org/10.11591/ijere.v2i4.2929

A study on the effectiveness of coping with test anxiety program based on cognitive-behavioral approach Fulya Türk; Ayşe Nur Katmer
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019
Publisher : Institute of Advanced Engineering and Science

The purpose of this study is to examine the impact of the program for coping with test anxiety based on the cognitive-behavioral approach on the levels of test anxiety, irrational thoughts, coping levels and academic self-efficacy perceptions of adolescents in the 8th grade. The study was performed as a semi-experimental study based on pre-test and post-test model with an experimental group and a control group. There were 32 students studying in the 8th grade in Kilis during the 2018-2019 school year participated in the study. While a seven-session Coping with Test Anxiety program based on Cognitive-Behavioral approach was applied to the students in the experimental group, no study was conducted with the control group. The Mann-Whitney U Test, Friedman Test, and Wilcoxon Signed-Rank Test were used in the analyses of data obtained from the study. According to study results, it can be said that the program for coping with test anxiety based on the cognitive-behavioral approach was significantly effective in the levels of test anxiety, irrational beliefs and active and avoidant coping levels of the adolescents while it was not effective in academic self-efficacy perceptions and negative avoidant coping levels.

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