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International Journal of Evaluation and Research in Education (IJERE)
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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Scoping Review on the Licensure Examination for Teachers (LET) in the Philippines Joy A. Bellen; Jose Celso S. Perez; Arlee Jen C. Avellana; Andrea Marie F. Borneo
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.23437

Abstract

The purpose of the licensure examination is to determine who among the examinees are equipped with the minimum knowledge or expertise to carry out the functions of a teacher competently. While studies on licensure examination for teachers are available, synthesis using scoping reviews has not yet been conducted. Using Arksey and O’Malley’s (2005) scoping review framework, results indicate that 1) descriptive-correlational and documentary analysis methodologies were commonly used, 2) the trends in the scope focus on finding the relationship or correlation of potential predictive factors of the performance of BEEd graduates or both BEEd and BSEd graduates with emphasis, 3) the bulk of the research focuses on academic achievement, and 4) studies identified suggestion to boost licensure performance of the TEIs. Recommendations from the articles are discussed.
The role of Islamic education teachers in fostering students’ emotional intelligence Alimni Alimni; Alfauzan Amin; Dwi Agus Kurniawan
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22116

Abstract

This research aimed to find out how the role of Islamic Education teachers in fostering students' emotional intelligence, especially in Bengkulu City Elementary Schools. This was mixed-method research using explanatory techniques. Instruments in this study included questionnaires and interviews, with the sample were teachers and elementary school students. The strategy used by Islamic Religious Education (Pendidikan agama Islam/PAI) teachers in order to improve emotional intelligence is to focus more on student activity and attitudes, as well as by carrying out activities such as regular recitations every Friday, evening prayers, reading dhikr, and fasting to improve students' spiritual intelligence. After inviting students to do positive things such as reading history books, stories and other books that can foster motivation, doing social service activities, inviting students to pray when a friend is sick or when someone dies, this is to foster empathy, and in the learning process, the teacher applies group learning strategies. Also, schools provide facilities and infrastructure for extracurricular activities such as drum bands, Banjari prayers, and khutbahs, to foster a sense of cooperation or develop relationships with other people.
Teacher preparation for local development project on students’ self-conduct Autthapon Intasena; Apantee Poonputta
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22239

Abstract

The research aimed at studying the effects of the teacher preparation for local development project on students’ self-conduct. It was also comparing the conduct of students who studied in different years. The sample group of 189 was selected through multi-stage random sampling technique. The research instruments comprised the questionnaire and interview regarding the effects of joining the teacher preparation for local development project on the conduct of students. The collected data was analyzed using descriptive statistics and testing the differences by Multivariate ANOVA (MANOVA). The findings of the research revealed that the students joining the teacher preparation for local development project had self-conduct in the areas of characteristics, relationship with community, and spatial identity at high level. The means were 3.88, 3.72, and 3.81, respectively. The fourth-year students performed self-conduct at higher level than the second years with a significance level of .01. The third- and second-year students conducted differently in the areas of their attributes only. For the third and fourth years, there was no difference in their self-conduct.
Analyzing the science achievement test: Perspective of classical test theory and Rasch analysis Law Hui Haw; Sabariah Bte Sharif; Crispina Gregory K. Han
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22304

Abstract

Assessment in teaching and learning allows both instructor and students to evaluate the achievement, performance and improve upon it. The achievement test appears as one of the most commonly used assessment tools to determine students' gains in the cognitive domain. The study analysed science achievement test (SAT), a multiple-choice test for grade 10 senior secondary school students. The 50 SAT items were developed in compliance with the Malaysian science curriculum specification. The face and content validity of SAT were validated by experts in the science field. The SAT was administered with 50 students in a pilot study. The collected data was analysed using item analysis based on classical test theory (CTT) and Rasch analysis. In terms of difficulty index (p), item analysis showed that there were five difficult items, 33 moderately difficult items, and 12 easy items. Findings also reported eight items presented as poor items due to the poor discriminating power. The SAT showed a good coefficient of 0.862 for Kuder-Richardson 20 (KR-20) and 0.851 for the split half method. While the Rasch analysis showed a reliable and good separation for both item and person. Besides, the Rasch analysis displayed that there are two items should be refreshed or removed. The study revealed that the SAT was a solid, valid, and reliable tool, which is suitable to be used to measure the student’s achievement in science.
Students’ perception on TPACK practices on online language classes in the midst of pandemic Daniel Ginting; Fahmi Fahmi; Yusawinur Barella; Muhamad Hasbi; Kadnawi Kadnawi; Ahmad Ridho Rojabi; Ainu Zumrudiana
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.23014

Abstract

This study investigated technological pedagogical and content knowledge (TPACK) practices during the current COVID-19 pandemic and examined factors influencing students’ perceptions of effective online learning. This study gathered the primary data from 90 university students from four study programs via the online questionnaire. Using an analysis of variance (ANOVA) statistical tool for data analysis, this study found that students’ perceptions of their teachers’ teaching performance in the fully online programs are not significantly different across four study programs. This finding implies that regardless of their study programs, the students had expected that teachers should pay attention to some vital aspects in online learning: using the same learning management system (LMS) for all study programs, and preparing designing practical online modules, taking care of the organization of teaching inputs that promote students’ critical thinking, delivering various teaching inputs and methods, intensifying teachers’ presence in monitoring students’ learning progress, motivating students to learn, and promoting teacher-student mutual respect through effective communication. This study also revealed that teachers play a pivotal role in achieving effective online learning during the pandemic.
Collaborative project-based learning to train students for conducting the training project for older adults Phetcharee Rupavijetra; Prachyanun Nilsook; Jira Jitsupa; Tipparat Nopparit
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22888

Abstract

This research aimed to study the results of collaborative project-based learning by students studying the training technique course to conduct training programs for older adults in state home care in Chiang Mai, Thailand. The population consisted of 40 undergraduate students from different faculties and years. The instruments used for data collection consisted of the lesson plan of the training technique course, student behavior form, journal form after teaching, student products, student reflection journals, the questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students’ learning, and training evaluation based on the level of satisfaction of the older adults. The research separated students into two groups based on different faculties, each group was composed of 20 students, and they could learn better in a small group. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students for conducting training projects for older adults successful. The students had a change in their attitudes, behaviors, knowledge, skills, and experience in conducting training, their satisfaction showed at the highest level (97.50%). Students were satisfied with the project-based learning at the highest level (90%), and especially the opportunity to gain knowledge and experience from conducting training programs at the highest level (95%). The older adults’ satisfaction from participating in two training programs conducted by the students was at the highest level (100%) too.
Teachers’ conceptions of music teaching: A systematic literature review 2010-2020 Karla Valdebenito; Alejandro Almonacid-Fierro
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22950

Abstract

This article provides an overview of research in music education between 2010 and 2020 and affords a systematic review of literature related to the experiences of teachers in teaching music in the classroom. The literature reports that music teaching depends mostly on the teacher, who must employ teaching-learning strategies according to the initial training received and the different educational contexts of professional practice. The article has the objective of analyzing the teaching practices that teachers deploy in the regular classroom of primary and secondary education. Bibliographic information was collected from the Web of Science, Scopus, and EBSCO databases. The inclusion of studies was based on having the elements of the search strategy and the selection process through inclusion criteria according to the stated objective. There were 21 selected articles. The results indicate that musical interventions by teachers in the classroom depends on some factors: i) Socioeconomic context of the educational institution; ii) Educational policies, initial teacher training; and iii) Insufficient support for this discipline. The conclusion according to the teachers’ perceptions indicate that music teaching depends on the purposes of the educational institution, the professional development of the teacher, and the teacher's preparation in the management of musical content and teaching skills.
Guided inquiry laboratory to improve research skills of prospective biology teachers Djohar Maknun; Zuhdan Kun Prasetyo; Djukri Djukri
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22104

Abstract

This study described guided-inquiry laboratory impact on increase in research skills of prospective biology teachers. Skill research indicators are designing, implementing, and reporting. This study was a non-equivalent control group design using experimental and control groups. Data were collected from 60 participants through observation of research skill indicators, namely designing, performing, and reporting then analyzed quantitatively-descriptively. The sample was selected using purposive sampling. The results confirmed that the guided-inquiry laboratory application has a more effective impact on improving research skills than ordinary learning. Each indicator of research skills (designing, performing, and reporting in the experimental class) meets the "Medium" category, while the "Low" category in the control class. This study concluded that the guided inquiry laboratory has a positive impact in improving the research skills of prospective biology teachers. This research provides a reference for teachers to explore the research abilities of their students.
Teacher collaboration: Significant influence on self-efficacy of secondary school teachers Nor Syahrul Bariyah Johari; Norazlinda Saad; Marini Kasim
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22921

Abstract

Teacher collaboration is an aspect that needs to be given due attention in the educational institutions in order to sustain the improvement of teachers’ learning. This study was conducted to examine the influence of secondary school teacher’s collaboration on their self-efficacy. Research design was based on quantitative approach by cross-sectional survey. Data collection via questionnaires was performed to obtain demographic information of respondents, as well as data on teacher collaboration and self-efficacy. A number of 410 secondary school teachers in the northern part of peninsular Malaysia were involved in the study as survey respondents. The collected data was processed and analyzed using statistical package for the social sciences (SPSS) via frequency, mean, standard deviation, Pearson correlation and multiple regression analysis. The study found that the level of teacher collaboration and teachers’ self-efficacy among secondary school teachers is high. The findings also discovered that there was positive relationship between teacher collaboration and teachers’ self-efficacy. In addition, the dimension of teacher collaboration was found to have a significant influence on the teachers’ self-efficacy. Thus, the findings clearly indicated the importance of the collaboration practices between teachers in influencing the self-efficacy of teachers.
Students’ satisfaction with simulated skills in simulation labs unit Rateb Abuzeid; Samer Al Haliq; Abdalmajeed Mobrad; Nabeel AbdulQader; Ahed Al Najjar; Romeo Bangasan
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.23036

Abstract

Examining students’ contentment with simulation is crucial for giving local and foreign academic teaching personnel feedback. The purpose of this study was to compare students studying emergency medical services’ simulation satisfaction. There were 193 students involved in a comparison cross-sectional design during the second semester of the academic year 2018 utilizing a paper-based English version of the satisfaction with simulation experience scale. The findings revealed a slight to moderate positive correlation for factor two (clinical reasoning), 0.510 (P<0.001); and factor three (clinical learning), 0.628 (P<0.001) for students. A slight negative correlation was also found in factor one (debrief and feedback) 0.092 (P<0.001). The study showed that the reliability was 0.906 for factor one, 0.860 for factor two and 0.872 for factor three. Cronbach’s Alpha for all factors: 0.937. ANOVA showed that factor three is significant with students’ level (df 3, f, 4.186, sig. 0.007). Compared to other factors, students were less satisfied with clinical learning simulation, due to unfamiliarity of students with the simulation mannequin and environment. The frequent implementation of simulation practice in emergency medical services field is highly recommended to enhance mainly clinical learning, master new skills and satisfaction with the learning experience.

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