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Dede Salim Nahdi
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ijeir@unma.ac.id
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Universitas Majalengka Jalan KH. Abdul Halim No. 103 Majalengka Jawa Barat 45418
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INDONESIA
International Journal of Educational Innovation and Research
Published by Universitas Majalengka
ISSN : -     EISSN : 28100808     DOI : https://doi.org/10.31949/ijeir
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
International Journal of Educational Innovation and Research (IJEIR) is a scientific journal published by Universitas Majalengka, West Java - Indonesia. The aims of the journal are to facilitate scientific publication of the results of research in the education field and participate to boost the quality and quantity of research for academics and researchers. International Journal of Educational Innovation and Research (IJEIR) is published two times a year.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 112 Documents
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Students’ knowledge on the identification and use of physics laboratory apparatus in post-basic schools in Ilorin, Nigeria Wasiu Olayinka Yahaya; Abdulrasaq Oladimeji Akanbi
International Journal of Educational Innovation and Research Vol. 2 No. 1 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v2i1.4100

Abstract

Physics teaching and learning theoretically may not achieve its full objectives without the integration of laboratory activities. The study measures post-basic school students’ knowledge of identification and use of physics laboratory apparatus so as to ascertain their readiness for external examinations. The method adopted was descriptive survey of cross sectional type of research that enables data collection through measurement tool. One hundred and forty-three physics students’ check-lists were analysed using descriptive statistics (frequency count and simple percentage). The findings of this study revealed that out of the commonly identified physics laboratory apparatus, students high strength was recorded in identifying the apparatus like retort stand, weight/mass, meter rule, pendulum bob, knife edge, optical pin, glass prism and test tube. The students show high strength in stating correct use of the apparatus like meter rule, stop watch, beaker, ammeter and voltmeter. It is recommended that pasting and displaying the apparatus pictures, name of the apparatus, its uses/functions beside it in the physics laboratory wall and early exposure of the students to laboratory activities will help the students in apparatus identification and prepare them for external examinations.
Students’ perception of team-based learning: evidence in Economics Gemma Abío; Manuela Alcañiz; Marta Gómez-Puig; Luis Ortiz-Gracia; Vicente Royuela; Glòria Rubert; Mònica Serrano; Alexandrina Stoyanova
International Journal of Educational Innovation and Research Vol. 2 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v2i2.4203

Abstract

Today’s new teaching and learning methodologies in higher education have moved the center from teacher to student and from teaching to learning. Since Team-Based Learning (TBL) is one of the most frequently used active learning methodologies that have emerged, the objective of this paper is to analyze and evaluate students’ perception of this methodology. To that end, first we study the positive and negative aspects of TBL considered by students. Then, we define a synthetic indicator to evaluate the degree of satisfaction of students with this methodology and analyze it according to sociodemographic variables. Finally, we analyze whether there is any correlation between the degree of satisfaction of each student and their individual final grade in global terms. The analysis is performed using a database (which includes information of 657 students) created by merging two datasets: an online questionnaire answered by students, and academic and sociodemographic information of the students who participated in the questionnaire. The main results show that TBL is perceived as a positive methodology, with respect to improving teamwork abilities. Significant differences in several competences were found by age groups, between students with or without a paid job, and depending on the educational attainment of their parents. The students’ perception of TBL regarding motivation and performance during the learning process gives information about the sociodemographic characteristics of the students who will show greater acceptance and appreciation of the introduction of TBL.
Stoking the Fires of Pre-service Educators through Aboriginal and Torres Strait Islander Ways of Learning Sharon Louth; Keane Wheeler; Romina Jamieson-Proctor; Tracey Sanderson
International Journal of Educational Innovation and Research Vol. 2 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v2i2.4600

Abstract

Great emphasis has been placed on embedding Indigenous knowledges and perspectives in western-based education systems and pedagogical practices. This study discusses the results of a four-month program for pre-service teachers that targeted best-practice Aboriginal and Torres Strait Islander pedagogy.  The program challenged existing notions of western-based teaching and learning through innovative approaches to the design of learning. Specifically, the program has been underpinned by the 8 Ways Aboriginal Pedagogical Framework which focuses on interconnected learning experiences which have been developed through Aboriginal systems, protocols, values and processes. The program embedded authentic practices aimed at empowering pre-service teachers. The research design explored four dimensions of empowerment relating to embedding Aboriginal and Torres Strait Islander perspectives: knowledge, understanding, perceptions and attitudes. Quantitative survey data was gathered pre and post program and paired samples t-tests were conducted and found all four dimensions of empowerment improved significantly following the program (p < 0.05). The results of this study demonstrate the effectiveness of teaching, learning and assessing through the lens of the 8 Ways Aboriginal Pedagogical framework to increase teacher agency to become more culturally responsive educators.
The Effect of Biology Teaching Materials on the Academic Performance of Senior Secondary School Students in Ilorin West, Ilorin, Kwara State Florence Omosholape Abidoye; A. Adekunle Abidoye; Malik S. Olaide
International Journal of Educational Innovation and Research Vol. 2 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v2i2.4625

Abstract

This study examined the impact of Biology instructional materials on the academic performance of senior secondary school students in Ilorin West LGA, Kwara State, Nigeria. It employed a descriptive survey research design and targeted Biology students in senior secondary schools. A random sampling technique was used to select 120 students. Data was collected using a questionnaire and analyzed using frequency count, percentage, mean, standard deviation, independent t-test, and ANOVA. The findings revealed a significant positive effect of Biology instructional materials on students' academic performance. Students taught with these materials outperformed those without them. However, no significant differences were found based on gender and class size. The study also highlighted the importance of school type, showing a substantial influence of Biology instructional materials on academic performance. Recommendations include the Ministry of Education providing instructional materials, Biology teachers incorporating them in lessons to foster competition, government support for public schools in obtaining instructional materials, and additional infrastructure like classrooms and laboratories..
Students' View of Causes, Forms and Solutions of Lecturers' Involvement in Corrupt Practices in Tertiary Educational Institutions, Kwara State Nigeria Shofiu Adewuyi Rasheed
International Journal of Educational Innovation and Research Vol. 2 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v2i2.4680

Abstract

This descriptive survey investigated students' views on lecturers' engagement in corrupt practices within Kwara State's tertiary educational institutions in Nigeria. The study targeted NCE. Three-level students, with 150 respondents randomly sampled using stratified and purposive techniques from public Colleges of Education. A researcher-designed questionnaire was used, addressing four research questions. Mean and standard deviation analyzed the data, revealing a high level of lecturer involvement in Corruption. Causes cited included greed, students' disinterest in learning, weak enforcement of anti-corruption laws, and lecturer intimidation. Corrupt practices identified encompassed money extortion from students, sexual harassment, score manipulation, forcing `handout purchases, and certificate forgery. Proposed solutions included timely salary payments, robust anti-corruption groups, funding lecturers' international conferences, strict sanctions against wrongdoers, and merit-based recruitment and promotion. These findings emphasize the need to combat Corruption, preserve institutional integrity, and create a conducive learning atmosphere. Implementation of effective anti-corruption measures can promote ethical academic conduct, ensuring transparent and accountable educational systems. Further research and practical interventions are vital to curb Corruption's impact on Nigeria's educational sector.
Effectiveness of Multimedia Courseware Based Instruction on Senior School Students’ Retention in Linear Equation Word Problems Ridwan Enuwa Mohammed; Khadijat Saka Ameen; Ayuba Bala
International Journal of Educational Innovation and Research Vol. 2 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v2i2.4700

Abstract

The increasing popularity of Multimedia courseware in education aims to address the challenges posed by abstract concepts and the consequent underachievement of students. It is also relevant to consider the limitations of working memory resources during multimedia courseware based instruction of abstract concepts in order to evaluate irrelevant factors that create unwanted cognitive drain and make retention difficult. The study investigated the effects of multimedia courseware based instruction on senior school students’ achievement and retention in linear equation word problems in Mathematics. The study adopted a quasi-experimental research design. In Gombe State Nigeria, 120 students (69 males and 51 females) were selected from three co-educational senior schools allocated either into experimental group or a control group. The results of the study indicated that students exposed to multimedia courseware based instruction achieved and retained linear equation word problems than their counterparts who were exposed to conventional teaching method. There was significant difference between the mean retention scores of male and female students exposed to multimedia courseware based instructions which the result is in favor of female students. High, medium and low achievers’ students exposed to multimedia courseware based instructions retained the concept of linear equations involving word problems and high scorer retained better. Based on the above findings it was recommended that multimedia courseware based instruction should be used in teaching and learning of Mathematics as it was found capable of improving students’ retention in linear equation word problems in Mathematics.
Parents’ Perception Towards Online Education Md. Solaiman Jony; Sazia Sultana
International Journal of Educational Innovation and Research Vol. 2 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v2i2.5039

Abstract

Due to COVID-19 pandemic educational institutions of Bangladesh was forced to shut down and had no option but to operate online education for the continuation of education by maintaining social distancing. As an important stakeholder of children’s education, parents played an influential role for supporting students’ online education during the crisis moment. However, despite numerous benefits of online education for the continuation of learning it is comparatively newer concept for many of the parents in Bangladesh. This study was an attempt to explore parents’ perception of online education through different factors. A total of 350 parents were asked regarding the online education and its usefulness in the context of global crisis by using a survey. A descriptive statistic is used to analyze the responses of the parents and the results indicated that parents were overall satisfied with the introduction and application of online education during the pandemic. However, parents claimed lack of digital devices and ability to use technology, poor or unstable internet connection, physical absence of teacher/instructor, lack of assessment and poor self-regulation are the barriers of online education. Moreover, parents considered that traditional learning is preferable to online learning.
Investigating the Benefits of Multimodal Project-Based Learning in Teaching English to International Students Amr M. Mohamed
International Journal of Educational Innovation and Research Vol. 2 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v2i2.5085

Abstract

This research investigates how English as a Foreign Language (EFL) educators in Saudi Arabian higher education institutions modify their approach to implement project-based learning (PJBL) in their classrooms. Eleven EFL teachers with experience in PJBL implementation were selected for email interviews, and the data were analyzed using thematic analysis. The data was procured by means of email interviews conducted with the participants, wherein the interview questions were formulated based on the research inquiries and encompassed various dimensions of PjBL implementation in EFL instruction. The participants were instructed to furnish their responses to the questions via email, and subsequently, their replies were meticulously transcribed verbatim. The results showed that the teachers employed various adaptation strategies, including modifying the project tasks to suit the language level of the students, using scaffolding techniques to support learning, and incorporating multimodal elements into the projects. The study highlights the importance of teacher autonomy and flexibility in adapting PJBL to the needs of EFL learners. The findings also suggest that PJBL has the potential to enhance language learning and promote critical thinking skills. However, some limitations to PJBL implementation were identified, such as the need for additional training and resources. The study provides recommendations for EFL teachers and institutions to improve PJBL implementation and support effective language learning.
Teachers’ Challenges and Coping Strategies in Conducting Mental Health and Psychosocial Support Activities Concept Tual; Mary Jane Omandam
International Journal of Educational Innovation and Research Vol. 2 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v2i2.5213

Abstract

Mental Health and Psychosocial Support, or MHPSS, are significant in our wellbeing. During pre-pandemic, some professionals and practitioners were trained to conduct MHPSS. However, teachers are now recognized as providers because of the wide call for the integration of MHPSS in education. Thus, the researcher aimed to explore teachers' experiences conducting MHPSS for students. The study participants are classroom teachers with one to three years of experience in the Department of Education under a teacher induction program and assigned to a school with mental health practitioners like guidance counselors and school nurses. The data is analyzed using the case study model of Meriam and Tisdell. The study revealed the circumstances where students' support, activities conducted, challenges encountered, coping strategies, and responses of the recipients. The study served as an evaluation of the support and intervention in the school setting. Practitioners may use the result of this study to identify the areas where teachers need help the most. Future researchers may examine teachers' experiences assigned to schools without mental health professionals and practitioners to identify more challenges and coping strategies.
Perceptions, Challenges and Coping Strategies of Mathematics Teachers in the Implementation of Limited Face-To-Face Classes Meryl Fe Gumera; Elmar B. Ancog
International Journal of Educational Innovation and Research Vol. 2 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v2i2.5305

Abstract

This study investigated how mathematics teachers at Ozamiz City School of Arts and Trades perceived the implementation of limited face-to-face classes. The researcher purposively identified ten (10) secondary mathematics teachers, parents, and students who have participated in the implementation of limited face-to-face classes. A semi-structured interview was utilized to interview the Mathematics teachers, parents, and students at OCSAT. All online and offline interviews were recorded and verified because the researcher sought to capture the data precisely and comprehensively. Using Merriam Case Study Model, particularly a three-component triangulation, the outcome is supported by the feedback from parents and students to have an authenticity of results from the main respondents. This model helps identify the perceptions, challenges encountered, coping strategies, and suggestions and recommendations by the mathematics teachers in implementing limited face-to-face classes. Results showed that mathematics teachers acquire a sense of positivity because, with almost two (2) years of modular distance learning, teachers become excited to teach again. However, disadvantages occur using this modality that make teachers drained physically and mentally. With inconsistent findings using dissonance theory, the need to resume full in-person instruction was concluded.

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