International Journal of Evaluation and Research in Education (IJERE)
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2012 research outputs found
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Validity and reliability “K² REBT” group counseling module depression among students
Get PDFDepression among teenagers, especially students, is an increasing concern with serious consequences, including criminal behavior and suicide. This study develops a rational emotive behavior therapy (REBT) counseling module aimed at reducing irrational beliefs and enhancing the cognitive, emotional, and behavioral well-being of depressed students. The module comprises four sub-modules: self-acceptance, feelings, beliefs, and challenging, based on established REBT principles. The 30 students diagnosed with depression participated in reliability testing, while content validity was assessed by five experts, yielding a high validity quotient of 0.930. The module’s reliability was confirmed with a Cronbach’s alpha of 0.964, indicating strong internal consistency. These findings suggest that the REBT Module is a highly valid and reliable tool for improving coping strategies and alleviating depression among students, making it a valuable addition to school counseling programs
The self-efficacy of education students in understanding materials and mathematical problem-solving
Get PDFThe present study investigates the self-efficacy (SE) of education students concerning their understanding of educational materials and mathematical problem-solving skills. SE, a crucial motivational construct, plays a vital role in academic achievement and cognitive development. The research employed a quantitative approach, utilizing a structured questionnaire to collect data from 155 mathematics education students and 67 biology education students. The questionnaire using a Likert-type scale comprised two main sections: one assessing SE beliefs related to understanding educational materials and the other focusing on SE beliefs associated with mathematical problem-solving. The data analysis was performed using descriptive and inferential statistical methods, including correlation analysis and independent t-tests by JASP 0.16.3.0. The findings provide valuable insights into the SE of education students in the context of different disciplines. The study reveals the overall SE levels of mathematics and biology education students in understanding educational materials and mathematical problem-solving are moderate level. There is no significant relationship between the SE of mathematics and biology education students in understanding materials and mathematical problem-solving. However, there are significant differences in SE for both understanding materials and mathematical problem-solving between the two groups. The implications of these findings for instructional practices are discussed
Practices and challenges of preservice teachers on flexible learning modality
Get PDFThis study examined the level of the preservice teachers’ practices in terms of adaptability and time management and the extent of the challenges in terms of internet connectivity and learning environment on flexible learning modality in the post-pandemic time. The study further looked into the relationship between preservice teachers’ practices and their challenges. The study employed a descriptive-correlational approach to comprehensively understand the practices utilized by preservice teachers and the challenges they encounter in adapting to flexible learning modalities. The results reveal that the level of the practices the preservice teachers apply in flexible learning modality is high, and the extent of challenges is also high. Furthermore, the results indicate a significant relationship between the practices and preservice teachers’ challenges in flexible learning. This study contributes to the field of education by providing insights into the adaptability and resourcefulness of preservice teachers navigating flexible learning modalities in the post-pandemic context. Moreover, the findings gave educational institutions and policymakers a glimpse of possible support strategies to improve flexible learning frameworks
Emotional profile of learners in self-isolation period
Get PDFThe purpose of the study was to identify the main factors affecting the emotional state of students in self-isolation. The study was carried out surveys of students of L.N. Gumilyov Eurasian National University. As a result of the study, it was found that the COVID-19 pandemic significantly affected students, causing them stress, anxiety and loneliness due to forced self-isolation and transition to distance learning. The study found that strong family relationships, friend support, and lecturer attention positively impacted students’ stress levels, loneliness, and emotional well-being. The conducted study also revealed that learning factors such as study load, ways of learning and degree of self-efficacy play an important role in students’ emotional well-being. A survey of students revealed that they used various methods of emotional self-regulation such as meditation, breathing exercises, sports and creative activities
Navigating adversity: the relationship between academic entitlement and resilience in male undergraduates
Get PDFIn today’s academic landscape, there is growing concern about the rise of academic entitlement among students and its potential impact on their psychological resilience. This study aimed to examine the relationship between academic entitlement and psychological resilience among university students, and to determine if academic entitlement subscales can predict resilience. The participants were 746 male undergraduate students from the Faculty of Education at Al-Azhar University, aged 19-25 years (M=21.41, SD=.952). Students completed the academic entitlement scale (AES) and the Connor-Davidson Resilience Scale (CD-RISC). The results revealed a significant negative correlation between overall academic entitlement and psychological resilience (r=-.801, p<.01), supporting the first hypothesis. Multiple regression analysis showed that both academic narcissism (β=-.237, p<.001) and academic outcome (β=.132, p<.001) subscales were significant predictors of psychological resilience, confirming the second hypothesis. These findings suggest that addressing entitled attitudes and fostering resilience should be key priorities for higher education institutions. Implications include developing targeted interventions to reduce academic entitlement and enhance resilience among students, potentially improving their academic performance and psychological well-being. Future research should explore additional factors influencing this relationship and evaluate the effectiveness of interventions across diverse student populations
Challenges of educational leaders’ utilization of educational portal information systems
Get PDFThe study aims to determine the challenges that hinder the adoption of educational portal information systems by Omani educational leaders, in order to explore the manner through which their capabilities can be improved. Moreover, the study uses quantitative research through the questionnaire as the main research instrument. The research population consisted of all educational leaders of the educational portal information systems in the Sultanate of Oman. The research sample included 96 individuals from the study population, selected using a convenience sampling method. Moreover, the study findings concluded that the challenges hinder the adoption of educational portal information systems obtained a moderate response degree, whereas the requirements for developing educational portal information systems obtained a very high response degree. Moreover, there were no statistically significant differences in the challenges hinder the adoption of educational portal information systems and the requirements for their development attributed to the variable of gender, years of experience, technological competency, and job position. Lastly, the study recommends the necessity to encourage leaders to participate in workshops and to keep educational leaders continuously updated on the latest improvements of the educational portal is necessary
The importance of international mindedness in promoting intercultural communication within international schools
Get PDFThe globalization has led to an increasing number of international schools worldwide, comprising individuals from diverse cultures. This trend presented numerous multicultural challenges, particularly for those who experience difficulties adapting to multicultural environments. International mindedness (IM) is a crucial aspect of the international baccalaureate (IB) curriculum, playing a significant role in promoting intercultural communication at international schools. This study aimed to explore the significance of IM in fostering intercultural communication, with a specific focus on five teachers in the middle year program (MYP) of two IB schools using a phenomenological approach. Data collection was conducted through semi-structured interviews, and the study employed thematic analysis to address research questions systematically. The findings revealed that participants recognize several elements of IM, including open-mindedness, acceptance of different cultures, empathy, and tolerance. Teachers were identified as vital in developing IM, necessitating them to be respected figures accepted by students and to provide effective teaching strategies. The study highlighted the importance of self-awareness and adaptability skills for teachers in fostering intercultural interactions. A cultural training program can be recommended for developing teachers’ IM, particularly to enhance teachers’ knowledge and perspectives in promoting intercultural communications
Development and instrument validation of Indonesian achievement motivation scale using the Rasch model
Get PDFThis research involves the development of items on an achievement motivation scale that is used in improving the achievement motivation of senior high school students. No research on instrument development has been carried out on measuring the level of achievement motivation of senior high school students in Indonesia. Participants tested the development of 38 items and consisted of 1,909 respondents as students from senior high schools in the City of Surabaya. The utilized analysis technique was the Rasch model. Results of applying the Rasch analysis indicated that achievement motivation scale was good, proper, and appropriate in items to the model. The accomplishment motivation scale is a valid and dependable instrument for precisely determining pupils’ levels of accomplishment motivation. In light of the achievement motivation scale results, this study explores the consequences and suggests directions for future research on the use of guidance and counseling
Drama-based strategies for vocabulary development in young English learners in the western region of Saudi Arabia
Get PDFThis study investigates the efficacy of drama-based methodologies in English vocabulary acquisition among young learners in Saudi Arabia, addressing a significant gap in the Saudi English as a foreign language (EFL) context. Employing a descriptive, quantitative research design, the study surveyed 137 English language instructors from the Jeddah Educational Directorate. The findings reveal that diverse dramatic activities yield substantial benefits in English language learning, particularly in vocabulary acquisition. Key advantages include enhanced motivation for contextual vocabulary usage, improved learner engagement, increased self-confidence, and enhanced communication skills. The study highlights the superiority of varied and engaging drama-based techniques, such as role-playing, over traditional methods in fostering a dynamic and conducive learning atmosphere. While acknowledging challenges like increased teacher preparation time and students’ initial reluctance towards active participation, the research concludes that drama-based instruction represents an effective pedagogical approach for teaching English vocabulary to young learners. The study proposes significant implications for educational policy, recommending the integration of drama-based English textbooks into the curriculum and the incorporation of drama techniques in teacher training programs. This research contributes valuable insights to ongoing discourse on innovative EFL teaching methodologies in the Saudi Arabian context
Flipped classroom approach of language education: a systematic review
Get PDFThe flipped classroom approach has emerged as an innovative pedagogical model in language education, transforming traditional teaching methods by reversing the conventional sequence of instruction and homework. The objectives of this systematic literature review are to examine the impact of various technological enhancements on the effectiveness and student engagement in flipped classrooms. Secondly, to explore the perceptions and attitudes of students and teachers towards flipped classroom methodologies across different educational contexts. Thirdly, to assess the effects of flipped classroom approaches on students’ academic performance and critical thinking skills across various disciplines. This study conducted an extensive search of scholarly articles from reputable databases such as Scopus and Web of Science, focusing on studies published from 2021 until 2024. The flow of the study is based on the PRISMA framework. The database search identified 35 final primary studies that were analyzed. The findings were divided into three themes: i) technological enhancements in flipped classrooms, which were found to significantly improve student engagement and learning outcomes; ii) student and teacher perceptions of flipped classrooms, which were generally positive, with many highlighting increased interaction and autonomy in learning; and iii) outcomes and effectiveness of flipped classroom approaches, showing a positive impact on students’ academic performance and critical thinking skills. In conclusion, the flipped classroom approach holds considerable promise for language education, offering a more effective and engaging alternative to traditional instruction. This review provides valuable insights for educators and policymakers seeking to adopt innovative teaching strategies in language education