International Journal of Evaluation and Research in Education (IJERE)
Not a member yet
2012 research outputs found
Sort by
Gamification with self-determination theory to foster intercultural communicative competence and intrinsic motivation
Get PDFIn globalization, possessing intercultural communicative competence (ICC) is essential for individuals’ success. However, students face motivational barriers in online intercultural learning. Thus, this study aims to explore the effectiveness of integrating gamification with self-determination theory (SDT) to enhance the intrinsic motivation, ultimately aiding in the development of intercultural communication competence among Chinese vocational college students enrolled in online English intercultural learning. Employing a mixed-methods approach involving pre-post questionnaires and interviews, the study engaged 38 vocational college students from the automobile and rail transit faculty in a four-week online English intercultural learning module enriched with gamified elements such as points, badges, leaderboards, levels, and quests. The findings indicate that gamified learning effectively fulfills students’ needs for competence and autonomy, partially addressing their needs for relatedness and consequently fostering an upsurge in intrinsic motivation. Additionally, improvements were observed in knowledge, attitude, and skill, with marginal changes noted in awareness. It is concluded that gamified learning approaches based on SDT can positively contribute to the development of intrinsic motivation and intercultural communication competence. These findings hold practical implications for educational institutions and researchers to cultivate intrinsic motivation and ICC through online gamified learning
Development and validation of a cooperating teacher mentoring scale for student teachers
Get PDFTeaching internship is a crucial component of teacher education to prepare student teachers for their future careers in education. This study developed and validated an instrument to measure and evaluate the performance of cooperating teachers in mentoring student teachers. Items capturing the concept of teacher mentoring were developed through literature review, interviews, and focus group discussions. The 110-item 5-point Likert scale was given to 265 randomly selected student teachers from higher education institutions in the Philippines. Validity and reliability of the cooperating teacher mentoring scale (CTMS) were tested using exploratory factor analysis (EFA) and reliability analyses. Moreover, EFA showed three-factor structure of the instrument regarding the CTMS. The study reported the average variance extracted (AVE), composite reliability, and Cronbach alpha coefficients. These findings confirmed that the extracted constructs possess convergent validity and meet the necessary requirements. The item remained in the factor loadings of less than 0.50 (instructional support and professional development: 20 items; supportive teaching and mentorship: 15 items; and effective mentoring and coaching: 15 items). This study has confirmed three-factor structure of the CTMS. Researchers, educators, administrators, and student teachers can use the CTMS to evaluate cooperating teachers’ mentoring skills and provide feedback on areas that need improvement
Students’ character based on gender, grade, and school: religious, nationalism, integrity, independent and cooperative
Get PDFThis study aims to describe students’ character value and reveal the relationship of character values in elementary school children based on gender, grade and type of the school. The character values analyzed include religion, nationalism, integrity, independence, and cooperative values. This research was a quantitative method with a cross-sectional design by explaining and analyzing the results using Jeffrey’s amazing statistics program (JASP) software and students’ character values was categorized and described according to the aspect, gender, grade, and type of the school. Character of elementary school children (CESC) questionnaire was used as an instrument in this study. CESC have very good internal consistency (0.80 to 0.87) and have suitability construct model. The respondent of this study was 862 students obtained through the stratified random sampling randomly technique in elementary school at Yogyakarta Province. The result of this study confirmed that the students’ character value is a high level. The lowest aspect is integrity (2.40), while the highest aspect is religious (3.16). There is a relationship between the character values: religion, nationalism, integrity, independent, and cooperative values. It indicates that policymakers or teachers should improve students’ character value by training or applying a learning model that focuses explicitly on students’ character
Determinants of artificial intelligence acceptance among undergraduates
Get PDFDespite the potential benefits of artificial intelligence (AI) brings to education, its extensive use does not automatically guarantee effective integration or consistent improvements in learning. Hence, this research aims to identify the determinants of AI acceptance among undergraduates and examine the relationship between these determinants and AI acceptance. Five determinants of AI acceptance were identified based on the technology acceptance model (TAM) and empirical evidence: perceived effectiveness of AI, user satisfaction, user attitude toward AI technology, attitude toward using AI, and user self-efficacy. This quantitative study focused on 791 undergraduates from a management school in Malaysia. A questionnaire was distributed to 310 undergraduates using a stratified sampling method, and 259 responses were collected. Descriptive analysis results indicated that undergraduates perceive attitudes toward AI technology and using AI as very important determinants of AI acceptance. Pearson correlation analysis also revealed that four determinants (perceived effectiveness of AI, satisfaction in using AI, attitude towards AI technology, attitude towards using AI) significantly correlated with AI acceptance. This finding suggests that, within the context of AI acceptance among management school undergraduates, attitude-related determinants are the primary drivers. The findings from this research could be used by the management school as a reference to enhance undergraduates’ AI acceptance levels and identify areas for inclusive education system improvement
Context-based learning in higher education 1992-2023: trends and outstanding research areas from Scopus database
Get PDFContext-based learning (CBL) has recently gained increasing attention as a pedagogical approach in higher education to enhance students’ understanding and problem-solving skills in real-world scenarios. This study aims to provide an overview of CBL-related issues in higher education as documented in publications from the Scopus database. A bibliometric analysis was employed to review 153 publications. The results show that articles on this topic have become more prevalent from 2009 to 2023, particularly in 2020 and 2022. A total of 443 authors from 160 institutions across 52 countries have contributed to research on this subject, with the USA being the most engaged nation in CBL studies in higher education, having the highest number of publications, citations, and research funding. The journal with the most publications on this topic is the International Journal of Science Education, classified in the Q1 category. Key research trends have been identified, focusing on applying CBL in engineering, software technology, teacher training, and nursing programs and its implementation in collaborative learning environments, distance learning, and online education. The findings are a critical resource for scholars interested in advancing research on CBL in higher education
Gender differences in motivation and problem-solving in a physics course online problem-based learning
Get PDFOnline learning has been crucial since COVID-19, yet its effectiveness, particularly in physics education, remains debated. Understanding students’ motivation and problem-solving abilities in online environments is critical. This paper examined and presented the gender difference in motivation and problem-solving skills using an integrated online problem-based learning (iON-PBL) in a physics course. Developed using analysis, design, development, implementation, and evaluation (ADDIE) mode, iON-PBL module of physics guided students through problem-solving activities over 13 weeks. A post-test–delayed post-test design was used to assess retention of motivation and problem-solving skills. The study involved 116 pre-university students from Universiti Malaysia Sabah (88 females, 28 males). Motivation was measured using the motivated strategies for learning questionnaire (MSLQ) (four components), and problem-solving skills were assessed with the problem-solving inventory (PSI) (three components). Data analysis was conducted using SPSS version 28. Findings showed a significant gender difference in the ‘cognitive strategy’ component of motivation at the post-test, favoring female students. However, this difference was not sustained in the delayed post-test. In contrast, no gender difference was found in problem-solving at the post-test, but females scored significantly higher in ‘personal control’ in the delayed post-test. These findings suggest that female students are more likely to maintain cognitive strategies and personal control in online learning. Educators should consider targeted strategies to support male students’ motivation and problem-solving development in virtual environments to foster gender equity. Educators should consider targeted strategies to support male students’ motivation and problem-solving development in virtual environments to foster gender equity
The level of scientific research skills of the biology students in the Philippines
Get PDFScientific research is essential in advancing human knowledge and in driving technological advancements. Students in the bachelor of science in biology program are expected to accomplish scientific research as a curriculum requirement. Possessing scientific research skills is essential for producing high-quality research outputs. A scale for assessing scientific research skills among senior high school students is available, however, there is an instrumentation gap in evaluating these skills at the tertiary level. In this regard, a research gap also exists in the assessment of students’ scientific research skills. Confirmatory factor analysis (CFA) using the JAMOVI software was utilized to establish the validity and reliability of the scientific research skill scale. The study included 133 officially enrolled biology students who voluntarily agreed to participate. The results provided compelling evidence that the tool effectively assesses scientific research skills in three key areas: scientific information development skills, scientific research management skills, and scientific research processing skills. This also affirmed the relevance of the three key areas in the biology program. The results also revealed that the level of scientific research skills of the students is on the average level across all three areas. This reflected an existing issue in the field of scientific research as mastery of skills is crucial in producing quality output, hence the study has significant implications for curriculum developers and policymakers of higher education institutions. There is a need to revisit the curriculum and to incorporate opportunities to enhance scientific research skills across various science subjects
Numeracy skills students profile of Riau Province: content and construct instrument-based Riau culture and evaluation results
Get PDFNumeracy is an important ability of students and a foundation for future success. This research aimed to develop instruments, evaluate, and compare students’ numeracy skills of 12 regencies of Riau Province, Indonesia. The research population was every junior high school student in Riau Province with 260,787 students. The research sample is made up of some students who were taken by multiple random sampling of 1,193 students. The data collection technique of this research was the survey approach, with the main instrument being a multiple-choice test. Eight analysis data were used in this research: content validity, Cronbach alpha reliability, confirmatory factor analysis (CFA), reliability construct, descriptive, and one-way ANOVA. The content validity analysis showed that 4 items have to be revised because of the ambiguous sentences. Cronbach alpha reliability was acquired at 0.872 with the accepted category. CFA analysis showed 19 indicators as constructs were valid categories. Overall, the numeracy skills of 12 regency students of Riau Province were not a good category. One-way ANOVA analysis showed there was a significant difference in students’ numeracy skills between 12 districts in Riau Province, with a significant value of 0.000
Understanding emotion regulation strategies in female adolescents with depressive symptoms: a qualitative study
Get PDFIn Malaysia, adolescents are at a high risk for depression, with the prevalence rising from 18.3% in 2017 to 26.9% in 2022. Additionally, the proportion of female adolescents affected is significantly higher than male adolescents, with 36.1% of females experiencing depression compared to 17.7% of males. Thus, a qualitative study was conducted to explore the emotion regulation strategies used by female adolescents experiencing depressive symptoms. Semi-structured interviews were performed with 15 female adolescents, aged 14 to 16 years, who had severe depression scores as assessed by the DASS-21. Using purposive sampling, all 15 female adolescents were selected from six public secondary schools in the Klang Valley, Malaysia. The Klang Valley, which includes the two main states of Selangor and Kuala Lumpur, was chosen due to its ranking among the top three states in 2022 with the highest rates of depression symptoms. All responses were recorded and analyzed using a thematic analysis approach. The findings revealed that female adolescents employed five emotion regulation strategies: suppressing expression, pampering themselves, seeking support, reorganizing their thoughts, and engaging in negative actions. This study explores the emotional experiences of female adolescents to design feasible and flexible interventions that address a wide range of individual needs
The level of social skills among university students and its impact on their psychological solidity and adaptive behavior
Get PDFPositive social behavior is one of the most important characteristics of humans on this planet. Through these behaviors, the individual shows his sympathy for others and his desire to help them. Therefore, the current study aimed to know the level of social skills among university students and their impact on their psychological solidity and adaptive behavior. To achieve the study objectives, the descriptive analytical approach was used in its implementation. The scale of positive social behavior, psychological solidity, and adaptive behavior was applied to a random sample of 370 male and female students from private universities in Jordan. The study concluded that the level of positive social behavior among students reached 3.49, which is within the average level, and that female students enjoy a high level of social skills compared to university students. The results also indicated a statistically significant effect of the level of social skills on both psychological solidity and adaptive behavior among university students. Positive social behavior also works to provide support between individuals in cases that require support or in difficult situations, which increases their psychological solidity and adaptive behavior. This confirms the effective role of social behaviors in improving both the level of psychological solidity and adaptive behavior among university students