International Journal of Evaluation and Research in Education (IJERE)
Not a member yet
2012 research outputs found
Sort by
Enhancing computational thinking in elementary students through STEM and Mojobot
Get PDFThe study aims to explore the effects of using Mojobot, an interactive coding robot, within science, technology, engineering, and mathematics (STEM) education to enhance computational thinking (CT) skills among elementary school students. This research explores how educational robotics enhance algorithmic thinking, logical reasoning, and problem decomposition in young learners, addressing future workforce demands for digital literacy and problem-solving. Utilizing a quasi-experimental design with pre-test and post-test measured. The design involved a between-subject experimental group of seventy-four elementary students who were randomly assigned to an experiment (n=37) and a control group (n=37), the latter only receiving traditional STEM instruction without robotics. Students were given a pre-test and post-test to measure their algorithmic thinking, logical reasoning, and problem decomposition skills. Data were investigated using paired-samples t-tests and a 2-way analysis of variance (ANOVA). Outcomes revealed that both groups significantly improved CT skills, but the experimental group (M=28.56) improved significantly more than the control group (M=20.09) with a very large effect size (ES), respectively. The study found that a novel teaching method using Mojobot in STEM education enhances elementary students’ CT skills and supports 21st century skill development through robotics
Content validity of an innovative behavior rubric for polytechnic engineering students
Get PDFIn engineering education, fostering innovative behaviors is crucial for preparing students to tackle complex, real-world challenges. Developing an assessment tool or rubric that accurately measures innovative behavior is essential to provide educators with the means to systematically evaluate students’ innovative potential. This article mainly focuses on assessing the content validity of the innovative behavior assessment rubric, which is designed to measure the innovative behavior of engineering students. The rubric was designed around three core dimensions: problem recognition, idea generation, and idea implementation. Content validity was assessed using the item-level content validity index (I-CVI), scale-level content validity index (S-CVI), and modified kappa statistic. Expert evaluations resulted in a final 35-item rubric, with an overall S-CVI of 0.85, indicating high content validity. Items with I-CVI values below 0.70 were either revised or removed to ensure relevance and clarity. The study highlights the importance of expert judgment in the validation process and underscores the utility of both I-CVI and kappa in refining assessment tools. Future research will focus on construct and criterion validation, as well as practical application across diverse educational contexts
From family to classroom: mediating roles in promoting social and emotional learning among early adolescents
Get PDFThis research aims to examine the influence of authoritative parenting (PAREN), cooperative learning (COOP), school environment (ENVI), positive classroom climate (CLASS), and extrovert personality (EXTRO) on social and emotional learning (SEL), as well as analyze the complexity of mediating variable roles linking these factors. The sample consisted of 684 lower secondary school students from the upper northern region of Thailand. Questionnaires were used for data collection, and analysis was conducted using partial least square structural equation modeling (PLS-SEM) technique. Research findings revealed complex structures among factors collectively explaining 67.37% of SEL variance. PAREN emerged as the most powerful driving force followed by school factors, namely COOP and CLASS, which demonstrated strong interconnection while ENVI showed only indirect influence through EXTRO. Furthermore, CLASS and EXTRO functioned as significant mediating variables between classroom factors and SEL. However, EXTRO did not play a mediating role in the relationship between parenting and SEL, reflecting that family influence remains the primary factor determining SEL development in Thai youth
Students’ and teachers’ perceptions and experiences of using social media in learning foreign languages
Get PDFThe benefits of social media applications have emerged as an advancement in teaching and learning foreign languages. However, it falls short of studies investigating the perspectives and experiences of educators and learners about social media usage in Vietnamese tertiary education contexts in rural areas. Therefore, this study examined the perceptions and experiences of teachers and students regarding the application of social media in foreign language learning at a university in the Mekong Delta, Southern Vietnam. The study was conducted with the participation of 199 students and 20 teachers. This study employed a mixed-methods approach, collecting data from questionnaires, and an in-depth interview. The findings showed that most teachers and students had a positive attitude towards applying this mode to teaching and learning foreign languages. However, they indicated some problems when utilizing those methods. Additionally, they suggested some measures for blending direct teaching and learning with social media based on their experience. The research results provided more insights into this field in the literature, especially in local settings
Unveiling multi-aspects behind students’ Arabic learning experience in creative writing
Get PDFThe dynamic of team-based project (TBP) in learning stimulates multi-aspects through learning activities and experiences. Due to its complexity, the learning model impacts some skills and aspects. This research aims to identify students’ experiences of learning Arabic creative writing in TBP: language, psychology, collaboration, and creativity, and to explain the contribution of those aspects to the learning process. To understand these experiences comprehensively, this research used mixed-method model: concurrent triangulation strategy using descriptive quantitative survey and qualitative case study. Closed and opened questionnaire instruments, interviews, and focused group discussion (FGD) with participants at two Islamic Universities were used as data collection methods to confirm them mutually. Then, data was analyzed using descriptive and reflective analysis. The results found that TBP positively impacted four aspects: vocabulary, grammatical structure, and writing skills improved as language aspects. The psychological aspect can increase criticism, motivation, and self-confidence. The collaborative aspect enhanced skills and talents by providing input, criticism, and suggestions. The creativity aspect is felt by students when generating ideas and imagination during the learning process and completing projects. Through learning Arabic creative writing using TBP, severalmulti-aspects can be developed. The psychological and collaborative aspects trigger and build language and creativity skills, and this contribution gives meaningful student experiences. These findings indicate that some students’ skills can be developed through student-centered learning by integrating TBP and Arabic writing learning, which has implications for improving 21st-century skills. Also, it can be developed more in Arabic language learning as a second/foreign language in Indonesia or other countries
Contextualizing early childhood literacy: lessons from Thailand’s nationwide reading initiative
Get PDFThis study critically evaluates a three-book welfare initiative aimed at enhancing early childhood literacy across diverse regions in Thailand, addressing a gap in the literature concerning region-specific variations in program effectiveness. Utilizing a quantitative methodology, the study surveyed all 642 parents and caregivers of children aged 0-6 years across four regions, applying Bronfenbrenner’s ecological theory to assess changes in reading behaviors and family involvement pre- and post-intervention. Results showed a positive impact on reading habits and family engagement, yet revealed significant regional disparities, highlighting the influence of local socioeconomic and cultural factors on program outcomes. These findings emphasize the need for context-sensitive literacy programs tailored to the unique conditions of different regions to maximize effectiveness and reduce educational inequalities. The study concludes that while the welfare initiative shows promise, its varied impact suggests that more adaptable, region-specific interventions are necessary, and future research should incorporate longitudinal and qualitative analyses for a deeper understanding of early childhood literacy dynamics
Digital technologies and leadership practices in Greek elementary schools
Get PDFThe rapid advancement and widespread adoption of digital technologies have significant implications for leadership theory and practice, which remain largely unexplored in the current literature. This study investigates how demographic characteristics influence the perceptions of elementary school principals and educational staff regarding the digital age and leadership practices. Employing a quantitative research approach, data were collected through a web survey based on the questionnaire for digital technologies and leadership practices (QDTLP) from 505 participants in 215 elementary schools of Peloponnese Region. Multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were employed to examine differences in perceptions based on gender, age, education level, subject specialization, years of teaching experience, years of work at the current school, role in the school, and the Directorate of Primary Education (DPE) the school belongs to. The findings indicate that age, education level, years of teaching experience, and role in the school significantly affect perceptions, while gender, subject specialization, and DPE the school belongs to, do not demonstrate a significant influence. The study provides valuable insights into how demographic characteristics shape perceptions about digital technologies and leadership within the elementary school context, contributing to the adaptation of leadership practice in the digital age
Impact of immersive learning environments on the development of technological competencies in students
Get PDFThis research identifies the need to enhance students’ technological competencies in designing and building technological solutions through immersive learning environments. The study proposes the use of immersive technologies, such as virtual and augmented reality (AR), to foster creativity and improve students’ ability to develop effective solutions. The aim was to evaluate the impact of immersive learning on the competence of “designing and building technological solutions” in higher education students, focusing on four specific capacities: determining, designing, implementing, and validating solutions, as well as promoting innovation. Using a quantitative, descriptive cross-sectional experimental design, structured questionnaires were administered to 35 students engaged in an immersive technology program. Data were analyzed using descriptive and comparative techniques, revealing a significant positive impact on technological competencies. Students found these experiences to be relevant, engaging, and conducive to creativity, improving their ability to design and test solutions. However, challenges such as resource availability and the need for continuous teacher training were noted. The study concludes that immersive technologies are effective in enhancing academic performance and practical skills, emphasizing their integration in various educational contexts to strengthen key competencies essential for the 21st century
TPACK-universal design for learning for Malaysian intellectual disability education: low-high tech integration
Get PDFThe integration of technological pedagogical content knowledge (TPACK) and universal design for learning (UDL) in special education remains challenging, particularly for intellectual disabilities (ID) learners in East Malaysia. This study investigated how special education teachers utilize technology tools and integrate UDL principles with TPACK frameworks to support ID learners, addressing the need for inclusive education aligned with sustainable development goal 4 (SDG 4). Using a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis from four purposively selected special education teachers in two East Malaysian secondary schools offering special education integration programs (SEIP). Thematic analysis revealed three key findings: i) low technology supports for accessibility and engagement; ii) high technology integration for personalization and empowerment; and iii) integrating of TPACK and UDL principles challenges due to limited understanding and resource constraints. The study concluded that while teachers show commitment to technology use, there is a pressing need for targeted professional development to enhance TPACK and UDL competencies. These findings align with SDG 4’s focus on quality education for all, emphasizing how enhanced teacher training and effective technology integration can significantly improve the quality and inclusivity of education for ID learners
Evaluating the effectiveness of intervention on professional and pedagogical skills among prospective physics teachers
Get PDFThis study evaluates the effectiveness of a targeted intervention designed to enhance the professional and pedagogical skills of prospective physics teachers, addressing a key gap in teacher education. The research involved an experimental group that received the intervention and a control group that did not. The research subjects in the experimental and control groups were 120 each. To rigorously assess the impact, Whitney and Wilcoxon’s statistical tests were employed to compare pretest and posttest outcomes. Additionally, Wright map analysis was used to visualizes kill development. The results revealed a significant improvement in the professional and pedagogical skills of the experimental group compared to the control group, as indicated by Mann-Whitney test (U=1274.500, p<0.05 and U=421.500, p<0.05). The Wright map analysis further demonstrated that the experimental group experienced more consistent and substantial gains in pedagogical skills. This study contributes to the field by demonstrating the effectiveness of interventions in improving the skills of prospective physics teachers, offering educational policy recommendations, and filling important gaps in the literature. Moreover, it emphasizes the critical role of ongoing evaluation in the continuous development of teacher training programs. By addressing these areas, this research provides valuable insights that can inform the design and implementation of more effective teacher training strategies