International Journal of Evaluation and Research in Education (IJERE)
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2012 research outputs found
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Using Canva and Microsoft Teams to support students’ writing tasks
Get PDFTeachers and students face difficulties in remote learning. These difficulties can be greatly reduced by utilizing applications, such as Microsoft Teams (MS Teams) and Canva. This study investigates the effectiveness of using Canva and MS Teams as helpful resources for students assigned to write informative speech essays. Employing a sequential explanatory research design in a mixed-method approach, the study involved sixteen English majors from a private university located on Malaysia’s East Coast. Students used MS Teams to complete pre-and post-tests, and afterward, interviews were held to learn more about how they felt about using Canva. The pre and post-tests showed that students improved their writing abilities when using MS Teams since they had a chance to collaborate with their peers and teachers. Qualitative findings also revealed that online learning environments promoted interaction between students and teachers and between students and their peers. The results suggest that incorporating web tools like MS Teams and Canva could enhance students’ learning experience as they complete their writing projects. Overall, this study highlights the potential benefits of incorporating web technologies into the writing process and underscores the importance of seeking student feedback to improve the effectiveness of these tools
Pedagogical content knowledge: bridging math teachers’ technology knowledge and perceived usefulness
Get PDFThe responsibility of mathematics teachers to accept technology into their instructional delivery has been a must know knowledge as professional development of Ghanaian teachers is ongoing to welcome the new standard-based curriculum by the end of 2024 at the senior high schools. This study investigated how conventional pedagogical content knowledge (PCK) influences the adoption and perceived utility of technology among mathematics teachers. Conducted with 979 mathematics teachers purposefully sampled from senior high schools in the Ashanti region of Ghana, the study employed structural equation modeling (SEM) to analyze the relationship between technology knowledge (TK), PCK, and perceived technology usefulness (PTU). The findings indicated a direct relationship between TK and PTU, with no significant mediation effect of PCK observed. Furthermore, professional experience (PE) did not moderate this relationship. However, TK was found to significantly influence PCK, thereby impacting the quality of instruction provided by teachers. Additionally, PCK was identified as a significant predictor of PTU. The study implications lies in its anticipation that Ghanaian mathematics teachers’ TK is perceived to enable them to leverage digital tools and resources effectively to connect it to their PCK, ultimately to lead to more engaging, effective, and impactful mathematics instruction delivery. This will foster meaningful learning experiences aligned with curriculum goals and learners needs
Rural science education during and beyond COVID-19: teachers’ strategies and prospects from a Philippine perspective
Get PDFDistance learning during the COVID-19 pandemic challenged many aspects of the teaching and learning process. However, challenges with the virtual classes were arguably more intense in the rural areas of developing countries, considering technological and socio-geographic limitations. We argue that despite these limitations, rural areas provide opportunities (rural affordances), which may enhance teaching strategies. With the aim of expounding this perspective, we explored science teachers’ strategies derived from rural affordances (SDRA) and drawn teachers’ perceptions of learners’ engagement after the strategies’ intervention. Based on the results, three types of SDRA were utilized, namely: contextualization of educational materials for science activities (CEMSA), integration of citizen science in science activities (ICSSA), and integration of traditional knowledge in science activities (ITraKSA), wherein a significant learner engagement with the SDRA are perceived by teachers after the SDRA intervention. Prospects for the utilization of the strategies in post pandemic settings suggest their potential roles in future distance learning schemes as well as in face-to-face learning modality. A paradigm that outlines educational intervention may assimilate the advantages of the SDRA in science teaching. Science education may further communications with policy-makers and stakeholders for a curriculum that drives synergism between rural teaching strategies responsive to pedagogical limitations
Adaptive dynamic pattern of alternative educational institution in Java, Indonesia
Get PDFAlternative educational institutions in Indonesia deal with significant problems in maintaining their unique pedagogical approaches, meeting regulatory requirements and societal expectations. This study addresses the problem of balancing institutional autonomy with systemic integration by introducing the adaptive dynamic of alternative education (ADAE) pattern. Using a qualitative approach, data was collected through two focus group discussions (FGDs) with purposively selected participants representing three distinct alternative education institutions: Tanoker in East Java, Komunitas Belajar Qaryah Thayyibah (KBQT) in Central Java, and Sekolah Alam Sukahaji in West Java. The sample comprised 12 participants (3 institution heads and 9 teachers) chosen based on their understanding of their respective institution’s social situations. Additionally, two education experts with expertise in mainstream and alternative education were interviewed. The findings of the study reveal that ADAE is built on three integrated philosophical pillars: theomorphic, eduhumanistic, and futuristic. The pattern demonstrates how alternative educational institutions navigate between autonomy and integration through dynamic positioning influenced by external and internal factors. The research found the practical implications include a framework for alternative institutions that implementation of ADAE enables institutions to maintain their innovative practices, achieving legitimacy through measurable community impact
Evaluating mathematics teachers’ usage of online tools to enhance learning performance of high school students
Get PDFThe application of digital technologies to teach mathematics is increasing and how educators use these tools and their impact on the performance of students needs to be sufficiently researched. In this study, we explore middle school mathematics teachers’ utilization of Algebra Nation (AN), an online instructional resource, to supplement instruction and improve the performance of their mathematics students, particularly in algebra. A survey was conducted involving 596 teachers and a quasi-experimental trial. We examined the relationship between AN use and Algebra I end-of-course (EOC) exam performance. The findings showed that engagement in AN observed through student login, video watches, and professional teacher development is associated with improved student’s success rates in mathematics. This study also revealed that challenges such as digital disparity, data privacy issues, and professional teacher development were identified to impact the effective implementation of digital technologies in teaching mathematics. This study recommends that there should be systematic integration of web resources, combined with targeted teacher training to significantly enhance mathematics instruction. These conclusions inform future technology adoption and policymaking, with emphasis on equal access and systemic teacher support
Teaching in the digital frontier: what drives metaverse adoption in education?
Get PDFThe rapid evolution of digital technologies has caused dramatic changes in various areas, including education. Metaverse has become a very popular topic recently, many schools and university announce the development of metaverse, but until now there is no clear implementation of the idea and some schools cancelled to continue the implementation. One of the reasons behind it because of the lack of preparedness, reluctant from teachers, and there is no initial investigation about how the teachers will accept this technology. Several factors may influence the intention of the teachers. The purpose of this study is to analyze the factors that affect high school teachers’ intentions to use metaverse technology. By doing so, the institution can prepare for the real implementation. This study employs quantitative methods and survey techniques by developing a well-structured questionnaire from the theoretical framework. A total of 334 responses were collected and analyzed using SmartPLS software. The findings reveal that 14 hypotheses out of 18 hypotheses were significant and four others were not significant. Social influence (SI), performance expectancy (PE), effort expectancy (EE), and facilitating condition (FC) positively influence teachers’ behavioral intention (BI) to use metaverse applications. On the flip side, personal innovativeness (PI) does not significantly impact performance and EE. Trialability (TR) and corporeity (CR) also do not influence EE. However, hedonic motivation (HM), compatibility (CO), TR, interactivity (IN), and persistence are significant factors for performance and EE
Culture-based teaching practices of teachers in a Philippine-Chinese school: narratives and insights
Get PDFPhilippine-Chinese schools have been in existence for several decades. This study explores the influence of Chinese culture on Filipino teachers’ pedagogical and content delivery, language and social interaction, and their practices and constructions while teaching in a Chinese school. Through a descriptive–qualitative approach to explore the experiences, 12 non-Chinese teachers were purposively chosen to participate in the study. Guided by the validated interview guide and the qualitative data analysis steps by Braun and Clarke, six themes emerged: bilingual pedagogy, cultural values integration, language immersion, technology in education, thriving through diversity, support and collegiality. The study revealed the enriching interaction between Chinese cultural influences and Filipino teaching practices, suggesting the need for ongoing professional development that enhances cultural competence, innovative pedagogical strategies, and supportive teaching communities
Researching creativity in education from ASEAN countries: bibliometric analysis
Get PDFCreativity has emerged as a cornerstone of 21st-century education, particularly within Association of Southeast Asian Nations (ASEAN) countries striving to foster innovation and knowledge-based economies. This bibliometric study examines 453 publications on creativity in education across ASEAN from 2000 to 2024, utilizing Scopus data analyzed through Biblioshiny and VOSviewer. The findings reveal Indonesia as the dominant contributor (65% of publications), with scholars like Zubaidah and Corebima making significant contributions through highly cited works. Key journals, including “Thinking Skills and Creativity” and the “International Journal of Instruction”, have played crucial roles in disseminating ASEAN research globally. The thematic analysis identifies five major clusters centered on science, technology, engineering, and mathematics (STEM) integration, project-based learning, digital technologies, research methodologies, and professional development. Temporal network analysis demonstrates an evolution from discipline-specific approaches toward broader conceptualizations of creativity and an increased emphasis on technological integration. Despite these advances, the study identifies persistent challenges in cross-national collaboration, methodological consistency, and longitudinal research. This analysis provides strategic insights for educators, researchers, and policymakers in aligning educational practices with regional innovation goals while highlighting the need for enhanced research collaboration and standardized assessment tools.
Research skills and digital competence in Huancavelica students during COVID-19
Get PDFThis study addresses the challenge of developing research skills among teacher training students at the National University of Huancavelica during the COVID-19 pandemic, focusing on the role of digital competencies. Using a quantitative, descriptive correlational design, data were collected from 180 students across four professional education programs in the VII and IX cycles. Two questionnaires, comprising 40 and 45 questions respectively, assessed digital competencies and research skills. The data, analyzed using SPSS (version 25) with a 5% margin of error, revealed a strong positive correlation (Rho=0.808) between digital competencies and research skills. Students with higher digital literacy, particularly in information and data literacy and communication and collaboration, demonstrated better proficiency in research tasks such as designing methodologies, data analysis, and presenting findings. The study emphasizes the importance of integrating digital skills into teacher education to enhance research capabilities, especially in post-pandemic educational contexts. Notably, 60% of students with “excellent” digital competency levels achieved “excellent” research skills, compared to only 10% with “good” competencies. These findings underscore the need to prioritize digital literacy in teacher education programs to support the development of essential research skills
Assessment apps to evaluate students’ reading progress in English classroom
Get PDFThe traditional way to assess students’ reading progress hinders their motivation and engagement, which negatively affects their academic performance. Therefore, this study seeks to address the issue by analyzing the effectiveness of three interactive technological assessment tools: Kahoot, Quizizz, and Socrative, as alternatives for assessing English as foreign language (EFL) students’ reading comprehension, as well as exploring the students’ perceptions about the use of these technological tools. This quasi-experimental study involved mixed method approach and consider 60 senior high school students of Loja, South of Ecuador as a purposive sample. There were outlined advantages and drawbacks linked to three assessment technological tools applied; however, Socrative revealed to be the most effective. Effectiveness seemed contingent upon several variables, such as the educational goals, functionalities of the tools, and the students’ settings. Additionally, the use of technological tools provided a range of resources to enhance dynamism and engagement of learning by facilitating interaction among students. In essence, this resulted in the consolidation of new knowledge, enabling students to retain information over an extended duration