International Journal of Evaluation and Research in Education (IJERE)
Not a member yet
2012 research outputs found
Sort by
Challenges in teaching Islamic education and requirements of the development of Islamic cognitive domains
Get PDFBloom taxonomy that has long been used in Islamic education is no longer adequate to achieve the goal of Islamic education. The exploration of cognitive domain in the perspective Islamic education needs to be explored so that it can be used as a reference in enhancing the quality of teaching and assessments. This research aims to understand the challenges faced by teachers in Islamic education and to explore the need to develop Islamic cognitive domains. A qualitative method of research is applied by conducting a semi structured interview with four informants with teaching experience between 20 to 32 years of teaching Islamic education. The findings show that seven theme challenges in teaching and learning Islamic education, for instance, lack of adab (values), not appropriate for Islamic culture, Bloom’s taxonomy not equivalent to the curriculum document standard and assessment, deficiency in understanding lesson content, time constraints, deficiency of professional judgement skills, and lack of continuous assessment. There is need to construct a taxonomy in Islamic education with these cognitive elements to be considered as elements in the taxonomy which are internalizing, analysis, gratefulness, habituation, sincerity, implementing, consistency, and reflecting
Readiness and motivation in digital civic engagement among tertiary students
Get PDFThis study addresses the challenge of enhancing civic engagement in higher education institutions by examining the predictive relationships between readiness, motivations, and digital civic engagement of tertiary students. Employing the quantitative, correlational research approach, data collected through survey questionnaires were analyzed using Minitab statistical software. Significant insights came from the 2,205 tertiary students selected through multistage random sampling, following strictly ethical standards to ensure data privacy and anonymity. As found, a moderate level of readiness underscores the need for targeted interventions, particularly to improve the civic behavior of students. Understanding and values motives emerged as dominant drivers of engagement, indicating the strong desire of students for personal growth and learning. While respondents occasionally exhibit digital engagement, it leans toward civic activities over political involvement, focusing primarily on information consumption rather than active collaboration. Emerging as a significant predictor of engagement, developing tailored initiatives to enhance readiness is crucial to positively influencing civic participation. Higher education institutions may use these findings to develop digital interventions that serve as catalysts for long-term civic engagement among students and engage in further research on other predictive factors
Proposal for a learner model adapted for personalized tutoring based on IMS-LIP and PAPI
Get PDFThe effectiveness of online tutoring systems largely depends on their ability to adapt to the individual needs of learners, to personalize learning activities, and to provide immediate and effective assessment and remediation. This effectiveness can only be ensured if accurate information is available regarding learners’ progress and learning profiles. In this article, we aim to propose a learner model tailored to the specificities of our academic support system, incorporating learning functions that enable personalized tutoring based on students’ needs. For this purpose, this study began with a literature review of existing learner models. We focused on five representative samples of the most widely used learner models in current learning systems: instructional management system-learner information package (IMS-LIP), public and private information for learners (PAPI), CARCHIOLO, knowledge on demand (KOD), and learner model for personalized adaptation (LMPA). We examined their characteristics and then compared them based on the following criteria: adaptability, user preferences, personalized learning, pedagogical requirements, assessment, and remediation, to evaluate their potential for integration into our system. The study revealed that these models present several limitations, which led us to propose a new learner model based on the PAPI and IMS-LIP standards. This proposal incorporates a semantic ontological structure that categorizes learner characteristics into six domains: preferences, pedagogy, administration, identification, learning, and assessment. The proposed model represents a promising solution for adapting learning processes to individual learner profiles, thereby fostering more effective and engaging educational experiences
Enhancing learning outcomes through course redesign using self-assessment and inquiry models
Get PDFThis study addresses the challenge of enhancing learning outcomes in propaedeutic education by redesigning an undergraduate deep learning course. To achieve this, the self-assessment and quality model (SQM) was combined with the community of inquiry (CoI) framework, which emphasizes cognitive, social, and teaching presence in online education. The redesigned course aligns with the guidelines of the Colombian Ministry of National Education and incorporates continuous feedback from students. Initial implementation led to improved student performance but revealed gaps in perceived learning experiences. Iterative adjustments were made to the course design based on CoI survey results, particularly focusing on increasing teacher involvement. The findings demonstrate that integrating SQM with a responsive, design-based approach can significantly improve learning outcomes and student satisfaction. This study highlights the importance of dynamic course design in higher education and offers a replicable model for other institutions
Digital skills for science-based teaching among Jordanian science teachers: evidence from DiKoLAN framework
Get PDFThis study examines the digital competencies of Jordanian science teachers using the DiKoLAN framework, assessing seven key domains: presentation (PRE), documentation (DOC), data processing (DAP), communication and collaboration (COM), information search and evaluation (ISE), data acquisition (DAQ), and simulation and modelling (SIM). Employing a mixed-methods design, it integrates survey data from 164 teachers with interview insights from 14 participants. The findings show high proficiency in PRE (M=4.48) and DOC (M=4.28), but lower scores in SIM (M=3.53), reflecting limited integration of advanced tools like artificial intelligence (AI) simulations. Private school teachers reported greater access to resources and training, while public school counterparts faced infrastructural and developmental barriers. The results highlight the need for targeted, subject-specific training and equitable resource allocation to support digital integration in science education. These insights inform policy and curriculum development aimed at bridging digital competency gaps
A systematic review of metacognitive dynamics in secondary physics education
Get PDFMetacognitive strategies are effective in enhancing secondary school students’ performance in physics, a key science, technology, engineering, and mathematics (STEM) subject that poses challenges due to its conceptual complexity and the need for higher-order thinking skills. This study systematically reviews the impact of metacognitive strategies on student performance in physics from 2014 to 2024. The research objectives include identifying trends, advantages, and challenges of these strategies. Using preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, 25 studies were selected from databases like Web of Science (WoS) and Scopus, involving diverse respondents. Research instruments included surveys, interviews, and standardized tests to assess metacognitive awareness and academic performance. Analysis revealed a preference for quantitative methods (88%), with qualitative (8%) and mixed methods (4%) also contributing insights. Results indicate that metacognitive strategies enhance conceptual understanding, problem-solving skills, motivation, engagement, and academic performance while reducing gender gaps. However, challenges include implementation complexity, time constraints, student resistance, assessment difficulties, and variability in effectiveness. The findings underscore the need for comprehensive teacher training and innovative instructional designs to integrate metacognitive strategies effectively. These strategies hold promise for transforming physics education and promoting equitable student outcomes. Future research should focus on developing tailored approaches and innovative assessment methods to optimize the implementation of metacognitive strategies across diverse educational contexts
The effect of dramatic play on early literacy: an experimental study
Get PDFIn line with the theories of Piaget and Vygotsky, the aim of the present study is to examine the effect of the dramatic play activities program on the early literacy skills of preschool children. The study is based on an experimental research design with pretest-posttest and control group. While the dependent variable of the study is children’s early literacy skills, the independent variable is dramatic play activity. Early literacy test (EROT) was used as data collection tool. The participants of the present study consist of 32 children divided equally as the participants of the experimental and control group. The age of the children is between 63-72 months. The children in the experimental group participated in a program of dramatic play activities over a period of 10 weeks, 5 days each week, 2 hours daily for 100 hours in total. Analysis of covariance (ANCOVA), t-test, and descriptive statistics were used in the analysis of the data. In line with the data obtained in the present study, dramatic play activity program positively affects the early literacy skills of preschool children in terms of receptive language and expressive language vocabulary acquisition, naming skills, functional knowledge, and listening comprehension skills
Disruption of the biological clock: chronotypes and social jet lag in high school students
Get PDFAdolescent students generally experience variations in sleep that can lead to discrepancies between the biological rhythms of their daily lives and social demands such as school schedules, affecting not only their physical and mental health but also their learning process. Therefore, this study aims to investigate the relationship between chronotype types and the prevalence or absence of social jet lag among adolescents aged 13 to 17 years. A quantitative approach was adopted, utilizing a cross-sectional and descriptive-correlational design, with a participation of 524 secondary school students and a non-probabilistic sample of 267, to whom two questionnaires were administered. The findings indicated the absence of a significant correlation between chronotypes and social jet lag (p=0.916, VCramer=0.026). Moreover, the predominant chronotype was intermediate (81.27%), and 83.15% were likely experiencing jet lag. Additionally, 60% of adolescents aged 15 to 16 years have an evening chronotype, and 35.59% of those suffering from jet lag are 16 years old. In conclusion, although the correlation between chronotypes and jet lag was not demonstrated, the issue of biological clock disorders is present among school students, particularly among those aged 16
Systematic Literature Review on Developing an Integrated STEM Leadership Model for Middle Leaders in School
Get PDFThis systematic literature review investigates the development of anintegrated science, technology, engineering, and mathematics (STEM)leadership model tailored for middle leaders in Malaysian schools. Theintroduction highlights the global emphasis on STEM education to fosterinnovation and economic growth, while acknowledging Malaysia’scommitment to enhancing STEM capabilities within its educational system.The problem statement identifies a gap in effective STEM leadership amongmiddle leaders, which is critical for implementing STEM initiatives andimproving student outcomes. To achieve this, we conducted an extensivesearch of scholarly articles from reputable databases such as Scopus and Webof Science (WoS), focusing on studies published between 2021 and 2024. Theflow of study is based on PRISMA framework. The database found (n=34)final primary data was analyzed. The finding was divided into three themeswhich are i) STEM education policy and implementation; ii) leadership inSTEM educational; iii) professional development in STEM education. Theconclusion emphasizes the need for a specialized leadership model thatincorporates instructional leadership principles, fosters professionaldevelopment, and supports collaborative practices among middle leaders. Thisintegrated model aims to address the unique challenges faced by middleleaders in Malaysian schools, ultimately enhancing STEM education andcontributing to Malaysia’s educational and economic aspirations
A qualitative case study of constructivist teaching at a high school in a northern area of Vietnam
Get PDFThis study aims to identify the English high school teachers’ beliefs at a high school in the northern region of Vietnam regarding constructivist teaching (CT) and their actual classroom practices (CP). This paper summarizes results from a five-year Ph.D. study conducted with seven high-school English teachers within a qualitative case study research design with the help of three data collection instruments, including semi-structured and Stimulated recall interviews and direct classroom observations. Thematic analysis using MAXQDA was chosen for data analysis. The findings uncovered themes that emerged from the data, which might lay the foundation for classifying teachers into three groups: adaptive originators (AOs), neutral pragmatists (NPs), and traditional conservers (TCs). Most TCs’ teaching philosophies were teacher-centered and supportive of conventional teaching techniques. Still, the NPs acknowledged that instructional strategies needed to be changed. The AOs sought to change how teachers used CT; they actively put strategy into place to bring about meaningful change. These results were valuable references for high school teachers to assist their students with better constructivist instruction, thus enhancing the quality of teaching and learning English in the 4.0 era