International Journal of Evaluation and Research in Education (IJERE)
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2012 research outputs found
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Study on parental involvement in Vietnamese primary students’ learning: insights from the era of educational reform
Get PDFIn light of Vietnam’s recent educational reforms emphasizing competency-based learning, this research explores how Vietnamese parents engage in their children’s education and the relationship between this involvement and students’ academic performance. Employing both quantitative (surveys) and qualitative (interviews) methods, the study focuses on three critical aspects of parenting and the family environment, based on Epstein’s theory: communication between parents and teachers, volunteering, and collaboration with the community. Quantitative data, analyzed using SPSS software, revealed the frequency of parental involvement activities, providing a comprehensive picture of both common and less frequent activities. Pearson correlation results confirmed a positive relationship between active parental involvement and student performance. The qualitative findings further highlight the challenges parents face when engaging in their children’s education and offer suggestions for improving parental participation. Overall, the paper provides valuable insights into the dynamics of parental involvement in Vietnamese schools and proposes practical, contextually appropriate solutions to enhance educational quality by strengthening cooperation between schools and parents
Continuous professional development for madrasa teacher professionalism: engaging motivation for engagement
Get PDFMuch research has been done on continuous professional development (CPD) madrasa (Islamic school) teachers, but incorporating motivation of engagement in future professions into them needs to be addressed. This study aims to determine CPD madrasa teachers based on the motivation to engage future professionals in teaching. This research used a phenomenological design involving 16 madrasa Aliyah teachers as informants. Data was collected by interviews with madrasa teachers and analyzed using a systematic design. This research shows that CPD madrasa teachers are related to organizing teaching and learning activities to improve teachers' abilities and competencies in carrying out professional duties and performing as educators. CPD should include skills using digital technology, ethics, and professional values, applying sharia principles, makarim sharia, and integrity in educating students. Madrasa teachers’ view of motivation for engagement in a future profession in CPD refers to the drive that teachers professionals have to continue to be committed to their profession and develop with the changes and demands of the times. The motivation for madrasa teachers’ future professional involvement and sustainable professional development is mutually reinforcing. Motivation becomes a driving force for madrasa teachers to engage in CPD, while CPD renews and strengthens madrasa teachers’ motivation by providing the skills and knowledge necessary to adapt to future challenges. In this way, motivation and CPD together support better quality education, increase job satisfaction for madrasa teachers, and ensure that teachers remain relevant and competent in facing developments in the world of education
The impact of school culture on the quality of education in Vietnamese teacher training colleges: a case study in the Red River Delta
Get PDFSchool culture is a system of beliefs, values, norms, habits, and traditions developed throughout the school’s evolution, recognized and followed by its members, and expressed in both material and spiritual forms. This unique identity shapes each educational institution. The school’s culture influences the behavior, attitudes, goals, and outcomes of its students. Based on the intrinsic nature and role of school culture, this study clarifies the correlation between culture and training quality in teacher training colleges in the Red River Delta, Vietnam. Through survey results, observations, and interviews, this research establishes a significant correlation between positive cultural elements and enhanced educational quality indicators, including student achievement, teacher satisfaction, and research productivity. Conversely, negative cultural aspects are found to adversely impact these indicators. The study emphasizes the vital role of school culture in shaping educational experiences and outcomes in Vietnamese teacher training colleges. Based on these findings, the research offers practical recommendations for fostering a positive school culture, thereby contributing to the improvement of teacher training quality in Vietnam
Transforming early childhood education in Saudi Arabia: AI’s impact on emotional recognition and personalized learning
Get PDFArtificial intelligence (AI) technologies are increasingly integrated into early childhood education (ECE) worldwide, promising to revolutionize learning experiences for young children. ECE in Saudi Arabia faces challenges in addressing diverse learning needs and fostering socio-emotional development. This qualitative study investigates the role of AI in enhancing emotional recognition, promoting socio-emotional development, and addressing associated challenges in the context of Saudi Arabian schools. A total of 55 ECE teachers in Jeddah were interviewed using purposive sampling, with data saturation achieved at 50 interviews. Themes emerging from the data highlight AI’s effectiveness in personalizing learning experiences based on individual needs and learning styles, fostering empathy and social interaction among children, and enhancing classroom management. Challenges identified include data privacy concerns, cultural adaptation of AI tools, and ensuring equitable access to technology. The study highlights the importance of comprehensive teacher training, ethical guidelines, and robust policy frameworks to support responsible AI integration in Saudi Arabian education. Implications for practice include enhancing educational practices through AI while emphasizing the human role of educators, and the need for ongoing research to inform future innovations in ECE
Parental involvement in monitoring foundation students’ online learning in Malaysia
Get PDFThis study examined the parental involvement in monitoring their children online learning at foundation level through the parents’ perspectives, challenges and satisfaction. In addition, this study explored the relationship between parent’s perspectives on student’s online learning and parents’ demographic information (number of households, household income, and education level). This study employed a cross-sectional survey design, where a questionnaire was used for data collection. A total of 276 samples were selected randomly from parents who enrolled their children at a foundation center in a selected year. Data of the study were analyzed through descriptive (mean, standard deviation, percentage) and inferential statistics (Sperman’s correlation) using SPSS version 23. The findings of the study showed that majority of the parents have positive perspectives and high satisfactions towards involvement in monitoring foundation students’ online learning at home. The findings also revealed a strong positive correlation between parental perspectives towards involvement in monitoring foundation student’s online learning and household income as well as parents’ education level. The outcome of the study highlighted the parental readiness and awareness in their role in monitoring students’ online learning in tertiary education level while also providing awareness to educators on its importances and challenges in their online learning classes
Interests of Gen Zs in rural communities: insights to strengthen the delivery of the Philippine PATH-Fit program
Get PDFThis study investigated the local interests of Generation Z (Gen Z) students in rural communities to strengthen the delivery of the Philippine physical activity towards health and fitness (PATH-Fit) program. Using a qualitative-ethnographic approach, insights were gathered from 20 carefully selected Gen Z students through open-ended questions validated by experts. The findings revealed seven key areas of interest: i) social media, videos, and the internet; ii) something profitable; iii) e-games; iv) sports and physical activities; v) going out and exploring; vi) church, reflection, and music; and vii) rest and sleep. This study concludes that the local interests of Gen Z students in rural communities paint a comprehensive picture of a generation adeptly balancing the digital and physical realms of their lives. From the appeal of social media, online ventures, and e-games to the grounding effects of sports, nature exploration, and spiritual practices, these students demonstrate a flexible approach to well-being and personal growth. Their focus on profitable online activities reflects a pragmatic response to economic challenges, while their commitment to physical activities and outdoor exploration underscores the importance of maintaining a healthy lifestyle. Their emphasis on church, reflection, music, rest, and sleep also highlights a holistic understanding of mental and emotional health. Together, these interests reveal a resourceful, adaptive generation that is deeply aware of the need for balance in an increasingly complex world
Exploring school resilience in the context of globalizing digital change: the impact on teacher management
Get PDFAdministrators in educational institutions will need to implement smart and well-designed changes in teacher management to mitigate the negative effects. Using teacher resilience as an example, the study seeks to assess the level of resilience in schools and analyze its effects on teacher management. The study includes 197 teachers from 31 Russian schools in Kazan, Elabuga, Moscow, and Yekaterinburg, and 100 foreign teachers working in United Arab Emirates. The research design was descriptive transactional and based on a questionnaire. The study yielded the following findings: i) 89.4% of teachers have a high level of stress, 94.2% have a high level of worry, 92.3% have a high level of anxiety, 33.8% have a low level of resilience, and 95.7% were in a difficult emotional state and ii) the inquiry-based stress reduction (IBSR) practice had a positive effect on increasing teacher resilience. This indicated that implementing such changes in teacher management might be successful in boosting teacher resilience, which would affect school resilience generally. Educational researchers have confirmed the effectiveness of the IBSR tool in boosting teacher resiliency, and the results of this study can aid school administrators in developing new management models utilizing this tool
Technology of adaptive physical education for children aged 7-9 years with autism spectrum disorder
Get PDFAnalysis of the scientific and methodological literature indicates that the issue of scientific and methodological support for children with autism spectrum disorder (ASD) is insufficiently addressed, particularly for the age group of 7-9 years, which is the focus of this study. The aim of the research is to develop and empirically demonstrate a method for adaptive physical education for children with autism aged 7-9 years. The study involved 20 children attending a neurological rehabilitation center and a general education school. The methodology included the use of paired t-tests to compare indicators before and after the intervention. Key findings included significant improvements in physical indicators such as lung vital capacity (LVC), hand strength, and motor coordination. The practical significance of this research lies in the development of an effective adaptive physical education program that can be implemented in educational and rehabilitation institutions to support children with ASD. Future research prospects include increasing the sample size and conducting long-term observations to examine the sustainability of the obtained results
The impact of work concerns on teaching effectiveness: evidence from Chinese private universities
Get PDFUnderstanding how young teachers cope with work concerns is crucial for improving teaching quality in Chinese private higher education. This study investigates the relationship between different stages of such concerns and teacher effectiveness of young lecturers in private universities. These lecturers often face workload pressure andlack of career supports, which may influence their effectiveness and professional development. This research involved 416 full-time lecturers under the age of 40 from Shandong Province. The sample was determined using Krejcie and Morgan’s formula and selected through a multi-stage sampling method. Private universities were stratified into four categories, one university from each category was purposively selected, and participants were randomly sampled. Data were gatheredthrough a structured questionnaire adapted from the stages of concern (SoC) and the school teacher effectiveness questionnaire (STEQ). Pearson correlation, multiple regression, and structural equation modeling (SEM) were conducted for analysis. The results show that task concerns and impact concerns significantly influenced teacher effectiveness across instructional planning and strategies, assessment, and learning environment. In contrast, self-concerns showed weaker influence. These findings suggest that work concerns reflect not only stress but also deeper professional motivation, pointing to the need for more purposeful supports to increase teacher effectiveness and career growth
Smartphone use and its association with academic performance among university students in Bangladesh
Get PDFSmartphone use has become integral to daily life, particularly among university students. While smartphones provide educational benefits, their overuse and addiction may negatively impact academic performance. This study investigates the prevalence of smartphone use, addiction levels, and their associations with academic performance among undergraduate students in Bangladesh. A cross-sectional survey was conducted on 615 undergraduate students from seven universities. The smartphone addiction scale-short version (SAS-SV) measured addiction levels, while academic performance was assessed via self-reported cumulative grade point average (CGPA). Descriptive statistics and logistic regression analyses were performed to explore associations. Among respondents, 29.1% were categorized as smartphone-addicted based on SAS-SV thresholds. Key predictors of higher academic performance (CGPA>3.0) included male gender (adjusted odds ratio (AOR): 3.71, 95% confidence interval (CI): 2.47–5.59, p<0.01), rural background (AOR: 1.64, 95% CI: 1.11–2.43, p=0.01), and attending private universities (AOR: 1.85, 95% CI: 1.28–2.74, p<0.01). Smartphone use for educational purposes was positively associated with better academic outcomes (AOR: 1.48, 95% CI: 0.95–2.30, p<0.01). Although smartphones are widely used for academic purposes, excessive use for stress relief or non-educational activities may harm academic outcomes. Interventions promoting responsible use and raising awareness about smartphone addiction are crucial for enhancing academic performance among university students