International Journal of Evaluation and Research in Education (IJERE)
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2012 research outputs found
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Cultivating words: integrating immersive technologies and translation in agricultural settings
Get PDFThis study explores an innovative pedagogical approach that integrates translation, educational technology, and virtual reality (VR) to enhance domain-specific language acquisition and digital engagement among undergraduate students in agricultural education. The 18 first-year students enrolled in “Agricultural Business Management” at Fan S. Noli University participated in a study combining immersive virtual experiences, translation tasks, and artificial intelligence (AI) tools. Students used platforms like Google Earth VR and 360Cities to describe agricultural environments in Albanian, and translated these texts into English using human and machine translation (Google Translate). The translated texts were then visualized through DALL·E to stimulate reflection on the semantic representation of the original scenes. Mozilla Hubs supported collaborative analysis of translation quality and peer feedback. Statistical analysis using R software (version 4.3.1) included the Welch two-sample t-test and Wilcoxon signed-rank test to compare translation outcomes. The results indicated significant improvement in technical vocabulary retention and increased students’ awareness of translation complexities. Moreover, students reported heightened motivation and positive attitudes toward technology-enhanced language learning. The study highlights the pedagogical value of immersive, interdisciplinary strategies in English for specific purposes (ESP), particularly in technical disciplines like agriculture
Development of research competences in undergraduate students
Get PDFThis study addresses the limited involvement of university students in research activities, which reflects a significant gap in the development of key research competencies for their academic and professional advancement. Lack of involvement restricts essential skills such as problem formulation, rigorous data analysis and communication of findings, preventing students from generating relevant knowledge and meeting the challenges of their future careers. Through a systematic review of the literature on the development of research competencies in undergraduate students, using reliable sources such as Scielo, Dialnet and other academic journals, this study identified effective methodologies to foster such competencies. Rigorous exclusion criteria were applied to ensure the relevance and timeliness of the selected studies. In conclusion, educational strategies such as flipped learning and research workshops were found to have a positive impact on the development of research competences, enhancing both technical and transversal skills, such as innovation and critical thinking. These methodologies prepare students for academic and professional challenges and foster a research culture in educational institutions. This article explicitly identifies and synthesizes innovative educational strategies (flipped learning, Lean startup, and research workshops) that have a proven impact on strengthening both technical and transversal research competences in undergraduates in Latin America. This systematic approach and regional focus are not found in prior reviews
Proactive university students’ views on skills gained from a research colloquium
Get PDFResearch is a key component of higher education, promoting deep learning, critical thinking, and problem-solving skills. The Academic Body of Engineering and Systems (InySis) organizes the colloquium of research initiation: proactive university students (CIIEUPA) each academic cycle (A and B) to foster research as a fundamental tool for students’ educational and professional development. This qualitative, descriptive study aimed to determine the skills acquired by students participating in CIIEUPA. The action-research methodology was employed, with participant observation used as the data collection technique. The sample consisted of second and third-semester students from the Software Engineering Competence Unit from the 2022A and 2022B cycles. The results revealed that participation in the colloquium enriched students with experiences that fostered teamwork, effective communication, critical thinking, and leadership. CIIEUPA, as an active collaborative learning methodology, allowed students to share their findings with the academic community, strengthening their commitment, and motivation toward research. Such initiatives contribute to learning and play a crucial role in the holistic development of students, promoting their growth in both academic and professional fields. This approach demonstrates the value of integrating research into the educational process, allowing students to engage meaningfully with their discipline while developing essential skills for their future careers
The impact of innovative technology on shaping digital design skills in primary school students: a case study of Kazakhstan
Get PDFThe trajectory of digital progress in Kazakhstan has highlighted several challenges within the primary education system. A critical component of developing digital design skills (DDS) lies in the impact of innovative educational technologies on these skills. Despite the potential of such technologies to enhance DDS and engage students in digital literacy, the existing literature falls short in exploring this area comprehensively. The study aims to examine students’ DDS and examines how innovative educational learning technology affects these skills. This study used a quantitative research approach to measure innovative educational learning technology’s impact on primary school students’ DDS. The experiment involved 120 participants and uncovered several key insights. The deficiency in DDS and lack of motivation revealed by the study called for systematic changes in how digital literacy is taught. These changes included restructuring curricula, enhanced teacher training, access to digital resources, and more engaging, practical learning environments. The study demonstrated substantial improvements in students’ DDS following the introduction and testing of the author’s academic program with the experimental group (EG) participants. The findings from this study can serve as a foundation for developing strategies to enhance DDS in primary school and provide a methodological basis for adapting educational programs to support DDS development
The role of student leadership in academic achievement: a pathway to framework development
Get PDFLeadership is widely recognized in fostering personal development and academic achievement of every student. This study explores the relationship between leadership involvement and academic performance, identifying influencing factors, best practices, and a framework for development. Using a mixed-method approach with concurrent triangulation, 179 randomly selected undergraduate student leaders completed a validated survey analyzed through Spearman’s rank-order correlation, while 12 purposively selected participants underwent semi-structured interviews analyzed thematically. Findings show a strong positive correlation (rs=0.744, p<0.001) between leadership involvement and academic achievement. Leadership fosters skill development, personal growth, motivation, and support systems. Best practices include capacity-building programs, inclusivity, recognition, supportive structures, and collaboration. A structured framework was developed to systematically enhance and sustain student leadership’s role in academic excellence. Institutional application highlights the need for universities to integrate leadership development into academic programs through structured mentorship, faculty engagement, governance mechanisms, and policy support. Higher education institutions (HEIs) can optimize student leadership initiatives by providing resources, recognizing achievements, and fostering an inclusive environment that supports holistic growth. The findings have significant implications for higher education policies and practices, emphasizing that well-structured leadership programs cultivate future-ready individuals capable of excelling academically and beyond
Learning styles and academic performance: a correlational study among engineering university students
Get PDFIn a context of little explanation of the links between learning styles (LS) and academic performance (AP) in university students, a quantitative analysis of these relationships was proposed in mechanical and electrical engineering students from a public university in Lima, Peru. The Honey-Alonso learning styles questionnaire (CHAEA) was used to identify the students’ styles. Grades in various subjects were used as data on AP. Discriminant analysis and hierarchical clustering were applied to develop an explanatory model of the relationship. The findings revealed that most students were classified in a central level of AP. LS were distributed in order of relevance of contribution as: ‘theoretical’, ‘reflective’, ‘active’ and ‘pragmatic’. The ‘theoretical’ and ‘reflective’ styles showed greater affinity. Better clustering was observed in the ‘in process’ and ‘achievement’ levels of AP. The level of ‘starting’ was diffuse among students, preventing it from being clearly associated with any LS, although it is recommended not to dismiss it because it may represent students who require additional support from teaching staff. This research contributes a holistic view of the factors that influence university AP and highlights the importance of conducting further research in this field
Predicting Emirati student academic outcomes: school tracks and standardized tests
Get PDFGlobal education systems apply grouping strategies to enhance academic outcomes. The United Arab Emirates (UAE) has developed school tracks to address performance gaps by offering more varied high-school tracks while also creating a local Emirates Standardized Tests (EmSAT) for measurement. This study examines the impact of educational tracks in Emirati schools and EmSAT scores on UAE university students’ academic performance. A quantitative multivariate analysis of 3,190 University of Sharjah students compared the outcomes across different high school tracks and analyzed the predictive power of EmSAT scores on university cumulative grade point average (CGPA). EmSAT scores vary significantly by tracks, with elite students performing best, followed by those in the advanced and scientific tracks. Arabic and mathematics EmSAT scores predict CGPA more strongly than English, which has a moderate effect. General track students achieve higher CGPAs compared to other tracks, even after controlling EmSAT performance and gender, suggesting a complex relationship between high school experiences and university success. The findings highlight the track model’s effectiveness, with the elite fostering strong academic pathways. However, the overlap in university achievement between the general and advanced warrants further research. The study provides insights for policymakers to refine educational strategies and enhance student outcomes
Digital literacy and cybersecurity in higher education: the unseen power of academic librarians
Get PDFThe increasing reliance on digital technologies in higher education has amplified the need for students to develop digital literacy and cybersecurity awareness. However, many undergraduate students lack the competencies required for responsible and secure digital engagement, posing significant risks in the digital landscape. Academic librarians, as key facilitators of information literacy, are uniquely positioned to address these challenges, yet their roles in promoting digital literacy and cybersecurity awareness remain underexplored. The study addresses the following key issues: how do academic librarians play their roles on undergraduate students’ digital literacy and cyber security awareness; what are the challenges related to library initiatives; and, perhaps most importantly, what are the strategies do librarians employ to improve it? Using a qualitative research methodology, data were collected through interviews with six academic librarians and analyzed using thematic analysis. The findings reveal that academic librarians play critical roles in fostering digital literacy and cybersecurity by teaching information literacy, promoting ethical online behavior, and enhancing students’ digital safety practices. Challenges identified include limited resources, diverse digital skill levels among students, and difficulties in maintaining student engagement. Librarians address these issues through strategies such as faculty collaboration, integrating digital literacy programs, employing interactive learning tools, and pursuing continuous professional development. This research offers actionable insights for integrating digital literacy and cybersecurity initiatives into library services, improving librarian training, and enhancing the sustainability and visibility of academic libraries within higher education institutions
A qualitative study on factors of management institute: alumni association contributing to the institute’s growth
Get PDFInstitutes imparting management education in India are rising in numbers. They are struggling to keep in pace with the competition and are facing several challenges. After studying these challenges, researchers have proposed several approaches including better advertisement, having experienced faculty and attracting companies for recruitment as possible areas for improvements. One of the proposed areas that seems to address a variety of the challenges, is having a better institute-alumni association. The research conducted on the alumni-institute association thus far have highlighted only a limited number of areas. Hence, this grounded study was conducted to bring forth all the possible factors and the sub factors of association between the alumni and the institute. This is a qualitative study that uses dialogic theory as an underpinning theory to aid data collection and analysis. The 13 decision makers with minimum of 15 years of teaching/administration experience in post graduate institutes were interviewed. The empirical data was analyzed using code analysis technique. The analysis presented a model of factors and sub factors to enable better institute-alumni association. The model clearly identifies the areas to focus on for developing a strong alumni association. One of the foremost findings of the research is the identification of the need for institute’s contribution in alumni growth and the ways to make this happen. Institute risk identification is another important area for alumni contribution. The developed model serves as a ready reckoner for the management institutes in its pursuit of growth
Adopting the principal instructional management rating scale for enhancing instructional delivery in Nigerian schools
Get PDFThis study explores the validation and application of the principal instructional management rating scale (PIMRS) for enhancing instructional leadership in Nigerian secondary schools. This was achieved by checking its content, face, construct, and reliability, with a focus on how clear the language was and how it related to culture. A sample of 100 secondary school teachers from four schools in North-Central Nigeria participated in this research. Expert reviews ensured content validity, while the instrument demonstrated high reliability, with an overall Cronbach’s alpha coefficient of 0.95. The subscales for the three dimensions achieved acceptable reliability: 0.83 for defining the school mission (DSM), 0.87 for managing the instructional program (MIP), and 0.91 for shaping the school learning climate (SLC). The results also showed strong positive relationships between the PIMRS dimensions, which supports the tool’s usefulness for evaluating how Nigerian schools handle instructional leadership. This study provides a robust foundation for further research on instructional leadership in Nigeria and offers a validated tool to improve school leadership practices, enhance instructional delivery, and ultimately foster student achievement. The adoption of the PIMRS in Nigerian secondary schools has the potential to drive systemic improvements in school effectiveness and instructional leadership. The findings suggest refining the sub-scales of monitoring halls, venues, and instructional feedback to teachers (IFT) for enhanced reliability. Additionally, capacity-building workshops for principals and integration of PIMRS into leadership training programs, as well as policy adoption for standardized evaluation, are essential for successful implementation and improved instructional leadership