International Journal of Evaluation and Research in Education (IJERE)
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2012 research outputs found
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Enhancing quality education with 5Ds design thinking-innovative pedagogy for creative planning in cultural projects
Get PDFThis quantitative study addressed the declining interest of young people in traditional culture and the lack of empirical evidence on innovative pedagogies to enhance student engagement and academic achievement. The research examined the efficacy of a novel 5Ds design thinking-based pedagogy—discover, define, design, develop, and deploy—in enhancing students’ design thinking mindsets and academic performance in cultural project planning. The study was conducted at Shanxi University of Finance and Economics and compared the average scores of an experimental group with 42 students (EG, n=42) and a control group (CG, n=37) from five classrooms with 194 students. The EG actively engaged with the 5Ds pedagogy, progressing through each stage to collaboratively develop cultural projects, while the CG received traditional instruction. Utilizing a 30-item design thinking mindset measurement (DTMM) scale and an 88-question achievement test, the study revealed significant improvements in the EG’s human-centeredness and mindfulness. Post-intervention academic achievement scores were substantially higher in the EG (M=60.09) compared to the CG (M=47.54), with a significant difference (t=-12.114, p<0.001). These findings demonstrated the effectiveness of the 5Ds pedagogy in enhancing critical thinking, adaptability, and creativity, providing compelling evidence for integrating design thinking methodologies into higher education curricula to reinvigorate cultural education and improve student engagement
Examining stressors’ influence on job satisfaction among engineering college faculty: a cross-sectional study
Get PDFThis study explores the various dimensions of stress experienced by engineering college teachers and their impact on job satisfaction. The research specifically examines the relationship between stress factors and job satisfaction among faculty members in engineering colleges in the western region of Tamil Nadu. A cross-sectional research design was used in this study. Data were collected using a structured questionnaire from 210 faculty members between June and December 2023, employing a convenient sampling method. The questionnaire comprised three sections: demographic details, stress dimensions, and job satisfaction variables, which were adapted from previous studies. Reliability testing ensured data consistency and factor analysis identified core stress dimensions. Multiple regression analysis was applied to assess the influence of stress dimensions on job satisfaction, while correlation analysis examined relationships between the variables. The data were analyzed using SPSS version 20. Key findings revealed that organizational climate, role conflict, professional and personal growth, and role ambiguity significantly influence job satisfaction. However, role overload did not show a notable impact. A strong correlation between professional growth and job satisfaction was observed, highlighting a critical area for targeted interventions. These insights provide valuable guidance for policymakers in academic institutions to develop effective strategies to mitigate faculty stress and enhance job satisfaction within the academic environment
Curriculum educators' perceived challenges in applying quality assessment criteria
Get PDFThis cross-sectional quantitative study investigates the implementation challenges of national quality assurance (QA) in Vietnam’s higher medical education system, with a focus on faculty engagement and educator perception during medical curriculum redesign. Conducted at Pham Ngoc Thach University of Medicine, a public institution dedicated to professional healthcare qualifications, the study applies the Ministry of Education and Training (MOET) quality assessment framework, which defines 11 standards central to quality assessment implementation in various domains. Results reveal that standard 4 (teaching and learning approach) received the lowest average score, highlighting significant barriers to implementation. Standards 1, 3, and 5 also emerged as areas of concern. Difficulty in applying quality assessment criteria varied by educator characteristics: younger, less experienced faculty with limited academic credentials, and no prior quality assessment training reported greater difficulty, while senior educators with quality assessment training demonstrated higher compliance and ease in application. To strengthen educator compliance and enable effective QA implementation, the study recommends targeted training programs and support resources for faculty, particularly for early-career educators. These findings offer practical guidance for policymakers, administrators, and academic leaders involved in medical curriculum redesign and QA reforms within Vietnam’s higher education landscape
School innovation climate as a driver of teachers’ innovative work behavior: the mediating role of self-efficacy
Get PDFTeachers’ innovative work behavior (IWB) is widely recognized as a driving force behind educational improvement in the complex and demanding conditions of the 21st century. Among a wide range of factors that could affect IWB, innovation climate (IC) has emerged as a crucial determinant. However, research exploring the mechanism that mediate the link between IC and IWB is still limited. Drawing upon social cognitive theory (SCT), the present study proposes that teachers’ self-efficacy (SE) acts as a mediator in the relationship between IC and IWB. The study involved 376 teachers at 12 public schools in Kuala Terengganu, Malaysia, who were determined based on a stratified random sampling technique. Analysis of data was implemented through the use of structural equation modeling (SEM) with AMOS software to test causal relationships. Results confirmed that schools’ IC was positively correlated with IWB and that this relationship was partially mediated by teachers’ SE. These results align with SCT, which emphasizes the interaction between individual behavior, environment (IC), and personal factors (SE). To cultivate a culture of innovation and improve educational outcomes, school leaders should actively foster an IC that enhances teachers’ SE, thereby promoting their IWB
Crowdsourcing in Kazakhstan’s higher education in the system of dual education as predictor of universal competencies
Get PDFThe rapid transformation of professional competencies and the emergence of new professions every 3-5 years have accentuated the quest for effective means to facilitate the process of predicting future universal competencies among university graduates. An empirical study was conducted in three stages: organizational, investigative, and analytical. The crowdsourcing process algorithm comprised information gathering, idea generation, filtering, and voting. The findings suggest the feasibility of applying crowdsourced forecasting in the educational sector, where a clear trend towards alignment with real sectors of the economy and constantly changing market business environment conditions is evident. Calculations revealed that consensus decision-making was achieved regarding competencies such as 3D modeling and computer graphics, multilingualism, emotional intelligence, project management competencies, legal literacy, neural networks and big data, intercultural communication, digital competencies, export potential of the agricultural sector, logistics outsourcing, systems thinking, virtual reality competencies, artificial intelligence proficiency, analytics, and critical thinking, as confirmed by the analysis of variance. Forecasts indicated a predominance of subject-specific competencies associated with the growing volatility of the Kazakhstani labor market. The formulated profile of future universal competency development serves as an additional guideline in the development of educational programs (EPs) in professional training directions. Modified crowdsourcing design and methodology for measuring results can be utilized or adapted for addressing other challenges facing the higher education system that require feedback
Plagiarism knowledge, practice, reasons, and consequences: a cross-sectional study among Filipino nursing students
Get PDFPlagiarism is pervasive in academic environments and undermines nursing education’s integrity. Despite efforts to combat plagiarism, the problem persists, highlighting the need for a deeper investigation. This study determined the knowledge, practice, reasons, and perceived consequences of plagiarism among nursing students. A descriptive-correlational design was employed in a public nursing school in Iloilo, Philippines. An online survey using valid and reliable research instruments was administered among nursing students. Results revealed that while nursing students generally had high knowledge and low practice of plagiarism, one-fourth of students sometimes used tables, graphs, or pictures and copied information directly or in a slightly modified form without citing the sources. There was no significant relationship between the knowledge and practice variables. Common reasons cited by students for committing plagiarism were that many assignments had to be submitted quickly, the assignment to be done was very complicated, and there was a lack of time. Facing severe setbacks, serious consequences, and the risk of getting caught were viewed as potential consequences of plagiarism. This study underscores a possible gap between understanding the concept of plagiarism and implementing ethical academic practices, emphasizing the importance of institutions not just teaching about plagiarism but also revisiting some academic practices to identify the root causes of unethical behavior
Let’s be a chef! The antecedents of chef’s key competencies for vocational school students
Get PDFChefs are considered a factor in the success of a culinary tourism business. Therefore, mastering the chef’s key competencies (CKC) through vocational high schools is very important. Many studies have examined the competence of chefs. Still, the mechanism for getting key competency chefs involving industry commitment (IC), social support (SS), vocational teaching quality (TQ), and occupational self-efficacy (OSE) of culinary student chefs has not been discussed clearly. This study investigates the antecedents of the mastery of key chef competencies for vocational school students. This study involved 392 culinary students at seven vocational schools in Yogyakarta, Indonesia. Data was collected by proportional random sampling through a questionnaire. Amos 18 software is used for structural equation modeling (SEM) analysis. The study’s results revealed that the mastery of the chef’s critical competencies for students was directly and significantly influenced by IC, quality of vocational teaching, and OSE of chefs. In addition, chef OSE is a mediator on the influence of IC, SS, and quality of vocational teaching on mastering the chef’s critical competencies for culinary students. This study’s findings discuss in depth some of the implications for vocational education practitioners that are proposed for further improvement
Language learning strategies in relation to advanced Chinese vocabulary and writing proficiency
Get PDFThe study investigated the relationship between the language learning strategies (LLSs) employed by international undergraduate students at universities in Qinghai Province, China, and their proficiency in advanced Chinese vocabulary and writing. Data was collected from 45 advanced-level students selected through purposive sampling, using Oxford’s strategy inventory for language learning (SILL), an advanced Chinese vocabulary knowledge test, and advanced Chinese writing test scores. The descriptive analysis revealed moderate language learning strategy usage, with a preference for speaking and listening development. This result indicates a limited strategy usage. The correlation analysis showed no significant relationship between strategy usage and advanced Chinese vocabulary or writing proficiency. However, a strong relationship was observed between advanced Chinese vocabulary and writing proficiency. The absent relationship between strategy usage and proficiency levels suggests insufficient Chinese language proficiency among the students. The significant relationship highlights the crucial role of vocabulary in enhancing Chinese writing skills. The results provide practical insights for enhancing the use of strategies and vocabulary teaching to improve advanced writing and Chinese proficiency among international undergraduate students
Situational leadership and its relationship to crisis management among Jordanian universities
Get PDFThis study investigates the extent of situational leadership practice and its correlation with crisis management among heads of academic departments in Jordanian universities, as perceived by faculty members. Employing a descriptive-correlational approach, the study sampled 405 faculty members in Jordanian universities for the spring semester of 2022/2023. To collect data situational leadership scales and crisis management scale were used. The findings revealed a high degree of situational leadership practice and crisis management effectiveness among department heads. Moreover, a statistically significant relationship between situational leadership and crisis management is observed. The study suggests selecting department heads with strong competencies and involving faculty members in crisis management courses to enhance overall effectiveness
Online teaching style: insights of faculty and students’ perspectives and student engagement
Get PDFMedical education had a paradigm shift to online learning during COVID 19 pandemic. The studies conducted identify the benefits and limitations of online learning but not much studies on the faculty and students’ perceptions of faculty online teaching style and the degree of online student engagement. The study was done at Kakatiya Medical College, India. At the end of one year of online teaching to the novice foundation year students during lockdown period, the faculty and students’ perceptions on faculty’s online teaching styles and degree of student engagement were recorded using teaching style inventory (TSI) and online student engagement questionnaire. The study found that 60% of the faculty and 42% of the students perceived that the faculty adopted collaborative teaching style, thus the perception difference was significant (p=0.05). The perception of other teaching styles such as suggestive, assertive, and facilitative among faculty and students were different but statistically not significant. Students positively engaged when faculty practiced facilitative and collaborative teaching styles. To conclude, facilitative, and collaborative, teaching methods help medical students’ motivation for online engagement. Medical students were better engaged with online instruction when instructors gave prompt responses to questions, insightful criticism of work, and individualized coaching.