International Journal of Evaluation and Research in Education (IJERE)
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2012 research outputs found
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The practical reality of learning assessment in initial teacher training from the perspective of students vs teachers
Get PDFA central issue in the initial training of physical education teachers lies in the dominance of traditional assessment systems that fail to fully support student learning and engagement. This study addresses this issue by identifying the assessment systems used in four university campuses in the southernmost region of Chile, comparing the perspectives of teachers and students. A sample of 538 students (M=21.8, SD=2.9) and 60 teachers (M=42.9, SD=12.3) was surveyed using the “Questionnaire for the study of the assessment system in the initial training of physical education teachers”. The results revealed significant differences between students and teachers in their perception of the importance of cognitive abilities and the coherence of syllabus elements. Traditional assessment tools were used more frequently, and students attributed failed assessments to issues with teaching methods. Additionally, students perceived having less influence on grading processes. These findings suggest a need for reform in assessment practices, emphasizing more formative and participatory approaches to better align with student needs and improve the learning process in physical education teacher training. The practical applications of the study facilitate implementing formative assessment in physical education with active feedback and training teachers in shared assessment
Enhancing preservice teachers’ collaborative problem solving through STEM project-based learning
Get PDFThis study aimed to determine the effect of science, technology, engineering, and mathematics project-based learning (STEM-PjBL) on the collaborative problem solving (CPS) of preservice teachers (PSTs). The pretest-posttest non-equivalent control group design was employed. A total of 72 PSTs enrolled in plant physiology course participated in this study. Self-assessment and project were used to evaluate PSTs’ CPS skills. Self-assessment scores were analyzed by analysis of covariance (ANCOVA), while project scores were analyzed by the Mann-Whitney U test. The results of self-assessment indicated that STEM-PjBL enhances CPS skills, particularly in social regulation, task regulation, and knowledge building. The results of the team’s problem-solving skills in completing the project did not differ between the two groups. But the result of integrated STEM skills showed that the STEM-PjBL group was better at integrating STEM disciplines into their project. This study highlights the importance of interdisciplinary projects in a PjBL environment that can be adopted by teacher preparation programs for enhancing PSTs’ CPS skills as well as gaining knowledge of STEM integration
Effect of integrating student-developed videos into a virtual environment
Get PDFMany users experience loneliness’ and feel disconnected from teachers and friends during online learning. Lack of engagement between teacher and students can hinder learning and lead to unpleasant feelings such as anxiety and a lack of motivation. Hence, some lecturers require students to develop videos in pairs and share them with peers. The purpose of this study was to measure the effect of integrating of student-developed videos into a virtual environment. The quasi-experimental method with was conducted to investigate students’ perceptions of interest, motivation, engagement and performance. A total of 333 students was divided into experimental and control group. Results showed a positive impact of this approach, which can draw out students’ creativity and their understanding of the content knowledge to integrate these with information and communication technology skills. Examination of the qualitative results suggest that the students need to be closely monitored while making the video to prevent free-riders. This study also recommends that the design of the video must be integrated into the course in order to achieve the learning outcome. This study contributed to literature on the effect of student-developed videos
In the zone or out of bounds? How sports and physical activity anxiety affects life satisfaction among students
Get PDFThis study aims to explore the relationship between sports and physical anxiety and life satisfaction among college students in a leading Philippine state university. Employing a quantitative research design, specifically descriptive correlation, data were collected from 2,043 respondents using simple random sampling. The research utilized the physical activity and sport anxiety scale and the life satisfaction index to measure the respective constructs, with analyses conducted using Spearman’s rho correlation coefficient to assess relationships between variables. Results indicated a significant relationship between sports and physical anxiety and life satisfaction, revealing that higher levels of anxiety corresponded to lower life satisfaction. These findings highlight the importance of addressing sports and physical anxiety to improve overall well-being. Implications suggest that institutions should implement mental health and wellness initiatives aimed at reducing anxiety and promoting supportive environments in physical education settings. By fostering a culture that prioritizes psychological well-being alongside physical engagement, institutions can enhance students’ life satisfaction and overall quality of life
Need analysis: development of a teaching module for enhancing higher-order thinking skills of primary school students
Get PDFThis research identified a pressing need to create specialized teaching modules for electrical topics within the science curriculum that target students’ higher-order thinking skills (HOTS). Despite the recognized significance of HOTS in improving students’ educational achievements, science educators encounter obstacles when attempting to effectively teach these skills. To tackle this challenge, the study utilized a qualitative research methodology, conducting semi-structured interviews with six science teachers from diverse Malaysian schools. The primary objective was to pinpoint the necessity for developing instructional modules that enhance students’ HOTS in primary school science subjects. This study revealed four key themes arising from the needs assessment: the importance of HOTS knowledge, obstacles in teaching HOTS, effective teaching strategies, and the actual teaching of HOTS. This study underscores the critical need for enhanced professional development opportunities for teachers to effectively impart HOTS and stresses the importance of providing suitable teaching resources. By developing these tailored modules, students’ critical thinking and problem-solving skills can be nurtured, paving the way for their academic and professional success. Consequently, the study’s recommendations offer valuable insights for policymakers, educators, and researchers seeking to create impactful teaching modules that cater to students’ HOTS in primary school science subjects
An evaluation of counselling approach on communication apprehension among students in higher education
Get PDFCommunication apprehension is a major challenge in higher education, affecting students’ communication ability, which is crucial for academic success and future employability. It manifests as public speaking anxiety, reluctance in group discussions, and avoidance of classroom interactions, hindering soft skill development and academic performance. This study aims to evaluate the effectiveness of counselling approaches in reducing communication apprehension among students in higher education. Consequently, counselling intervention modules, including the solution-focused brief cognitive behavior (SFBCB) therapy and group counselling (GC) modules, were developed. Sixty students who participated in this study were studying at a public university. Pre-tests, post-tests, and follow-up tests were administered using the personal reports of communication apprehension questionnaire to measure changes in apprehension levels across different communication contexts, including group discussions, meetings, dyadic interactions, and public speaking. The results demonstrated that both intervention modules significantly reduced communication apprehension, with improvements in participants’ confidence and communication abilities. In conclusion, the study highlights the effectiveness of integrating solution-focused and cognitive-behavioral techniques in counselling interventions to mitigate communication apprehension. These findings suggest that such approaches can be valuable tools in higher education to enhance students’ communication skills, ultimately contributing to their academic success and personal growth
Factors that contribute to the sustainability of graduate education in Malaysian research-based universities
Get PDFToday, research is a crucial agenda of universities, and graduate education plays an important role in producing research, publications, and innovation. Thus, the quality of graduate education among Malaysian research universities must be enhanced by exploring the factors that contribute to the sustainability of graduate education. This is done systematically based on relevant literatures and experts’ opinions in graduate education. Therefore, the objective of this study is to identify factors that contribute to the sustainability of graduate education among Malaysian research-based universities (RUs). Findings demonstrate that the factors are governance of graduate education, quality of supervision, quality of programs, quality of students, research facilities, research ecosystem, and financial assistance
Perceive social support, academic self-efficacy, and learning engagement among high school students in China
Get PDFThe aim of this study was to analyze the mediating role of academic self-efficacy in the relationship between perceive social support and learning engagement among Chinese senior high school students. A quantitative research method was adopted, and 572 Chinese senior high school students from Inner Mongolia Autonomous Region in China completed three self-report questionnaires. Correlation analysis revealed that senior high school students perceive social support, academic self-efficacy, and learning engagement were significantly correlated with each other. In addition, structural equation modeling analysis showed that perceive social support exerted its indirect effect on learning engagement through the mediation of academic self-efficacy. These findings have practical implication for government policymakers, education administrators, teachers, students, and parents, informing evidence-based policies, interventions, and strategies to enhance learning engagement and academic success
Exploring university students’ perceptions and engagement in game-based learning
Get PDFStudents in academia are facing serious challenges such as engagement, which causes academicians to question the quality and effectiveness of the teaching pedagogy. As such, new adapted innovative technological tools such as gamifications have been introduced to learning activities experiences and skills acquisition. However, little is known about the implementation of such technologies, which have been relatively underexplored in education literature. The primary objective of this study is to identify the perceptions of students and evaluate their engagement considering the use of gamification in the learning process. There were 210 respondents enrolled in the private university in Jordan were surveyed using a quantitative questionnaire. The study used descriptive statistics and independent sample t-test analyses on the data. The results indicated that the students have positive perceptions of game-based technology in both learning and classroom activity engagement. In addition, student perceptions and engagement did not differ significantly based on age or gender, but significant differences based on user experience were identified. These findings provide insight into the dynamic interaction between students and gamified technology to enhance student perceptions and promote meaningful learning. This research also provides implications on gamification literacy education and the pedagogically rich design of educational games to enhance student engagement. The recommendations are enumerated based on the obtained findings
The impact of continuous teacher training based on the flipped classroom on teaching practices and learner performance
Get PDFThe study presents the contribution of in-service teacher training based on the flipped classroom on teaching practices and on learner performance. To meet the objective of this research, an experiment was carried out on a sample of five college teachers of two different subjects and 200 learners divided into two groups (experimental and control). The study used teacher observation before and after the training, two evaluative tests with the learners and a questionnaire with the learners at the end of the experiment. We collected the data, analyzed it, then presented and interpreted the results. The results show that the flipped classroom has a positive impact on teachers’ teaching practices and learners’ performance