International Journal of Evaluation and Research in Education (IJERE)
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The influence of virtual laboratories on students’ interest in STEM fields: a longitudinal study in secondary education
Get PDFThe objective of this article is to investigate the impact of virtual laboratories (biology, chemistry, physics, and mathematics) on students’ interest in science, technology, engineering, and mathematics (STEM) fields over six months of study. The study involved 317 participants from Alkey Margulan Pavlodar Pedagogical University (Pavlodar Region, Kazakhstan), who were divided into experimental and control groups. An experimental approach was employed, wherein participants underwent training using virtual laboratories for six months. Statistical methods, specifically t-tests for paired and independent samples, were employed to analyze the results. The experiment revealed a statistically significant positive influence of virtual laboratories on students’ interest in STEM fields. Participants in the experimental group exhibited an increased interest in biology, chemistry, physics, and mathematics compared to the control group. The research findings hold important practical implications for enhancing STEM education. The implementation of virtual laboratories may contribute to an increase in students’ interest in studying STEM disciplines, which is crucial for shaping the future generation of specialists in these fields. Future considerations should involve exploring various types of virtual laboratories, taking into account sociocultural context, and addressing individual differences among students. Additionally, it is essential to investigate the longer-term effects of using digital technologies in STEM education
Improving ESP Vietnamese learners’ EFL speaking fluency and vocabulary with DMGA scaffolding: a modular approach
Get PDFTeaching English as a foreign language (EFL) speaking in an English for specific purposes (ESP) classroom can be challenging as many Vietnamese students find it difficult to master this language skill. To address this issue, scaffolding is believed to be beneficial in language learning programs. This paper aims to investigate the effectiveness of the Diagnosing, Modeling, Sharing, Guiding, and Applying (DMGA) scaffolding-based module on improving the speaking skills of ESP Vietnamese learners at a public university in Vietnam in terms of fluency and vocabulary use. The study employed a quantitative method with an experimental design. The participants were 25 ESP undergraduates. The English-speaking performance test (ESPT), which served as a pretest and posttest, revealed that most posttest indicators improved from pretest values, though significance and size effects varied. Students performed significantly better in both breakdown fluency and speech rate, but there was no progress in repair fluency. While there was no statistically significant improvement in all vocabulary metrics (type-token ratios (TTR), voice-to-text ratio (VOCD), English vocabulary profile (EVP)), the students did achieve higher mean scores on the measures of vocabulary used in the post-test. Based on the findings, the DMGA scaffolding model should be applied to teach speaking skills in ESP settings within an EFL context to benefit both teachers and learners
The impact of revenue structure on the financial performance of general colleges and universities in China
Get PDFDespite the continuous increase in total funding for general colleges and universities in China, these institutions face challenges related to insufficient educational funds and inefficient fund utilization, leading to suboptimal financial performance. Therefore, the main purpose of this study is analyzing their revenue structures, which comprise the proportion of financial subsidy revenue, career revenue and other revenue and to examine the impact of revenue structures on their financial performance (measured by talent cultivation, scientific research, and social services). This study builds linear regression models and combines panel data of general colleges and universities from 2010 to 2021 to study the impact of revenue structure on their financial performance. The findings indicate that the revenue of general colleges and universities in China is based mainly on financial subsidy revenue, with the proportion of such revenue increasing annually. The financial performance of these institutions also predicates an increasing trend. Most importantly, regression analysis shows that financial subsidy revenue has a positive impact on financial performance, whereas career revenue and other revenue negatively impact financial performance. Thus, Chinese general colleges and universities should prioritize increasing financial subsidy revenue while carefully managing career and other revenue to enhance financial performance
Logistic regression of online risks on academic stress and performance undergraduates
Get PDFThe progression of technology could lead to online risks, such as accidental exposure to harmful content by undergraduates. Investigating how this exposure affects their mental health, particularly academic stress, and in turn, their academic performance, is critically important. This study aims to examine the impact and predictability of online risks on undergraduates’ academic stress and performance, using logistic regression as the main method of analysis. The findings show that online risks have a significant effect on academic stress (p<0.05), but there is no significant impact on academic performance (p>0.05). Students who frequently encounter scam or bullying content are 2.317 and 2.400 times more likely, respectively, to suffer from academic stress compared to those who encounter it less. Additionally, demographic factors, especially gender, are significant (p<0.05) in terms of academic stress and performance. The analysis predicts that females are 4.210 times more likely to experience academic stress than males, while males are 2.768 times (in model 4) and 2.601 times (model 5) more likely to achieve cum laude honors than females. This research provides valuable insights for academic policy makers to improve education quality and offers a basis for further studies in this area
Exploring new feedback practices paradigm in higher education: students’ perspectives
Get PDFFeedback has recently shifted from being received to being an interaction process, raising considerable interest among educators. This study aims to examine whether current feedback practices in higher education have led to active student interaction processes, and how individual and contextual factors are considered in practice based on gender and university perspectives. An online questionnaire was used to collect data from 418 students from three Indonesian universities, Universitas Negeri Makassar (UNM), Universitas Muhammadiyah Palembang (UMP), and Universitas Sulawesi Barat (USB). The data was analyzed descriptively-quantitatively. Results indicate that current feedback practices do not adequately direct students to actively participate in the processing feedback. The feedback received is dominated by general feedback (UNM and USB), while detailed and discussed feedback is generally received by UMP students. Additionally, the expected and effective feedback obtained the same pattern that individuals and groups must interact which is in line with the new paradigm. The results also showed the ideal time for providing feedback is 5-10 days for various types of assignments and 15-20 days for theses. These results provide educators with information on strategies and approaches in feedback practices that are relevant and effective in enhancing student learning based on the new paradigm
Impact of external demands problems on students’ psychological well-being: systematic literature review
Get PDFStudents’ well-being is often disturbed by external demands, such as academic pressure, family expectations, and social expectations. These demands can impact students’ mental and emotional well-being. This research aims to explore the problems of external demands for students’ psychological well-being. This research used the systematic literature review (SLR) method to investigate the impact of external demands on students’ psychological well-being. Data were collected from articles published between 2018 and 2023 from the Scopus database. Of the 93 articles, 26 articles were obtained after screening. Data mining and analysis were conducted with the help of Publish or Perish, Biblioshiny, and ATLAS.ti. The results show the complexity of external demands, with factors such as internal and external support, job control, social media use, and individual differences in emotion regulation playing essential roles. The long-term impacts of these demands can include increased levels of stress, anxiety, and depression in students. Therefore, it is essential to manage external demands strategically to create a learning environment that supports students’ psychological well-being. This research highlights the need for joint efforts between schools, families, and communities to address external demands on students. Effective interventions are needed to reduce the negative impact of external demands
Attitude toward flexible learning of college students in Albay, Philippines
Get PDFInstructional delivery was significantly disrupted by the COVID-19 pandemic worldwide, which led to a flexible modality of teaching-learning. This flexible learning modality challenged the readiness of schools and affected the students. This study determined college students’ attitudes toward flexible learning during the COVID-19 pandemic in Albay Province, Philippines, using the explanatory sequential design of the mixed-methods approach. Data were gathered from 365 college students using an online survey, virtual focus group discussions, and informal interviews with 20 students. Salient findings showed that the students generally had favorable attitudes toward flexible learning, with favorable attitudes toward four dimensions: attitudes toward the teacher, learning resources, teaching methods and learning tasks, and technology tools, and neutral attitudes in two dimensions, namely, attitude toward assessment and support services. The students revealed favorable, neutral, unfavorable, and a combination of attitudes toward flexible learning as discerned from their experiences. The students’ experiences indicate that inspiring and competent teachers are crucial figures in sustaining a favorable attitude of students toward flexible learning. This study provides insights into the gaps in implementing flexible learning through the students’ perspectives, especially regarding the schools’ readiness for and improvement of flexible learning in the post-COVID-19 pandemic
Enhancing educational outcomes using AlAfnan taxonomy: integrating cognitive, affective, and psychomotor domains
Get PDFFollowing the introduction of AlAfnan’s taxonomy of educational objectives, this study offers a framework for educational development encompassing cognitive, affective, and psychomotor domains essential for nurturing well-rounded learners. The cognitive domain emphasizes knowledge acquisition, critical thinking, ethical reasoning, practical application, creativity, and lifelong learning skills. It prepares students to analyze, synthesize, and evaluate information effectively, fostering intellectual depth and adaptability in navigating complex challenges. The affective domain focuses on emotional intelligence, creativity, resilience, collaboration, and visionary thinking. By cultivating these attributes, educators create a supportive environment that encourages self-awareness, empathy, and ethical decision-making. This domain prepares students to excel academically and contribute meaningfully to society, emphasizing holistic personal development alongside academic achievement. The psychomotor domain enhances sensory perception, cognitive-motor integration, feedback responsiveness, creative motor expression, precision, and leadership through physical action. It equips learners with practical skills and dexterity, enabling them to effectively apply theoretical knowledge in real-world contexts. This domain emphasizes hands-on learning experiences that promote mastery, innovation, and leadership in various fields. The study emphasizes that integrating AlAfnan’s taxonomy into educational practices requires strategic alignment of instructional methods and assessment approaches tailored to each domain’s objectives. Educators are encouraged to utilize inquiry-based learning, collaborative projects, experiential activities, and reflective practices to foster comprehensive skill development across all learning styles. This shall foster students’ intellectual curiosity, emotional resilience, and practical competence. This framework promotes a balanced educational approach that prepares learners to thrive in diverse professional settings and contribute actively to global challenges
Multiple-cutoff regression discontinuity designs in educational evaluation
Get PDFThe regression discontinuity design (RDD) can be used for evaluating cut-score based educational interventions. The design enables researchers and evaluators to estimate the local causal effect of an intervention provided to those who are most at-risk. In certain educational evaluations, an RDD with multiple cutoffs can also be applied, where different cutoffs across classrooms or schools are used to assign students to the intervention condition. The availability of multiple cutoffs allows estimation of a pooled average treatment effect across cutoffs and/or individual estimates at each cutoff location, allowing for the possibility of heterogeneous treatment effects. The purpose of this paper is to demonstrate the design and analysis of the multiple-cutoff regression discontinuity (MCRD) design for the evaluation of need-based educational programs. Using data obtained from a kindergarten mathematics intervention for low achieving students, we illustrate the utility of the MCRD design for examining the average and potential variability of the regression discontinuity (RD) treatment effect. Implications for evaluation research and practice in education are discussed
Autonomy support and motivation in private music students: the role of basic psychological needs
Get PDFThe objective of this research was to measure the impact of autonomous support and expectancy beliefs on autonomous motivation of students. The study investigated the impact of basic psychological needs on autonomous support. Furthermore, the mediating role of basic psychological needs is also analyzed. Using simple random sampling, the study collected cross-sectional data from 305 students on a Likert scale questionnaire at private music schools located in Nanchang, China. SPSS 26 and Smart PLS 4 are used for descriptive and inferential statistics and findings. The study found that autonomy support, expectancy beliefs and basic psychological needs have a significant impact on autonomous motivation. The study also found that autonomy support and expectancy beliefs also have significant influence on basic psychological needs. While the study found that basic psychological needs mediate the impact of autonomy support and expected beliefs on autonomous motivation. In addition, measuring the dimension of autonomous support, the study found that parental support and teachers’ support have a significant impact on autonomous motivation. While the study found that parental support and teachers’ support also have a significant impact on basic psychological needs. The study further confirmed that basic psychological needs positively mediate the impact of parental support and teachers’ support on autonomous motivation