International Journal of Evaluation and Research in Education (IJERE)
Not a member yet
2012 research outputs found
Sort by
Hope and grit: the driving forces behind student-athletes’ motivation in sports and academics
Get PDFWhile the challenges student-athletes face in balancing academics and sports have garnered increasing attention, few studies have explored how factors like hope and grit contribute to this balance and enhance motivation. This study investigated the relationship between hope, grit, and motivation of academic and sports of student-athletes. A total of 247 student-athletes of Mindanao State University-Iligan Institute of Technology (MSU-IIT) answered a set of questionnaires assessing grit, dispositional hope, and student-athletes motivation towards sports and academics with the age range of 18-24 years old. Ethical approval was gained from the participants. The results showed that factors of hope (agency and pathways) and grit (consistency of interest or COI and perseverance of effort or POE) were significant predictors of motivation in sports and academics. This suggests that student-athletes with higher levels of hope and grit demonstrate increased motivation in both domains. These results could offer a more valuable insights for coaches, educators, and sports psychologist striving to support the long-term success and wellbeing of student-athletes
Evaluating the consistency of automated CEFR analyzers: a study of English language text classification
Get PDFWith the increasing use of web-based tools for text analysis, there is a growing reliance on automated systems to assess text difficulty and classify texts to the Common European Framework of Reference for Languages (CEFR). However, inconsistencies in these tools’ outputs could undermine their effectiveness for language learners and researchers. This study investigates the consistency of five widely used automated CEFR analyzer tools, including ChatGPT, by analyzing 20 English descriptive texts at CEFR levels B1 and B2. A quantitative approach was employed to compare the CEFR classifications generated by these tools. The results reveal significant inconsistencies across the tools, raising concerns about the reliability of automated CEFR alignment. Additionally, the content and genre of texts appeared to influence the CEFR classification, suggesting that certain factors beyond the tools’ algorithms may affect their accuracy. These findings have important implications for language educators, curriculum designers, and researchers who rely on automated CEFR tools for text selection, grading, and analysis. The study highlights the limitations of automated CEFR classification systems and calls for a more qualitative approach to text difficulty alignment analysis. Future research recommendation is discussed and call for more focus on refining these tools and exploring additional factors that may impact their effectiveness in text difficulty measurement and CEFR alignment
The transformative power of mentorship on novice teacher success: a recent systematic literature review (2022-2024)
Get PDFThis study examines the transformative impact of mentorship in building resilience and enhancing success among novice teachers. By identifying effective mentorship strategies and frameworks, the research addresses critical early-career challenges, supports teacher retention, and contributes to the global aim of quality education. Using a systematic literature review (SLR) guided by preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, the study analyzed 45 articles from Scopus and ERIC databases, covering publications from 2022 to 2024. Through qualitative thematic analysis, three main themes emerged: emotional and psychological support in mentoring, mentoring models and professional development frameworks, and cultural and contextual influences on mentoring. Findings suggest that mentorship is pivotal in helping novice teachers navigate stress, improve instructional skills, and adapt to diverse school environments. Limitations include the restricted scope to select databases, potentially omitting other relevant studies. Future research could broaden the literature base and assess mentoring’s long-term impacts across varied educational contexts. This study contributes to the field by highlighting mentorship’s essential role in fostering resilience among novice teachers, aligning with sustainable development goal 4 (SDG 4) to promote teacher retention and educational quality
Systematic literature review: future skills of teachers
Get PDFThis systematic literature review (SLR) investigates the essential skills future teachers require to succeed in a rapidly evolving educational landscape, influenced by technological advancements and shifting pedagogical paradigms. It highlights the misalignment between the skills possessed by teachers and the demands of 21st-century education, which can result in teaching becoming irrelevant. Employing a qualitative approach in accordance with preferred reporting items for systematic reviews and meta-analyses (PRISMA) standards, this study analyzed two primary databases—Web of Science (WoS) and Scopus—alongside Google Scholar, focusing on empirical journal articles published in either Malay or English from 2019 to 2023. From an initial pool of 55,362 articles, only 14 were selected for analysis. The qualitative findings identified four key themes: i) digital technology skills; ii) communication skills; iii) lifelong learning skills; and iv) socioemotional skills. These insights emphasize the urgent need for teacher training programs to integrate these competencies into their curricula. By addressing these gaps, educational stakeholders can better equip teachers to meet the demands of 21st-century classrooms, ultimately enhancing educational outcomes and fostering student success. Future research should further assess the effectiveness of these training programs on teaching performance and student achievement
Understanding e-book acceptance from a resource-based view perspective: an analysis among students at UiTM Melaka
Get PDFThe COVID-19 pandemic led to a shift in the Malaysian education system from traditional face-to-face teaching to online and open distance learning (ODL). This transition has impacted students, lecturers, and universities. E-books are one technology that supports online learning at the university level. This study aims to investigate the factors influencing e-book acceptance among students. Using quantitative research, a questionnaire was administered to 171 students at Universiti Teknologi MARA (UiTM), Melaka Campus, who are enrolled in strategic management course. The findings reveal a significant impact of course content, instructors, and university support on e-book acceptance. However, there was no significant effect observed for access ability, computer competency and infrastructure. These insights are crucial for universities to plan and implement e-books effectively for their students. As the study is specific to UiTM Melaka Campus, it is recommended that future research encompasses both public and private universities for a more comprehensive understanding
Principal instructional leadership: a systematic review of China 2014-2024
Get PDFThe current research on instructional leadership is predominantly focused on European contexts, with limited studies addressing its application in China. This review aims to explore the instructional leadership practices of Chinese principals, focusing on their unique behaviors and strategies in different urban school contexts. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) approach, 483 English-language publications (2014-2024) from five databases: Scopus, Web of Science (WoS), Taylor & Francis, Wiley, and ScienceDirect were analyzed. Deductive thematic analysis focused on three core themes: defining the school mission, managing the instructional program, and developing a positive school climate. The findings reveal that while Chinese principals excel in articulating a clear school mission and vision, they demonstrate limited involvement in curriculum management. These insights underscore the need for targeted professional development to enhance principals’ instructional leadership capacities, particularly in curriculum oversight, to improve teaching quality and student outcomes in China
Digital media’s role in overcoming anxiety, enhancing linguistic elements and fostering motivation for developing speaking skills
Get PDFThe qualitative study investigated the digital media impact on language learning, focusing on overcoming anxiety, enhancing linguistic elements, and fostering motivation for developing speaking skills among four English as foreign language (EFL) learners at an Islamic University in Malang, Indonesia. Through the use of observations and in-depth interviews, the study found that learners utilized various digital media such as storytelling, movies, variety shows, and song videos to aid their speaking learning process. The findings indicated that digital media played a significant role in helping learners overcome language anxiety by providing a platform for practice without direct peer interaction, thereby reducing feelings of fear and shyness. Additionally, digital media usage contributed to linguistic element enhancement, including vocabulary, pronunciation, grammar, and speaking fluency. Moreover, learners’ motivation for developing speaking skills was positively influenced by the enjoyment derived from using digital media which increased their willingness to practice speaking. The study underscores the importance of integrating digital media into EFL speaking instruction due to its potential to address language anxiety, improve linguistic elements, and foster motivation for speaking ability development. By leveraging digital media tools effectively, educators can create engaging and supportive learning milieus that provide to the diverse needs of language learners, eventually enhancing learners’ speaking skills
Teacher technology usage, a catalyst for principal digital leadership practice
Get PDFIn the digital age, university principals and teachers share the same responsibility for improving educational digital transformation. However, their performance remains disadvantaged. This study aims to investigate the relationship between principal digital leadership and teacher technology usage, and explores how teacher technology usage contributes to principal digital leadership. The study employed a quantitative method, collecting data from 500 teachers across 25 universities in Jilin Province, China. Pearson correlation analysis examined the association between principal digital leadership and teacher technology usage, while multiple regression explored how teacher technology usage contributes to principal digital leadership practices. The results revealed a positive relationship between principal digital leadership and teacher technology usage. All four dimensions of teacher technology usage contribute to digital leadership practices, with the professional development dimension showing the greatest impact. Overall, these findings prove that teacher technology usage indeed catalyzes principal digital leadership practices, which contributes to understanding of the interaction in leadership and provides a new perspective for enhancing principal digital leadership. It implies that principals and teachers can grow together in their interactions. Therefore, strengthening teachers’ professional development can contribute to principal digital leadership practice
A reflective analysis of the Losarang-Indonesian Dayak community’s thinking culture in selecting a life partner
Get PDFThis research uses a realistic ethnographic design to examine the culture of mathematical thinking in determining the match between partners for marriage in the Losarang-Indonesian Dayak community. Data were collected through field notes, in-depth interviews, and observation. Ethnomathematics as a research genre reveals important universal elements of mathematical activity, while ethnomodelling reflects ideas and the practice of community mathematics through ethical, emic, and dialectical approaches. The findings of this research indicate that ethnomathematically, the Losarang-Indonesian Dayak community have used formal language on mathematical principles to develop a knowledge system capable of sorting, pairing, calculating, and comparing the suitability of partners based on birth. Ethnomodelling is a relevant mathematical idea and concept related to arithmetic operations, sets, relations, functions, and number comparisons. Furthermore, the implication of this research is to produce didactic situations to teach the concepts of arithmetic operations, sets, relations as well as functions, and number comparisons. The didactic situation of the customary patterns of the Losarang-Dayak community can also be presented in mathematics teaching materials based on local culture. Therefore, the successful conduction of this research can enrich the repertoire of developing school mathematics learning that focuses on local culture
Quizizz-online gamification on learning engagement and outcomes in English lecturing process
Get PDFGamification entails incorporating elements of games into non-game settings with the goal of motivating learners to actively participate in learning. Much literature highlighted the potential of gamification in enhancing learning interest; however, very few researches delved gamification of Quizizz online for learning grammar. This research explored the effects of Quizizz on learning engagement and outcome while studying grammar. This study involved English lecturer and 68 learners in the second semester of a private university in Ponorogo, Indonesia. The data in this research was analyzed using a qualitative approach through classroom-based ethnography, including lecturer interviews, observations, and scrutiny of Quizizz test performances. The interpretation involved examining trends in learners' engagement and mean scores of Quizizz tests. The results of the research indicated that the competitive features in Quizizz such as rankings and limited time enhanced their engagement, marked by increased discipline and active involvement. Nevertheless, the fluctuation in learning outcomes was observed due to variations in topic difficulty, particularly evident with topic 1 (conjunction) being less challenging compared to the more difficult topics 2 (subject-verb agreement) and 3 (passive voice). Topic 2, characterized by its complexity, posed the greatest difficulty, emphasizing the importance of customizing quiz difficulty levels to optimize the effectiveness of Quizizz in the learning process