International Journal of Evaluation and Research in Education (IJERE)
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2012 research outputs found
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Driving school program to strengthening anti-corruption education within the integrity zone policy
Get PDFFor an extended period, education institutions have functioned independently, resulting in a notable disparity in educational quality. The Merdeka Belajar Kampus Merdeka (MBKM) promotes collaboration between educational institutions and schools, with the aim of serving as mentors for joint program development. This groundbreaking research delves deeply into the pivotal roles played by both lecturers and students within the MBKM program. They emerge as mentors in the crusade for implementing anti-corruption education within the dynamic context of Sekolah Penggerak, also known as the driving school program (DSP). Conducted as a qualitative descriptive study, this research draws its data from the collaborative efforts between higher education institutions and schools in developing anti-corruption education, leading to recognition from the Indonesian Corruption Eradication Commission (KPK-RI). The data collection process unfolds through a meticulously orchestrated combination of observations, in-depth interviews, and thorough documentation. The findings of this study are nothing short of transformative, as they underscore how the active involvement of MBKM’s lecturers and students in anti-corruption education serves as a potent catalyst, reinforcing the integrity zone policy within the DSP program. This seamless integration of anti-corruption education with Islamic education, encompassing profound concepts like riswah (bribery), ghulul (betrayal), and mukabarah-ghasab (seizing), represents a paradigm shift in pedagogical strategies
Design and assessment of effective multimedia-based courseware for student quantitative data analysis
Get PDFThe rapidly evolving technological trends are transforming higher education. This study focused on designing and evaluating the effectiveness of multimedia-based courseware in improving students’ data analysis at Islamic University in Uganda. The objectives were: i) to create interactive multimedia courseware (IMC) to enhance students’ quantitative data analysis skills; ii) to evaluate the suitability of IMC’s content, interactivity, user interface, and design; and iii) to profile students’ perceived benefits of using the IMC to learn quantitative data analysis. A descriptive survey involving 160 education undergraduate finalists, selected through random and consensus sampling, was conducted. Data was collected through a self-report survey instrument with high validity (content validity index=0.886) and reliability (Cronbach alpha=0.878). The IMC development followed the analysis, design, development, implementation, and evaluation (ADDIE) model and Gagne’s learning events. Results indicated that the IMC content (mean=3.90, SD=0.94), interactivity (mean=4.10, SD=0.79), user interface (mean=4.04, SD=0.82), and screen design (mean=4.05, SD=0.87) were highly appropriate. Students perceived IMC as effective in enhancing their data analysis skills (mean=3.86, SD=0.92). The findings suggest that IMC can significantly improve students’ quantitative analysis abilities. However, recommending further studies on the impact of IMC on students’ quantitative data analysis skills comprehensively in a multidisciplinary manner, to potentially revolutionize learning
Improving preschooler’s adaptation through game-based technologies
Get PDFPreschool years are critical for a child’s future learning and development. One of the most important challenges when a child enters kindergarten is adaptation. Negative experiences during this period might affect a child’s adaptation to school and may have long-term consequences. Leveraging game-based technologies can transform early education, making it more engaging, personalized, and effective, thus ensuring better preparedness for formal schooling. This study evaluates the effectiveness of game-based technologies in improving the social, emotional, and cognitive adaptation of young children to preschool settings in Kazakhstan. By employing a comprehensive mixed-methods approach, this research provides robust evidence of the efficiency of game-based technologies in supporting young children's adaptation to preschool environments in Kazakhstan. The study included two groups of children: an experimental group (EG) (n=70) and a control group (CG) (n=70). The positive outcomes suggest that incorporating game-based learning into early childhood education can considerably improve the overall preschool experience, and better prepare children for future academic challenges. The study’s findings provide valuable guidance for educators looking to improve early childhood education
Effect of learning centered on emotional management on the appreciation towards mathematics in university students
Get PDFEmotions are related to the motivation to learn, being necessary the development of courses designed to improve the appreciation for mathematics. The study determined the effect of a learning program focused on the management of emotions on the appreciation of mathematics in students of a private university in northeastern Peru. A quasi-experimental design study was planned in which 108 students of the first cycle of psychology, initial and elementary education careers who were taking the subject of logical thinking during the first academic semester of 2019 participated. Data were collected through a pre- and post-intervention survey, using a questionnaire consisting of 39 items evaluated by experts and with a Cronbach’s coefficient of 0.95 and were analyzed using descriptive statistics and paired samples t-test. The program consisted of 15 learning sessions that included pedagogical strategies to activate students’ thoughts of interest in mathematics. After the application of the program, the level of appreciation in each of the groups increased significantly from pretest to posttest (p<0.000). The intervention positively influenced students’ appreciation in mathematics. Thus, emotional management can be an effective strategy to improve attitudes in higher education, and this approach can be replicated in other educational levels and disciplines
Prospective classroom teachers’ views on instructional technologies and web-based digital educational tools
Get PDFThis study examined prospective classroom teachers’ perceptions of instructional technologies and the web-based digital tools they actively use. Using a case study design with semi-structured interviews, data were collected from 15 prospective teachers who had completed an instructional technology course. The findings show that participants strongly emphasized the necessity of technology integration in education. The most commonly used tools included assessment, visual–infographic design, coding, drawing–shaping, augmented and virtual reality, animation, interactive presentations, and artificial intelligence. These tools were found to significantly support effective and efficient learning, enhance motivation, and promote sustainable learning. Accordingly, the study recommends the systematic use of web-based digital tools to support digital transformation in education
Online teaching practices that motivate and demotivate the students to learn
Get PDFThe rapid shift to online education during the COVID-19 pandemic has raised concerns about its impact on student motivation, particularly in mathematics education. This study investigates the online teaching practices that influence student motivation and demotivation. The primary objectives are to identify teaching practices that either motivate or demotivate students and to understand the challenges and benefits they encounter in an online learning environment. A qualitative approach was employed, utilizing document reviews and focus group discussions with third- and fourth-year students in the Philippines. Key findings reveal that engaging content, active participation, supportive teachers, and effective use of technology are significant motivators, while technical issues, lack of interaction, monotonous content, and insufficient feedback were the primary demotivators. To address these issues, the study proposes that educators should enhance interactive and supportive teaching practices while mitigating technical problems and fostering meaningful interactions. These recommendations aim to improve online teaching strategies and boost student motivation in digital learning environments
Determinants of integrated teaching capacity among teachers in ethnic minority primary schools in northern Vietnam
Get PDFThis study explores factors affecting the integrated teaching capacity of primary school teachers in ethnic minority schools in the Northern mountainous regions of Vietnam. Given the challenges of linguistic and cultural diversity in this context, the research aims to address gaps in current practices and propose measures for improvement. A quantitative approach was adopted, surveying 280 teachers and administrators using exploratory factor analysis (EFA) and multivariate regression. The results identify four primary factors influencing teaching capacity: i) language, culture, and parent coordination; ii) teacher capacity and community participation; iii) teaching materials, equipment, and teacher attitudes; and iv) policies and support from management agencies. Among these, language, culture, and parent coordination are the most impactful. The study underscores the need for targeted teacher training programs and improved collaboration with local communities to enhance teaching outcomes. These findings provide actionable insights for policymakers and educators to improve integrated teaching in ethnically diverse and economically challenged regions
Boosting algebra mastery through activity-based learning in an indigenous peoples education secondary school
Get PDFAlgebra is a fundamental area of mathematics, yet many students, particularly indigenous learners, struggle with its concepts and procedures. This study examines the impact of activity-based learning on the conceptual understanding and procedural skills of junior high school students in an indigenous peoples education (IPEd) school. Using a mixed-methods approach, 105 indigenous students from grades 7 to 9 at Daan Taligaman Integrated Secondary School (DTISS), Philippines, participated. Pre-test and post-test scores were analyzed using a paired-samples t-test, while thematic analysis explored students’ learning experiences. The results revealed significant improvements in both conceptual understanding and procedural skills, with grade 7 scores increasing from 41.08% to 80.38% (conceptual) and 34.83% to 74.13% (procedural). A similar trend was apparent for the grades 8 and 9 students. Key themes identified were engagement and enjoyment, increased confidence, and improved understanding. The study highlights the effectiveness of interactive, culturally responsive learning strategies in enhancing algebra mastery among indigenous students and calls for their integration into mathematics education
Development of the Mongolian school climate inventory
Get PDFThe school climate is an essential aspect of educational practices and policies. This study aims to investigate Mongolian secondary school teachers’ perceptions of school climate and develop a measurement tool. The study involved 686 randomly selected teachers, and research data were collected online from the Mongolian National Educational Evaluation Centre. Statistical analysis was conducted using SPSS-21 software. This study was conducted in three phases: item generation, a pilot study, and a main study. Firstly, 77 items were developed on a 5-point Likert scale based on a literature review. Before the main survey, a pilot test was carried out with 200 teachers from the southern province of the country. Finally, an exploratory factor analysis (EFA) with Promax rotation was used to explore the content validity of the survey. Cronbach’s alpha was applied to assess the reliability of each factor. The statistical analysis revealed a 14-factor structure based on the data. The reliability analysis results indicated that internal consistency for all factors is at an acceptable level. The study’s overall results suggest that the proposed inventory is a validated measurement tool to examine teachers’ perceptions of the school climate in Mongolian secondary schools
Students’ attitude towards assessment, its relation with their academic achievement, and factors that shape their attitude
Get PDFStudent assessment is a crucial part of the teaching-learning process that shapes students’ learning. Students’ attitudes towards assessment play an important role in determining how actively they will participate in assessment activities. It also involves exploring the complex interplay between students’ expectations and experiences regarding assessment. Therefore, this study aims to explore Bangladeshi tertiary level students’ attitude towards assessment, its relation with their academic achievement, and factors shaping their attitude. A sequential mixed-method design was employed. A total of 162 graduate and undergraduate students were surveyed with a scale to measure their attitude. Based on the attitude score, six students were interviewed for deeper insights. The findings show that students generally have a neutral attitude toward their institution’s assessment system. Among different types of assessments, students showed the most positive attitude towards classroom assessment. There is a positive but weak relationship between attitude towards assessment and students’ academic achievement. The interviews revealed that because of the subjective experience of assessment, the same assessment activities could yield different attitudes towards assessment among students. The study will provide insights into how students’ experiences with assessment contribute to developing their attitude towards assessment in an educational setting. This study may also help policy makers and educators to develop a student friendly assessment system in higher education