International Journal of Evaluation and Research in Education (IJERE)
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Mapping research trends in innovative pedagogies: a bibliometric analysis
Get PDFThis study examines global research trends in innovative pedagogy through a bibliometric analysis of 901 Scopus-indexed publications from 2022 to 2024. Despite the growing importance of innovative pedagogy in modern education, a systematic evaluation of its research landscape is still limited. This study bridges this gap by analyzing key trends, including influential works, authors, citation networks, and emerging themes. Using VOSviewer for data visualization, the findings reveal a growing research focus on AI-driven learning, immersive technologies, and problem-based methodologies. The analysis highlights the social sciences as the dominant field (45.3%), with increasing contributions from computer science and engineering. The United States, Australia, China, and India emerge as leading contributors, while developing regions show an increasing presence in pedagogical innovation. Research indicates a shift towards digital and experiential learning environments, yet challenges such as digital accessibility, equity, and ethical concerns persist. The study underscores the importance of interdisciplinary collaboration and policy interventions to tackle these challenges. By providing a comprehensive overview of the research landscape, this study serves as a roadmap for educators, policymakers, and researchers to promote sustainable and inclusive advancements in innovative pedagogy
Validity and reliability: teachers’ pedagogical instrument for identifying sensory-motor abilities in handwriting readiness
Get PDFThe teacher’s ability to identify students’ sensory motor skills is very important. Sensory motor skills are the foundation for children’s handwriting skills. However, there is no instrument to measure teachers’ abilities in this regard. This study aims to test the validity and reliability of the instrument measuring teachers’ pedagogical knowledge in identifying students’ sensory-motor abilities. The data was collected using a questionnaire. A total of 552 teachers responded to the survey. The data were analyzed using exploratory factor analysis (EFA). The study results have developed a questionnaire with four construct components with 39 items. All four constructs have a high-reliability index. The EFA analysis indicated that all items were accepted with high agreement. The results prove that the instrument is highly valid and reliable. Based on the test results, this instrument is recommended for measuring pedagogical knowledge teachers in identifying sensory-motor abilities for elementary school students’ handwriting readiness. The measurement results can be used to determine appropriate training for teachers in developing the sensory-motor abilities of elementary school students. The innovation of this research is the development and validation of an instrument that can measure teachers’ pedagogical knowledge in identifying the sensorimotor abilities of elementary school students
Prospective teachers’ views on faculty members as content creators
Get PDFThis study examines prospective teachers’ perceptions of faculty members as content creators in higher education, with a focus on how content development impacts effective teaching and learning. Using a qualitative descriptive phenomenological approach, the research explores the experiences of 26 senior students from diverse academic backgrounds at a university in Northwestern Turkey. The participants were selected through maximum variation sampling, representing fields such as special education, elementary education, science, social studies, preschool, and mathematics teaching. The findings reveal that prospective teachers value faculty members’ use of technology to create engaging, personalized learning experiences. Faculty expertise in digital content creation and contemporary teaching tools plays a key role in shaping students’ pedagogical development and boosting their confidence. However, challenges such as varying technological proficiency levels hinder some prospective teachers from fully integrating content creation into their future teaching practices. The study underscores the importance of faculty expertise and technological competence in teacher preparation. It advocates for comprehensive professional development programs to enhance educators’ content creation skills and encourages collaborations between faculty and technology experts to develop effective educational content. The study calls for addressing technological adoption barriers and equipping prospective teachers with necessary skills for effective 21st-century teaching. Future research should build on these findings with quantitative methods to further explore students’ perspectives on content creation
University students’ perceptions on developing constructivist learning approach in classroom settings
Get PDFThis study investigated tertiary students’ perceptions regarding constructivist learning in the context of higher education in Vietnam. It aimed to examine the general perceptions of university students towards constructivist learning and the effects of constructivist learning on students’ learning outcomes. It also examined the conditions that make students more likely to embrace or resist these approaches. The study evaluated the engagement of students in problem-solving activities through the use of constructivist learning methods. A mixed-methods approach was employed, combining both quantitative and qualitative data. Specifically, the study involved a survey of 384 students from Hanoi Law University, using a researcher-made Likert-scale questionnaire and semi-structured interviews of 20 students from the sample. While descriptive and inferential statistics were used to analyze the quantitative data, the qualitative data were thematically analyzed for common themes and patterns. The results indicate that although the participants acknowledge the benefits of constructivist methods, particularly in fostering critical thinking and problem-solving, there is still uncertainty about their ability to engage in a self-directed learning approach. The findings suggest that while the constructivist approach has been recognized, practical efforts have not been made in teaching practices, teacher training, and assessment methods to create an interactive, student-centered learning environment in Vietnam
Training pedagogical competence for teachers: a bibliometric analysis using the Scopus database
Get PDFPedagogical competence training for teachers is an intensive training process to improve teachers’ knowledge, skills, and teaching ability. The change in teaching and research and the development of science and technology have affected the training of pedagogical competency for teachers in many countries. An analysis of the publications related to these paints a general picture of significant trends and contributions by scientists and has implications for policymakers and researchers alike. The study used bibliographic analysis to analyze 344 documents extracted from the Scopus database related to pedagogical competence training for teachers. The results show that the number of studies on this topic increased sharply, especially from 2015 to 2022 and mainly from studies in the United States and developed countries. In addition, the most concerning issues are higher education, professional development, and teacher training. Policymakers and researchers can find prominent authors, influential studies, and regularly published journals on teacher training to read and write about. Further studies based on a combination of bibliographic analysis and other methods may help paint a deeper picture of the research findings on this topic
Factor influencing of teachers’ readiness to implement the Independent Curriculum
Get PDFThe education curriculum in Indonesia is gradually changing from the 2013 Curriculum to the Independent “Merdeka” Curriculum. The new curriculum is certainly a challenge for teachers. The aim of this research is to analyze the factors that influence teacher’s readiness and to measure the level of teacher readiness in implementing the Independent Curriculum. This quantitative research was designed using a survey method. The participants involved were 172 teachers from elementary, middle, and high school education levels in Medan City, Indonesia. Data were collected using online questionnaires and interviews. Data analysis was conducted using descriptive statistics using mean scores, factor analysis, and multiple linear regression t-test. The research results show the level of teachers’ readiness in implementing the Independent Curriculum based on gender, age, and years of teaching experience, both at elementary, middle, and high school levels with a mean interval of 6.00–6.99 (the initiation level). Subsequently, there are four dominant factors that influence teachers’ readiness to implement the Independent Curriculum, which are teacher, school, government policy, and student. The teacher factor contributed the most in determining teachers’ readiness to implement the Independent Curriculum (43.7%)
Exploring error patterns in English writing: a pathway to innovative multimodal instructional material
Get PDFConsidered as a crucial element that leads to better academic performance, Filipino learners always aim to master English language skills. Among various factors that affect the learning of English language skills, the availability of resources that cater to a diverse set of learners is important. Using semiotic or multimodal resources may help teachers assist students in enhancing their macro skills in the English language. This developmental research aimed to design, develop and evaluate a multimodal instructional material (IM) based on students identified common errors in writing. English major education students were selected as participants as they are important role-players in enhancing the future generation of learners in the English language. There were 39 freshman bachelor of secondary education (BSEd) English major students, three English teachers, two curriculum experts, and one information technology expert participated in the study. A panel of experts validated the instruments, which included the questionnaire to gauge the respondents’ writing skills, the adapted rubric for writing proficiency, and the adapted evaluation form for printed IM exclusively used by the university. Results of the study revealed that the respondents’ writing skills were poor. The evaluation conclusively showed that the IM was very acceptable for classroom use and teaching. It was recommended that the developed multimodal IM be used as a supplementary workbook to facilitate the need for primary English textbooks for the freshman BSEd English major students
Current status and future research directions of business intelligence and analytics education: a bibliometric analysis
Get PDFThe growing demand for analytics-skilled professionals in today’s digital economy has led higher education institutions (HEIs) worldwide to offer business intelligence and analytics (BI/BA) programs. However, BI/BA education is still in its early stages, with noticeable curriculum structure and pedagogical methods discrepancies. Thus, this study seeks to comprehensively evaluate BI/BA education research and unveil its evolving intellectual framework. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, it employs a bibliometric analysis of Scopus-indexed BI/BA education research published between 2005 and 2023. Utilizing both VOSviewer and Biblioshiny, the findings revealed that BI/BA education research has surged dramatically since 2018. Researchers based in the United States have been instrumental in advancing this research domain and fostering international research collaborations. Our findings underscored two key emerging research trends: i) Integrating BI/BA knowledge into business and IT programs and ii) Incorporating industry 4.0 (IR4.0) technologies into the BI/BA curriculum. The findings call for more research collaborations with leading BI/BA institutes in the United States and China to leverage their rich knowledge and expertise. Furthermore, HEIs and future researchers shall focus on aligning curricula with the advancing digital technologies to ensure graduates possess a holistic and current skill set
Pilot study on the use of art therapy techniques to improve the psycho-emotional state of educational psychologists
Get PDFThe aim of this study is to investigate the impact of art therapy on the psycho-emotional state of educational psychologists. The issue at hand is the prevalence of depression, anxiety, and emotional burnout among future educational psychologists, which can negatively affect their professional performance. To address this problem, the application of art therapy was proposed as a tool to improve the emotional health of students. The experiment involved 107 students aged 20-22 from the Yelabuga Institute of Kazan Federal University. The assessment of emotional state was conducted using the Beck Depression Inventory, the Spielberger-Hanin Anxiety Scale, and the Schreiner, Rosenberg, and Boyko tests. The results indicated that after three months of art therapy, the average level of depression decreased by 15%, anxiety levels decreased by 20%, and emotional burnout was reduced by 15%. Additionally, students’ stress resistance increased by 20%. Thus, art therapy is an effective means for reducing the emotional burden on students. It is recommended to incorporate art therapy techniques into the curricula of universities, colleges, and secondary schools. Further research is necessary to confirm the effectiveness of art therapy among students of various specializations
Big Five personality traits and entrepreneurial financing decisions among Malaysian university students
Get PDFPsychological factors are increasingly recognized as crucial in shaping entrepreneurial behavior and outcomes. However, the uncertainty and ambiguity in the entrepreneurial landscape reveal a significant gap in our understanding of these influences. Examining how personality traits affect entrepreneurs’ ability to identify opportunities and secure funding is essential. More research is needed to explore the connections between personality, thought processes, and emotions in entrepreneurial finance. This study investigates the relationships between Big Five personality traits and entrepreneurial financing decisions (EFD), focusing on the mediating role of alertness and the moderating role of passion. Using a cross-sectional design, data from 485 Malaysian university students aspiring to become entrepreneurs were analyzed via structural equation modeling (SEM) in SmartPLS. The findings indicate that traits like agreeableness, extraversion, and openness to experience enhance entrepreneurial alertness, influencing financing decisions. Additionally, higher levels of agreeableness and extraversion promote greater alertness regarding financing. Passion significantly amplifies the positive effects of alertness on financing decisions. However, conscientiousness and neuroticism do not directly or indirectly affect alertness. The study emphasizes the need for policymakers to enhance entrepreneurship education by integrating personality development and opportunity recognition training while balancing financial metrics with qualitative factors like passion and alertness