International Journal of Evaluation and Research in Education (IJERE)
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Modeling blockchain technology in assessment management: the initial readiness investigation
Get PDFThe implementation of the school-based assessment (SBA) came with a system as part of the effort to reduce the workload of teachers in managing the SBA. However, a traditional system is costly and heavily centralized, frequently leading to impediments, delays, irregularities and may even create opportunities for dishonest activities. To enhance the existing traditional system, integrating emerging blockchain technology (BC) is proposed. Given the challenges, complaints, and rejection faced by traditional assessment management systems, this paper presents a conceptual framework based on the technology acceptance model (TAM) and diffusion of innovation (DOI) to examine pre-university teachers’ perception of implementation and readiness to adopt BC-based project paper management (BPPM) which is subsequently verified through a qualitative study. This study employs a process that consists of three main steps: a thorough review of existing literature, thematic analysis, and the process of gathering and determining readiness factors. Teachers’ perspectives were successfully gathered from 59 pre-university teachers by posting semi-structured questions in a Telegram group of Malaysian pre-university teachers. The study found that most pre-university teachers support the BPPM implementation with the condition that the system can address two primary concerns: server scalability and confidentiality issues. The effectiveness of BPPM implementation depends on its capacity to meet user needs and expectations while delivering clear benefits, along with superiority compared with existing systems
Disruptive technologies in the university curriculum: use of artificial intelligence
Get PDFThe so-called “digital era” is synonymous with the transformation of every aspect of human life. This transformation is given by the development of new technologies that modify the way humans communicate and cooperate. Now, it can be said that formal education, compared to other economic sectors, is lagging in the integration of novel technologies in higher education curricula, especially in terms of implementing artificial intelligence (AI). The objective of this research was to conduct a systematic review of the scientific production related to the incorporation of artificial intelligence as a disruptive technology in the university curriculum. It was carried out using a qualitative approach based on a systematic review. The review showed a greater scientific production between 2022 and 2023; it was also evidenced that, as a technology, artificial intelligence has become a disruptive element thanks to its ability to change the role and work performed by teachers, students, and educational institutions. Consequently, the university of the future urgently needs to plan, design, develop, and implement curricula that include artificial intelligence, with the purpose of training better professionals, capable of acting effectively in a technological and productive environment
Education and smart technologies: towards a new pedagogical paradigm
Get PDFSmart education, a new field of technology related to education, has emerged as a unique response to current educational challenges. This is becoming increasingly important for academic progress and aligns with the transformative impact of technology. This study addresses the transformative impact of smart technologies on education, focusing on the integration of the internet of things, big data, and artificial intelligence. Through a bibliometric and content analysis based on Scopus and Web of Science databases, we identify the most active researchers, leading universities, and the countries that contribute most significantly to the field of smart education. The findings reveal a significant increase in related publications, highlighting the growing importance of these technologies in enhancing teaching and learning experiences. The study shows the advantages and challenges of adopting such technologies, providing insights into their practical applications and the future direction of educational innovations. Integrating smart technologies in education is crucial for improving quality of life and academic outcomes, necessitating further research and development to fully realize their potential. This research contributes to the understanding of technological impacts on education and supports the development of strategies for their effective implementation
The role of authoritative parenting and self-regulation in controlling adolescent aggressiveness
Get PDFSeeing the many cases of adolescent violence that occurred in Yogyakarta, Indonesia, this study was interested in examining the suitability of authoritative parenting and self-regulation abilities to the level of adolescent aggressiveness. The subjects of this study were 154 class XII students of State Senior High School 1 Sleman. The sample selection was obtained using a stratified random sampling technique. The aim is to obtain student representation from each class. Researchers use the scale as the main tool in obtaining research data on aggressiveness, authoritative parenting and self-regulation. The data was then analyzed using multiple linear regression with the SPSS V26 program. The results of the analysis showed that, simultaneously, authoritative parenting and self-regulation were very significant in suppressing the emergence of aggressiveness in adolescents (F=51.76 and Sig.=.000). Then, both authoritative parenting (Beta=-.37 with Sig.=.000) and self-regulation (Beta=-.35 with Sig.=.000) both were able to have a significant effect on adolescent aggressiveness partially. The conclusion is that adolescents need authoritative parenting at this phase; this is necessary to avoid the emergence or development of aggressiveness in adolescents. Besides that, adolescents must also be equipped with self-regulation skills because most activities are carried out without parental supervision
A significant systematic review: impact of school head leadership competencies on teacher development
Get PDFThis article critically examines the impact of school head leadership competencies on teacher continuous professional development (CPD). Utilizing the Preferred reporting items for systematic reviews and metaanalyses (PRISMA) guidelines, a comprehensive search analyze 1,041 English-language publications from 2020 to 2024 taken from the Scopus, Web of Science and Eric databases. These articles collectively underscore the transformative role of leadership in cultivating professional learning community (PLC) enhancing teacher outcomes and spearheading innovative approaches to CPD. The data were collected, reviewed, and underwent a peer-review process before a systematic review. This article synthesizes findings from final articles (n=29) into three main themes: leadership and PLCs, effects of PLCs on teacher outcomes, and innovative approaches to CPD. These themes facilitate not only the CPD of teachers but also contribute to the overall educational environment by fostering collaboration, innovation, and resilience to changes in educational standards and practices. The findings reveal that effective leadership competencies are instrumental in promoting a culture of CPD among teachers. The evidence suggests a compelling link between school head leadership competencies and significant advancements in teacher CPD. This review provides valuable insights for educational policymakers, school administrators and scholars, emphasizing the critical needs for targeted leadership training programs that enhance the efficacy of CPD initiatives
Digital learning and student outcomes: a mathematical synthesis from the last decade
Get PDFUnderstanding the broad effects of e-learning on educational outcomes and the contributing factors is crucial, especially given the conflicting conclusions from past research. This is important to ensure that educators and policymakers do not waste resources and focus effectively when prioritizing digital investments. Hence, this study sought to provide a comprehensive quantitative review of the extant evidence on how digital learning initiatives affect student outcomes within the cognitive domain across different subjects and educational levels. To that end, a meta-analysis was performed encompassing 17 studies spanning from 2015 to 2023, involving 1,896 participants. The quantitative synthesis was completed using a random-effects model. The results indicate a positive small to medium overall effect size (Hedge’s g=.49, adjusted for publication bias) for technology-assisted interventions compared to traditional education. Subgroup analyses revealed nuances, such as higher academic gains associated with active cognitive engagement modes and potential disparities between school and higher education settings. However, no factors significantly affected the pooled effect sizes for cognitive outcomes. Nevertheless, considerable between-study heterogeneity could compromise the estimates. The meta-analysis underscores the scarcity of rigorous studies in the digital learning domain. Further research directions are outlined
Exploring AI-powered personalized learning in universities
Get PDFThe study examines the problem of implementing and developing personalized learning with the help of artificial intelligence (AI) tools in universities. To solve this problem, the following goals were set: identifying the opportunities for personalized learning based on learning tools powered by AI according to university teachers; examining the current state of AI-powered learning technologies using the example of two developing countries; and clarifying the existing challenges and prospects. The study uses a survey and an interview. The results indicate that 82% of the respondents were generally aware of AI and personalized learning. The findings show that 89% of the teachers disagreed with the idea that AI and personalized learning have the potential to replace traditional educational strategies. The teachers identified several challenges, such as the lack of personal communication and difficulties with recognizing emotions, in the proposed strategies. Thus, 43% of the respondents suggested integrating AI into the educational process as a supplement to the traditional teaching methods. The analysis of interviews revealed that 85% of the teachers were positive about the implementation of AI and personalized learning in universities. Nevertheless, educators report that AI-generated tools are still underdeveloped and cannot replace all functions of teachers
A ten-year bibliometric study on mathematical ability
Get PDFMathematical ability is a crucial aspect of modern life as it influences various fields such as economics, technology, and science. This study, spanning 2014-2023, examines articles on mathematical ability in leading journals. Using the bibliometric methods, it includes article searches in Scopus and Google Scholar via Publish or Perish (PoP), classification for bibliometric analysis, metadata checks, and bibliometric analysis using VOSviewer. The research shows a consistent trend in publications on mathematical ability, with minimal fluctuations and significant citation patterns. High-citation articles underscore the field’s importance in knowledge advancement. Key terms are ‘ability’, ‘mathematical ability’, and ‘student’, indicating research focus areas. However, limited author collaboration suggests potential for increased interdisciplinary synergy and knowledge sharing. These findings highlight opportunities for enhancing cross-disciplinary collaborations and research networks. They offer insights for policymakers, educators, and researchers in understanding trends, developing effective learning strategies, and encouraging further research in mathematical ability. In summary, this bibliometric study provides a comprehensive overview of the significance of mathematical ability in research, emphasizing the need for collaborative, innovative educational and research practices. It underscores the importance of further research to deepen understanding and application of mathematical ability, promoting an integrative approach in this essential field
Strategies and techniques for creating educational programs for teachers of natural science subjects
Get PDFThe relevance of the study is based on the current educational reforms in the Republic of Kazakhstan, which is implemented under the conditions of humanization and integration at different levels. This is based on the development of the informatization and technologization of current science and practice, the trend towards the interpenetration of certain fields of knowledge into others, the exploration of interdisciplinary approaches in explaining the current world view, which is itself multidimensional, persistent, impartial and integrative. The purpose of this study is to provide a theoretical framework, developing a model for the training of modern natural science teachers and investigate the main stages of curriculum development for future teachers. The objectives of the study are aimed at disseminating knowledge about the development of effective educational programs. Objective methods included theoretical analysis, analysis of future teachers’ activities, synthesis of philosophical and educational psychology literature, modelling and observation. The study investigated and systematized approaches to the methodological design of educational programs and identified all types of professional competence using the method of analysis
Self-assessment of secondary school Islamic education teacher: validity and reliability of qualitative study
Get PDFIssues concerning the validity of qualitative studies are frequently debated among scholars. Interview techniques often lack standardized procedures, which can affect reliability, and eliminating biases in interviews is challenging. Ensuring reliability and validity is crucial for establishing research credibility and high measurement reliability. This study was conducted to explore the reliability and validity of qualitative study of self-assessment concept among Islamic education teachers towards continuous professionalism development. The qualitative study was involved six participants selected based on the purposive sampling technique using a semi-structured interview. This study aimed to validate interview data through participant verification, ensure the validity of qualitative themes through expert validation, and enhance reliability via data triangulation. Multiple methods were employed to achieve these goals, including interview protocol verification, pre-field study, data triangulation, field notes, participant verification, expert validation, and agreement assessed using the Cohen Kappa Index, along with an extended study period. The findings indicated that the study met it is objectives for validity and reliability according to the recommended strategies and techniques. The use of various validation methods and attention to language barriers contributed to the study’s robustness and offers valuable guidance for future research