International Journal of Evaluation and Research in Education (IJERE)
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2012 research outputs found
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The role of technology in language immersion: a systematic literature review
Get PDFChallenges and oppositions related to language immersion implementation are still ongoing, although numerous types of research have shown the positive impact provided by this program in a wide range of aspects. One of the most bulging challenges is that language learners are restrained from conducting language immersion directly in the country where the target language is spoken. To responding such challenges, the researchers, through this systematic literature review, reveal many important aspects that one should consider in achieving successful language immersion and probe the right technology that could provide an immersive language-learning environment. The researchers explored 56 articles covered in this research scope based on the inclusion criteria to answer the existing formulation of problems. The result identified the importance of the environment, the leader and teacher’s vital role in establishing the immersion program’s objective, and translating parents’ expectations when registering their children for the program. Utilizing technology such as virtual reality and games in language learning can imitate an immersive language experience. Developing other kinds of technology is required to bring a vaster preference for the parents who want to apply language immersion through technology in their children’s language learning
Integration of information and communication technology in teaching English among in-service teachers
Get PDFThe widespread application of information and communications technology (ICT) in the field of education has drawn criticism. This investigation was to discover factors influencing English language teaching (ELT) in-service teachers’ integration of ICT. The sample consists of 1216 in-service teachers who teach English language in China. Four factors are found to influence ELT in-service teachers’ integration of ICT: attitudes, self-efficacy, digital competence, and digital tools use. The findings of the research utilizing the partial least squares structural equation modeling (PLS-SEM) approach demonstrated that all four criteria have a substantial impact on how ICT is integrated by ELT in-service teachers. By considering all the variables that affect ELT in-service instructors, this research offered helpful insights for an effective designs of English language teaching with ICT
English teachers’ beliefs and practices in integrating digital literacy in the language classroom
Get PDFThis case study investigates teachers’ beliefs (i.e., behavioral, normative, and control beliefs) and practices in integrating digital literacy in English as foreign language (EFL) classroom. A descriptive study on EFL teachers is used in this research. Four participants were purposively selected to give sufficient information to answer the research questions. Data from the participants were collected by using interviews, observation, and documentation. In terms of the teachers’ beliefs, the finding shows that the behavioral belief was related to the benefits of using digital literacy; normative belief dealt with the expectation in the social context of both superiors and peers; while control belief was about the availability of particular digital technology to be implemented in the classroom and the ability of teachers. With regard to the teachers’ practices, it was found that the teachers used several digital tools for searching for information, communication, collaboration, creativity, critical thinking, cultural understanding, and e-safety. It was evident that teachers’ strong beliefs in integrating digital literacy influence the implementation of digital literacy in the classroom. The findings of this study highlight the importance of cultivating teachers’ beliefs toward the actual implementation of the integration of digital literacy in the EFL classroom
Fostering students’ mathematical reasoning through a cooperative learning model
Get PDFThis study sought to ascertain whether the student teams-achievement division (STAD) model of cooperative learning is effective in fostering students’ mathematical reasoning. Using the cluster random sampling technique, 301 eleventh-grade students between the ages of 14 and 20 were chosen from six public secondary schools within one district in Zambia. Students were given tasks on quadratic equations and functions both before and after the intervention. A robust analysis of the covariance test revealed that students’ mathematical reasoning abilities were significantly higher for the group that received instruction using the STAD approach than for the group that was taught using conventional methods of instruction at each of the five design points where regression slopes were comparable. A Chi-square test of independence further revealed that the STAD learning approach was associated with a greater proportion of students who demonstrated an appropriate degree of mathematical reasoning ability for each of the three indicators (conjecturing, justifying, and mathematizing). These results demonstrate that enhancing students’ mathematical reasoning abilities through the integration of classroom activities that engage students intellectually, physically, and socially is beneficial
Correlates gender traits and mindset on the choice of physics subject at high school in Kenya
Get PDFHigher education and training in science, technology, engineering, and mathematics (STEM) are important for the industrial growth and development of any nation. Physics subject provides the basics for training in many STEM areas. However, failure to pursue physics to the end of high school denies learners opportunities in STEM courses. This research employed a correlational design and survey method to examine the relationship of gender traits (GT) and mindset (MS) with learners’ intention to choose physics among 378 high school students randomly sampled. The study adopted the gender traits test and mindset questionnaires. The Chi-square test for the relationship of GT and MS with the intention to choose a physics subject yielded p>0.05. These results revealed that no student is deprived of an opportunity to pursue physics to higher levels on account of their GT or MS. Thus, attempts to increase the number of learners who can potentially pursue STEM courses by studying physics in high school should focus on other known factors other than GT and MS
Students’ ICT literacy and conceptual knowledge correlation: from a genetic course and a gender perspective
Get PDFThe correlation between students’ information communication technology (ICT) literacy and conceptual knowledge from a gender perspective is essential to understanding the causal effects of student learning. Therefore, this study aimed to describe the relationship between students’ ICT literacy and conceptual knowledge in a genetics course, especially from a gender perspective. This study employed a descriptive research method that used randomized sampling. The instruments used were conceptual knowledge and ICT literacy test sheets. The data were analyzed by using analysis of variance (ANOVA) and Pearson correlational statistics. The results showed male students have higher ICT literacy than females. Otherwise, male students have a lower conceptual knowledge than females. Furthermore, male students’ ICT literacy and conceptual knowledge showed a strong relationship, while female students showed a weak relationship. The findings support the idea that integrating ICT into genetics curricula might help students develop their ICT literacy and conceptual knowledge more effectively, especially female students
Driving to communicative approach: the innovative teaching speaking methods in Indonesian English immersion program
Get PDFStudents’ failure to be successful English learners is primarily due to uninteresting materials that lead to demotivation in learning. This research aimed to uncover the students’ motivation to study in the Indonesian English immersion program (IEIP) of Kampung Inggris Pare and to investigate the innovative methods of teaching speaking as a communicative approach in the IEIP at Kampung Inggris Pare. This qualitative study with a micro-ethnography approach was conducted in four English course institutions by associating ten students and four teachers as participants. By having the initial interviews, the results revealed that most students perceived learning English at formal schools as unsatisfied. In comparison, the two months of observation in “the daffodils, Mr. Bob, Kresna, and Peace” English course institutions found that the teachers taught speaking by integrating the other skills and utilizing some sources. They could regulate and deliver the materials attractively based on their methods. The communicative methods employed namely teaching speaking through writing practice (TSWP), teaching speaking through listening practice (TSLP), and teaching speaking through visual media or pictures (TSVM). This study supports students learning English at the IEIP because it fits the purpose of communicative goals, which directs the students’ success
Knowledge, attitude, and practice towards anemia prevention among female students in Indonesia: a mixed method study
Get PDFBased on the Indonesian national health survey in 2018, the prevalence of anemia in young women aged 15-34 was 48.9%. This study aimed to examine the influence of knowledge and attitude on anemia prevention practice and to identify reasons for not practicing anemia prevention among female high school students in Banjarmasin municipality, Indonesia. A mixed method sequential explanatory was applied for this study. The respondents are 350 female high school students from three senior high schools, chosen purposively for a cross-sectional study and followed by focus group discussion with 15 students and in-depth interviews with three teachers and four health workers. The results revealed that 254 (72.6%) female students had poor practice, 147 (42.0%) had poor attitude, and 169 (48.3 %) had poor knowledge related to iron deficiency anemia (IDA) prevention. Female students in the older age group (17-18 years old) (adjusted odds ratio/AOR 1.88, 95% CI 1.12, 3.16), studying at vocational school (AOR 1.85, 95% CI 1.05, 3.27), good knowledge (AOR 2.52, 95% CI 1.49, 4.26) were significant predictors on iron deficiency anemia (IDA) prevention. The qualitative findings found that the reasons for not practicing anemia prevention include poor knowledge about anemia practice prevention, dislike of iron tablets, and ineffective anemia education program due to poor coordination and communication between health workers and teachers. Effective anemia education programs at schools are needed to enhance students' knowledge related to anemia prevention
The relationship between principal inclusive leadership, teacher efficacy and teachers’ innovative behavior
Get PDFThe objective of this study was to explore the relationship among principals’ inclusive leadership, teachers’ sense of efficacy, and teachers’ innovative behaviors. A sample of 671 middle school teachers from Guangxi, China was utilized. The study revealed that the practice of inclusive leadership by principals had a positive effect on teacher efficacy. Furthermore, teacher efficacy appeared to have a beneficial effect on teacher innovative behavior. Additionally, the study showed that principal inclusive leadership significantly influenced teacher innovative behavior. Lastly, it proved that teacher efficacy played a mediating role in the relationship between principal inclusive leadership and teacher innovative behavior. The study offers strategies for enhancing teacher’s propensity for innovative conduct. When designing programs to promote teacher innovative behavior, it is important to take into account the impact of inclusive leadership by principals and the magnitude of teacher efficacy
Primary teachers’ readiness to use project: investigate teachers’ efficacy and attitude toward project-based learning
Get PDFThe purpose of our study was to investigate primary teachers’ readiness to use project-based learning (PBL) using teachers’ efficacy and teachers’ attitude toward PBL. A correlational descriptive design was set as the research design on 109 primary teachers from various schools who had participated in collaborative work projects in 2023. To collect data, teachers’ efficacy and teachers’ attitude scale were used as instrument. The results found that the level of use of PBL was influenced by teachers’ attitude toward PBL for each subscale except on the knowledge dependence and system restriction. The study also found that the level of use of PBL has a positive relationship with each subscale of teachers’ efficacy and the level of teachers’ efficacy is influenced by teachers’ attitude toward PBL for each subscale, except for the knowledge dependence. Implications of this study are expected to be considerations for professional development that focus on more concrete practical training