International Journal of Evaluation and Research in Education (IJERE)
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Validity confirmation of the Lithuanian form for mental toughness questionnaire among sport schools’ students
Get PDFCurrently, there is a growing interest in measuring mental toughness in Lithuania, but there are no validation measures in place which take contextual factors into account. The scientific problem deals with a limited availability of psychometrically tested mental toughness assessment tools in student populations, specifically within Lithuanian sport schools’ context. Therefore, the purpose is to confirm validity of the Lithuanian form for mental toughness questionnaire (MTQ48) among young sport schools’ participants. The study involved 581 participants aged 15-18 from various Lithuanian basketball sports schools. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of the questionnaire were performed. Six factors were identified by applying an EFA which explained 63.0% of the total variance. Modelling of the structural equations showed that the six-factor MTQ48 model has a reasonable fit. Analyses of reliability and validity demonstrated a strong internal consistency among the factors. With these suitable reliability and validity characteristics, adapted mental toughness measurement (MTQ48) is suitable for use in research investigating mental toughness among students within Lithuanian sport schools’ contexts
Recommended improvements for online learning based on Omani students’ experiences and perspectives
Get PDFThe outbreak of COVID-19 prompted a worldwide transition to online education in academic institutions, which had a profound effect on both instructors and learners. This study aims to investigate the perspectives and experiences of students who have undergone emergency remote learning at the University of Technology and Applied Sciences (UTAS) in the Nizwa branch. The study explored students’ experiences in four areas: i) the impact of online learning on academic performance, learning skills, communication, health, and motivation; ii) students’ preferences; iii) the challenges they faced; and iv) the suggestions they have for enhancing the online learning environment. An online survey was conducted with 447 students, and the data collected were analyzed both quantitatively and qualitatively. This study shows that online learning has impacted students’ academic performance, communication, health, and motivation. The findings revealed that students preferred live online lectures and exams but were dissatisfied with the online learning system overall. Content analysis revealed that the most significant challenges faced by students were technical issues, study-related concerns, and learning difficulties. These findings highlight the necessity of enhancing the infrastructure, fostering communication, and implementing effective teaching methods to create a more engaging and productive online learning environment
Examining GenAI readiness and behavioral intention of adult learners: a PLS-SEM and IPMA approach
Get PDFIn the current rapidly changing technological landscape, emerging technologies such as generative artificial intelligence (GenAI) continue to disrupt adult learners’ preparedness for the AI-driven future in the workplace and in society. This study aimed to explore the factors of adult learners’ behavioral intention towards adopting GenAI. A quantitative approach was used where a self-administered online survey was randomly distributed to existing adult learners at an open and distance learning (ODL) institution in Malaysia. There were 484 responses, however, due to straightlining and outlier issues, only 460 were usable. Data analysis used SPSS version 28 for data cleaning and descriptive statistics, and SmartPLS 4 to perform partial least squares structural equation modelling (PLS-SEM) and the assessment of importance-performance matrix analysis (IPMA). The findings indicated that GenAI readiness constructs of ability and ethics positively predict adult learners’ intention to adopt GenAI. Management of the university should address the performance gap in ability, maintain ethical awareness, and improve the performance of vision and cognition
Mapping the intellectual structure of mobile gaming in education: insights from bibliometric methods
Get PDFMobile gaming in education encompasses using games on mobile devices to achieve educational goals, offering an interactive platform that can make learning more engaging and accessible. This study addresses the gap in understanding how mobile gaming can enhance educational outcomes by mapping the intellectual landscape of mobile gaming research in education through bibliometric methods. The problem is the growing need to adapt educational tools to students’ digital preferences, balancing engagement with academic rigor. A total of 247 articles were identified from the Web of Science (WoS) database. Through co-citation and co-occurrence analyses, the study identifies influential research themes and emerging trends, such as gamification, serious games, and augmented reality. The findings demonstrate that mobile gaming fosters engagement in promoting motivation and supporting problem-solving skills in educational contexts. However, it also highlights the importance of aligning mobile gaming with curriculum objectives and ensuring instructor readiness, supporting sustainable development goal 4: quality education, which aims to improve inclusive and equitable learning outcomes. It identifies emerging trends, including serious games, technology acceptance models, and the use of augmented reality in educational settings. This study provides a significant impact for educators and researchers seeking to incorporate mobile gaming into educational settings actively. The study suggests a balanced approach to mobile gaming, ensuring its introduction enhances educational goals while minimizing the potential for distraction, fostering innovation in line with sustainable development goal 9: industry, innovation, and infrastructure
Task-based material design in Japanese tour guide courses: fostering adaptability and sustainable learning
Get PDFThe rapid growth of international tourism has significantly increased the number of Chinese visitors to Japan and vice versa, leading to a heightened demand for tour guides fluent in Japanese. However, the lack of specialized Japanese tour guide courses in Chinese undergraduate tourism programs has resulted in a shortage of qualified professionals. Therefore, developing teaching materials that support the learning of Japanese among Chinese students aiming to become fluent tour guides is essential to fill this gap. This study aims to develop and evaluate task-based teaching materials designed to enhance trainees’ oral communication skills and professional adaptability for the Japanese tour guide purpose (JTGP) in real-world guiding scenarios. The task-based material design approach proposed in this research focuses on improving students’ Japanese oral tour guide abilities while fostering adaptability and sustainability in their learning. The study was conducted with tourism students from Ningxia University Xinhua College, utilizing tests, semi-structured interviews, and observational data. Action research was employed to optimize the Japanese task-based materials, ensuring that they effectively promote language development while also targeting the cultivation of adaptability and sustainability of learning. The results indicate a strong student interest in the task-based courses, particularly the interactive elements, which have significantly enhanced their adaptability to the tour guide role and capacity for sustainable development thinking
Designing and implementing teachers’ professional development program on crafting brain-based lessons
Get PDFThe increasing emphasis on brain-based learning (BBL) underscores its potential to enhance educational practices by integrating the biological foundations of learning. This study, conducted at Mat-I National High School, sought to address the gap between theoretical understanding and practical application of BBL among science and mathematics educators. Using a descriptive research design, the study aimed to develop and implement a comprehensive training designed to elevate teachers' proficiency in BBL strategies, ultimately improving their instructional effectiveness in science and mathematics education. A pre-training needs assessment identified a superficial familiarity with BBL among teachers, underscoring the need for more targeted professional development. The training program incorporated lectures, workshops, interactive exercises, and the creation of lesson plans tailored to BBL principles. Post-training assessments demonstrated a marked improvement in participants' understanding and application of BBL, advancing from basic to proficient levels. These findings suggest that the program successfully enhanced teaching practices. The study concludes by recommending continuous professional development, the development of BBL-aligned teaching tools, and the adoption of varied training methodologies to sustain and further improve educational outcomes in mathematics and science education
Improving algebraic problem-solving achievement of secondary level students by using graph-based visualization of three models
Get PDFThe study aims to investigate the algebraic problem-solving achievement (PSA) of secondary school students. The study is conducted to improve students’ algebraic PSA by using the graphical visualization of three models, which are integrated to analyze certain factors that contribute to algebraic PSA. The first model is constructed to analyze students’ intrinsic and extrinsic motivation in the prediction of algebraic PSA. The second model is constructed to analyze with the help of cognitive and affective self-concept. Also, the third model is constructed to analyze with the help of four factors, such as cognitive and affective self-concept, and intrinsic and extrinsic motivation. In this study, a descriptive survey design is used, in which 400 ninth-grade students are involved in the Morigaon District of Assam, India. The results of regression analysis in the first model explain 29.8% variance of algebraic PSA, the second model demonstrated that 64.9% variance of algebraic and the third model has highest 66.1% variance of algebraic PSA can be accounted by the linear combination of the four independent variables. The findings of this study can be utilized by secondary education institutions to improve students’ mathematical achievement as a whole
Students’ engagement in Philippine tertiary PE program: a path for enhancing experience and curriculum development
Get PDFThis study aims to assess student engagement across several dimensions of the PATH-Fit program and explore the interrelationships among these dimensions to inform curriculum development and enhance students’ experience. Using a quantitative research design, precisely a descriptive correlation approach, the study employed a modified research instrument to measure various aspects of student engagement, including Interest and Motivation, Perceived Benefits, Teaching and Learning Environment, Assessment and Feedback, and Overall Satisfaction. A sample of 633 college students from Southern Philippines was selected using simple random sampling to ensure representative and unbiased data. The results reveal that students exhibit moderate engagement in the PATH-Fit program. Analysis shows significant relationships among all engagement variables, indicating that improvements in one area, such as the teaching and learning environment, can positively influence others, like interest and motivation. The interrelationships highlight the interconnectedness of engagement dimensions, suggesting that a holistic approach is necessary for enhancing overall student involvement. In conclusion, while the PATH-Fit program succeeds in capturing students' interest to some extent, there is considerable potential for increasing engagement. By addressing multiple dimensions of engagement simultaneously, the program can better meet students' needs and improve their overall satisfaction and involvement
Influence of playing online video games on Filipino college students’ confidence in speaking English
Get PDFOnline video games that require players to communicate in English provide opportunities for students to practice their language skills and overcome their fear of speaking in English. Unfortunately, the literature reveals an existing gap in investigating how such games can influence students’ confidence in speaking English, especially in the Philippine context. Therefore, this study surveyed 148 Filipino college English-as-a-second language (ESL) students to examine differences in their perceived confidence in speaking English depending on learner variables such as gender, time spent online gaming (TSOG), number of games played (NOGP), self-rated speaking proficiency (SRSP), and game interactivity.Using independent t-tests and one-way analysis of variance (ANOVA) analyses, results revealed statistically significant differences in the development of communication skills in English (DCSE) depending on the TSOG, willingness to communicate (WTC) in English depending on the NOGP, and enhancement of communication skills in English, active participation in class, and reduced anxiety in using English (RAUE) depending on the SRSP. This exploratory study indicates that online video games can be valuable tools in increasing English speaking confidence among Filipino college students. Further research is posited to understand the extent to which online games influence ESL learners’ speaking confidence in different educational and cultural contexts
Examining the ‘hawk-dove effects’ in portfolio assessment using the multi-facet Rasch model
Get PDFConcerns among students have increased due to the use of test scores in decision-making, leading them to question whether their results accurately reflect their abilities, especially when they perceive subjectivity in rater scoring. This study explores the effects of rater bias on portfolio assessment scores among student teachers in the colleges of education in Ghana. A sample of 207 student portfolios, scored by tutors, was analyzed using a three-facet design model and the FACET software. The findings revealed that tutors exhibited varying rating behaviors, including severity, leniency, and halo effects. These differing rating patterns were found to impact the students’ portfolio scores, suggesting that the subjectivity of raters plays a crucial role in the assessment process