International Journal of Evaluation and Research in Education (IJERE)
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Global transformational leadership scale: cross-cultural adaptation of Indonesian sports science student context
Get PDFTransformational leadership has become an essential aspect of life skills integrated into a learning activity. At the same time, the tools for evaluating transformational leadership in the context of sports students in Indonesia still need to be improved. This study aims to adapt the global transformational leadership scale (GTLS) into the Indonesian version constructed from seven potential behaviors (vision, staff development, supportive, empowerment innovative, lead by example and charismatic). Testing content validity uses nine raters from various disciplines. Construct validity uses 297 students and concurrent validity by correlating GTLS scores with the leadership practices inventory (LPI). The data were analyzed using the Aiken formula, factor analysis, Pearson, and Cronbach's alpha with the help of the SPSS-AMOS. The result was that the seven adapted GTLS items met the Aiken validity parameter=0.74-0.96, construct validity (discriminant index=0.59-0.70; factor loading=0.63-0.77; p-value=0.000; RMR=0.013; GFI=0.961; TLI=0.952, CFI=0.968; RMSEA=0.080), concurrent validity (r=0.467), and reliability parameters=0.87. Thus, the Indonesian version of GTLS is valid and reliable for measuring transformational leadership in sports student culture. However, GTLS only facilitates members’ perceptions of their group leaders, so it is necessary to develop a GTLS scale oriented towards students perceiving their transformational leadership. These two data from different perspectives (peer and self-perception) enlarge the results of lecturers' comprehensive measurement, assessment, evaluation, and improvement of their students’ leadership
Influence of organization ethos on research competence of teachers in higher education institutions
Get PDFThe standards of research depend on the maintenance and coordination of research activities that are conducted by the teachers in higher education institutions. The flexibility in ordinances and statutes empowers the higher education institutions to frame the guidelines that empower the research competence of the teachers. This descriptive research has collected the data from 451 regular teachers of higher education institutions from different areas of discipline for the research. The results of the study show that there is a significant difference in measures of the perceptions of the teachers towards the relationship between organization ethos and research competence in higher education institutions. The study indicates the practical and academic importance for teachers to enhance research performance of higher education institutions
Adlerian counseling, fear of intimacy, and social interest among university students
Get PDFUniversity students in early adulthood indeed encounter diverse developmental demands, particularly in the realm of relationships and social development. This stage often involves considerations related to establishing families and entering into marriage or long-term partnerships. This study aims to assess the efficacy of a premarital counseling program grounded in the Adlerian approach in enhancing intimacy and social interest among a sample of single university students. The sample comprised 718 single young individuals from a public university in Jordan. Among them, 38 students displaying low social interest and experiencing fear of intimacy voluntarily participated. They were divided into two groups: an experimental group of 19 participants and a control group of 19 participants. The study utilized two measurement scales-one for fear of intimacy and another for social interest. The group counseling program, consisting of 11 sessions, was administered. The findings revealed significant differences between the experimental and control groups in pre- and post-measurements, indicating the positive impact of the group counseling program on the experimental group. Additionally, follow-up assessments indicated that the beneficial effects of the group counseling program were sustained over time
Differentiated instruction in reading in elementary schools: a systematic review
Get PDFIncreasingly diverse learners in today’s classroom might require teachers to implement differentiated instruction (DI) to create an effective learning process. This systematic review provides an overview of how DI was implemented in reading instruction in elementary education. For this purpose, the researchers systematically searched five databases (APA PsycINFO, Education Research Complete, ERIC, Scopus, and Web of Science). Based on the inclusion criteria, 28 empirical studies from 2002 to 2022 were selected for review. To be included in the review, the studies should be empirical, written in English, peer-reviewed, focusing on reading in elementary education, and include students with or without disabilities. The researchers created content coding in Microsoft Excel spreadsheet to extract relevant information from the selected studies. The findings indicated that implementing DI in reading instruction to elementary school students includes differentiation in content, process, and product, increased quality and quantity of explicit reading instruction, assessments informed instructions, and integrating DI with other instructional models. This emphasizes that although differentiation might seem complex, it is possible to implement it in reading instruction
Developing STEM project-based learning module for primary school teachers: a need analysis
Get PDFThe integration of science, technology, engineering, and mathematics (STEM) with project-based learning is beneficial in facilitating students to compete effectively in the 21st century, but teachers still encounter obstacles, so in implementation, especially in primary schools, is still rarely done. Therefore, it is necessary to develop STEM project-based learning module to overcome teacher problems. This study aims to collect and analyze teacher perspectives regarding their requirements for the development of STEM project-based learning module. This study was conducted using a design and developmental research (DDR) approach. The first phase included need analysis, carried out through an online questionnaire. The participants consisted of 397 teachers in Cirebon and the results showed that primary school teachers required STEM project-based learning module to facilitate the development of relevant skills in the 21st century, such as scientific literacy and critical thinking. Based on the data collected, the most difficult topic and the topic with the highest forms of misconceptions appeared to be human body organ systems, with a percentage value of 21.16% and matter and change, with a percentage at 21.41%. STEM project-based learning module for primary school level can be developed for various topics such as human body organs or matter and changes
Teachers’ self-perception of scientific competences: a gender approach
Get PDFThis study analyses the self-perception of 274 teachers from public, urban, and rural schools in Manizales, Colombia, using a Likert scale instrument developed considering the scientific competencies determined by UNESCO. In the analysis of the results, it was found that, even though in the sample analyzed, women have greater training in research and scientific competencies, their perception of their abilities in this aspect is lower than that of men. With the Mann-Whitney U test and rank-biserial correlation, it was possible to test the alternative hypothesis that the female self-perception of capabilities is lower than the male for each question. The instrument was validated with the internal consistency index with an α=0.98. Additionally, the instrument has been validated with a confirmatory factor analysis, obtaining values of comparative fit index (CFI) of 0.869 and Tucker-Lewis’s index (TLI) of 0.858 with RMSEA and SRMR of 0.103 and 0.063, respectively. The paper provides insights into the self-perception of scientific competencies among teachers, which can inform teacher training and professional development programs. The study highlighted the gender gap in self-perception of scientific competencies, which can inform policies and interventions to promote gender equity in science education
Unlocking mathematics’ power: interpreting content and context within word problems
Get PDFMathematics is a fundamental subject with wide-reaching importance in education, providing students with the tools to apply mathematical principles in diverse contexts. This study examines the abilities of 60 pre-service mathematics teachers (PSTs) in identifying content and context within mathematical word problems. Utilizing a case study approach, the study employed the mathematics word problems test and the content and context questionnaire. The findings reveal that PSTs generally struggle with error detection and content comprehension in mathematical word problems, as demonstrated by their inability to recognize inaccuracies in two of three test questions. The failure of PSTs to identify errors in mathematical word problems often stems from their tendency to rely solely on the solutions they obtain, without first understanding the entire question presented. In essence, they may focus on finding a solution rather than critically evaluating the problem, which can lead to the oversight of errors or inaccuracies within the problem statement itself. This study emphasizes the need for PSTs to grasp mathematical concepts and contextualize them in everyday life scenarios. Challenges were observed in linking computational results to real-world contexts. Thus, the study calls for future research in pre-service teacher education to explore strategies for enhancing critical thinking, error detection, and the integration of practical context in mathematical problem-solving. Furthermore, the study suggests that assessing the ability of PSTs to formulate problem-solving questions evaluates their capacity to answer questions and their ability to construct questions that can enhance students’ cognitive abilities
Blended learning in the development of university students’ metacognition
Get PDFIn the conditions of the advancing digitalization and the introduction of restrictions aimed at combating the COVID-19 pandemic, there is a search for new formats of learning at universities, the most promising of which the authors believe to be blended learning. The study aims to assess the effectiveness of the development of metacognition in a university blended learning environment. The development of students’ metacognition as part of an empirical study is achieved by a set of methods, the key among which is the experiment. The results of the experimental study suggest that students’ perception of the environment of blended learning tends to improve. In particular, improvement is observed in the indicators of some metacognitive skills (the choice of the place and time of training, planning of learning activities, monitoring of the obtained knowledge, and the experience of working with information). The results reveal improvements in the self-regulatory component of metacognition. As a result of the study, it is concluded that the comprehensive development of metacognitive skills among students ensures their engagement in learning and greater consciousness and proves useful in the context of blended learning
School restorative justice, restorative discipline rather than punishment: a systematic review
Get PDFRestorative justice has become another alternative to do justice in society and its application is spreading outside the criminal field, although there are currently global proposals to apply it as restorative practices in the educational field with interesting results in relationships of coexistence, discipline, and confronting school violence, which impacts on the learning outcomes of students. The objective of this paper is to analyze the conditions of school discipline before the implementation of restorative practice strategies and the impact of their application as an alternative of damage restoration rather than punishment. The PRISMA methodology and the consultations of “Justice AND Restorative AND School” were carried out; also “Practices AND Restorative AND Students”; “Practices AND Restorative AND Violence”; “Justice AND Practices AND Restorative”, 30 articles published in Scopus and EBSCO carried out between 2018-2022 were considered. The studies showed significant benefits in the improvement of school discipline, reduction of suspensions, increased communication, respect, trust between students and teachers, among others; In this regard, the evidence continues to be limited and new studies are needed
Challenges, strengths, and relevance of integrating classroombased assessment in technical and vocational education training
Get PDFTechnical and vocational education training (TVET) assessment is critical to determine the intended learning outcomes for students. However, the TVET assessment presents several essential obstacles, such as assessing occupational skills disconnected from lesson-learning results. Assessment methods are another contentious topic among academics and other professionals because teachers’ different methods of evaluating students’ work are incompatible with assessment objectives and are a significant issue in TVET assessment. Consequently, this research investigates the challenges and strengths of classroom assessment practices and the relevance of implementing vocational skills. This research uses a quantitative survey methodology to assess the degree of participants agree using descriptive analysis. The study’s findings indicate several challenges associated with administering classroom-based assessment (CA) within the context of TVET. CA is an excellent venue for assessing the students’ acquired knowledge and abilities in education. The TVET assessment must include, in addition to technical skills, generic skills related to Industry 4.0 and career adaptability skills as a student’s learning outcomes. These skills serve as the basis for the development of skills and competencies. Cognitive, psychomotor, and interpersonal qualities are vital in the TVET assessment as a student learning outcome