International Journal of Evaluation and Research in Education (IJERE)
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2012 research outputs found
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Exploring the impact of preservice teacher internship programs on students’ perception of the teaching profession
Get PDFThis study aims to analyze how the preservice teacher internship program influences students’ perception of the teaching profession by examining the variables of reaction, learning experiences, behavior, and the mediating role of results. By examining these variables, the study synthesizes findings from multiple studies and incorporates them. Using a survey conducted among students at a university in Medan, Indonesia, the study collected data electronically through the distribution of a questionnaire via Google Forms. The sample consisted of 252 students, and partial least square structural equation modeling (PLS-SEM) was employed to analyze the data. The outer models (measurement) and inner model (structural relations among latent variables) were validated and evaluated. The results indicate significant positive direct effects of reaction, learning, and behavior on results. Moreover, the results from the preservice teacher internship program have a significant positive effect on students’ perceptions. The study also reveals that results act as a partial mediator in the relationships between behavior and perception, learning and perception, and reaction and perception
Psychometric characteristics of the numerical ability test for Gulf students
Get PDFThis study investigates the psychometric properties of the numerical ability test using a three-parameter logistic (3PL) model within the framework of item response theory (IRT). The test comprises 30 dichotomous items and was administered to 2,689 fifth and sixth-grade students in schools across the Arab Gulf countries. The findings indicate a strong alignment of the test items with the three-parameter model, affirming the validity of the IRT approach. The test also meets the criteria for unidimensionality (UD) and local independence, establishing its psychometric soundness. Notably, the numerical ability test excels in discriminating between examinees with varying levels of numerical ability, particularly those with low or average abilities. Moreover, the scale exhibits a high level of reliability, with a marginal reliability coefficient of 0.83. These results suggest the potential for future research aimed at further enhancing the test’s precision and effectiveness
Readiness of higher education leaders to implement micro-credentials in Malaysia
Get PDFIn Malaysia, higher education institutions (HEIs) have made significant efforts to integrate micro-credentials into their educational systems. However, the status of micro-credentials among these institutions remains ambiguous. Furthermore, there is a few research on university leaders in Malaysia. As a result, a study was conducted to investigate the preparedness of university leaders in implementing micro-credentials within HEIs. This research aimed to unveil the interconnected relationship among key stakeholders and emphasize the necessity for university leaders to reevaluate their roles and perspectives within their respective institutions. The current study used a qualitative approach via a case study method involving five informants from university leaders in public HEIs in Peninsular Malaysia. For data collection and analysis, this study used focus group discussion and thematic analysis respectively. The data analysis led to the development of the major themes that emerged from findings: i) the conceptualization of micro-credentials; ii) human capitals; iii) infrastructures; iv) accreditation; and v) accountability, all of which are referred to as challenges faced by university leaders. The current study hopes that the top university leaders are able to demonstrate clear vision and unwavering commitment that can contribute to the successful integration of micro-credentials within the HEI landscape
A systematic review of impostor syndrome in higher education
Get PDFImpostor syndrome is a psychological phenomenon characterized by persistent feelings of inadequacy and self-doubt despite evidence of competence and success. This systematic review aims to explore the prevalence, impact, and factors associated with impostor syndrome among individuals in higher education settings based on recent 6 years’ publication in journals (from 2019 to 2024). A comprehensive search of electronic databases was conducted, yielding a total of 37 relevant studies that met the inclusion criteria. The findings suggest that impostor syndrome is a prevalent issue among students and faculty academic staff in higher education, with varying degrees of severity. The syndrome can negatively impact academic performance, career development, and overall well-being. Several factors contribute to the development of impostor syndrome, including gender, minority status, high achievement orientation, and perfectionism. However, further research is needed to better understand the underlying mechanisms and effective strategies for addressing impostor syndrome in higher education
Evaluating Bengkulu culture’s role in mathematics learning outside classrooms for understanding measurement
Get PDFConnecting measurement concepts from informal to formal situations was challenging for students, specifically in understanding length and area measurements in elementary school. The use of cultural context in mathematics learning have been identified as a potential solution to address these challenges, although further exploration was required. Therefore, this study aimed to investigate the impact of mathematics learning designs outside classroom that integrate the culture of Bengkulu, Indonesia. A quasi-experimental design was used with a total of 83 fifth-grade students from two medium- and high-level elementary schools. The assessment instrument comprised six test questions and an observation sheet to record students’ activities. The results showed that students in high-level schools understood teacher instructions and worksheets more quickly, providing additional time for measuring practice. Conversely, students at medium-level schools tended to wait for instructions. The inferential analysis showed that integrating mathematics learning designs outside classroom in Bengkulu cultural context did not significantly increase the understanding of area and length measurements for students in medium-level schools but positively impacted those in high-level schools. Therefore, this method had the potential to improve understanding of other mathematical concepts, specifically when effectively implemented in schools with higher levels of understanding
Course experience as the predictor of career personal efficacy
Get PDFDespite the proliferation of the culture of accreditation in the country, accreditation evaluations fail to capture authentic student course experience. This study aimed to assess the students’ course experience as to how it can contribute to increasing their career personal efficacy when employed in the work field. The 70 respondents were the education graduates of the college of education of a certain university in the past 6 years. The hierarchical multiple regression (HMR) was used to determine which of these domains can explain a statistically significant amount of variance to the career personal efficacy of the respondents. Correlation analysis r and the analysis of variance (ANOVA) were also employed to determine the relationships of the domains of course experience to career personal efficacy. Results revealed a high correlation between the six domains of course experience and career personal efficacy with good teaching, and clear goals and standards as the best factors among the domains of course experience which can predict career personal efficacy. It is recommended that administrators and policymakers should look into these two domains of the course experience to plan for the development goals of colleges and universities
Facilitating students’ readiness for blended learning during the COVID-19 pandemic
Get PDFBlended learning during COVID-19 pandemic creates diverse combination of face-to-face synchronous and asynchronous activities. However, there is still limited exploration on students’ readiness in terms of finishing their tasks. Most studies only focus on general description of students’ learning preparation. To complete the existing literature, we investigated the use of training, tutorials, and simulations to facilitate students’ readiness for blended learning during the COVID-19 pandemic. Three iterative phases of preparation, learning implementation, and investigating findings were employed in a frame of design-based research (DBR) method. The data consists of classroom’ observations, students’ reflective notes, and students’ achievements reports. All data were coded and analyzed statistically and qualitatively to determine the benefits of training, tutorials, and simulations in supporting students’ readiness to complete tasks. The results show that training, tutorials, and simulations facilitate extra asynchronous interaction and time to help students prepare their drafts for submission. Students can achieve all predefined learning goals at the end of the semester. The results imply that educators need to explore more initial activities prior blended learning to facilitate students’ readiness
A review of practices and digital technology integration in reading instruction and suggestions for the Philippines
Get PDFReading literacy has been a challenge in the Philippines based on recent large-scale literacy assessment in two consecutive years. This may be a result of a mismatch between reading instruction and the interest and motivation of students as 21st century learners in improving their reading skills. However, it is early to instigate such assumption. Hence, this systematic review examines eight articles related to reading instruction research in the Philippines and seven articles on digital technology integration for reading instruction. The paper finds no research on digital technology integration for reading instruction in the Philippine context, while studies conducted in other countries show the efficiency of digital technology interventions in reading literacy development. The findings emphasize the necessity for digital technology research in the reading instruction in the country. This report recommends empirical studies, curriculum adjustments, teacher training, and community engagements on technology-enabled reading education. Based on the findings of this study and a review of related literature, the PREACT framework (Policy, Research, Empirical study, Curriculum and resource adaptation, Community engagement and access, Teacher training and development) is proposed as a potential approach to transform reading instruction in the Philippines
Scientific argumentations research for last 10 years: analysis bibliometric
Get PDFThe topic of scientific arguments is crucial to discuss because it is one of the basic sciences that has close links with other topics. Moreover, this science has a close relationship with the skills of the 21st century today. This study aims to reveal the current trends in the scientific argumentation field for the last 10 years based on the Scopus database. This study uses quantitative research through bibliometric studies with the keyword scientific argumentation year. The results of this study indicate that the number of article publications during the years 2012 to 2021 on the topic of scientific argumentation has increased on average. However, the most visible increase was in 2018-2021. The United States, Indonesia, and Germany dominated the publication of scientific argumentation topics from 2012 to 2021. As for the top authors were from the United States and Germany. Furthermore, in scientific argumentation, dominated by subject areas based on science, keywords used are argumentation, students, and scientific argumentation. There were several suggestions for the research, namely: i) the need for further research, especially on the differences and similarities of each argumentation; ii) the need to discuss the appropriate scope of argumentation at the appropriate learning level; iii) collaboration between universities that have a focus on this argumentation field. It is highly recommended that the research be more robust; and iv) future research must adapt to the current development of arguments so that the topic does not decline but continues to become the basis for studying other sciences
The cognitive alignment of mathematics teachers’ assessments and its curriculum
Get PDFThis study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS