International Journal of Evaluation and Research in Education (IJERE)
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2012 research outputs found
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E-Module problem-based learning on chemical equilibria to improve students’ higher-order thinking skills: an analysis
Get PDFThis study aimed to identify the specifications for developing a problem-based learning e-module for chemical equilibria to increase students’ higher-order thinking skills (HOTS). A qualitative approach with a semi-structured interview involving eight participants from form six teachers in Penang was utilized. The interview results were analyzed using NVivo 12 software by dividing the transcripts into several codes based on a thematic analysis approach. Four broad themes emerged from the need analysis interviews: i) the importance of chemical equilibria; ii) problems in teaching and learning chemical equilibria; iii) teaching strategy; iv) desired improvement. The findings of this study showed that the topic of chemical equilibria in form six syllabus is an important topic for students to master. Still, it is the most challenging concept for both students and teachers. Findings of the interviews also found that teachers need an e-module integrated with problem-based learning due to the lack of teaching resources, the content of the syllabus, and the lack of students’ thinking skills. Besides, teachers suggest variegating the content, strategies, and technology to develop the modules. These findings indicate that teachers are still unsatisfied with the existing teaching materials and strategies and, therefore require an e-module to meet their needs. All themes and codes of the findings are summarized using schematic diagrams. The results of this study are essential in designing and developing the e-module integrated with problem-based learning for the topic of chemical equilibria, which can be implemented and positively increase the HOTS level among form six students
Sustainable leadership practices among school leaders and their relationship with school climate
Get PDFSustainable leadership practices ensure that the mission and vision of a school continue despite changes and challenges. Such a practice can build the capacity of the organization based on the environment, especially in shaping a better school climate. Past studies have found a significant link between school leadership practices and the school climate. However, there has been little discussion about the phenomenal relationship the in rural national secondary school (SMK) context. Hence, this study aimed to identify the level of sustainable leadership practices of principals and their relationship with the school climate in rural SMK in Malaysia. A total of 450 teachers were selected to participate in the study using proportionate random sampling and questionnaires were adopted as the research method. Due to the COVID-19 pandemic and the research population located in rural areas, data were collected through the mail. The findings showed that the level of sustainable leadership practices of the principals was high (M=4.18, SD=0.52), along with a high level of the school climate (M=4.14, SD=0.51). Sustainable leadership practices were also positively associated with school climate (r=0.607, p<0.05). These findings can be used by the Ministry of Education Malaysia to enhance sustainable leadership practices in the national education leaders professional qualifications designed specifically for future school leaders in Malaysia. In this regard, it is hoped that these findings will enrich the literature on sustainable leadership practices and the school climate
Visualization of students’ cognitive knowledge in digital concept mapping
Get PDFMeaningful learning through the creation a digital concept map is the easiest way to gain cognitive knowledge, new information, and possibility how to expand among learners. Only a few empirical studies have been conducted in the field of nursing regarding learning through concept mapping to achieve higher levels of knowledge and digital skills. The study evaluated the student’s ability to visualize cognitive knowledge by creating a digital concept map. The objectives were to identify the perception using digital technologies and conceptual mapping, differences and relationships between gender, age, years of study, and branches. We used the ContextMinds program map creation. There were 92 Slovak students of nursing, public health and physiotherapy participated in the study. Data were collected and analyzed using IBM SPSS version 25.0. Perception of learning using digital concept mapping strategy was assessed using descriptive statistics, where paired t-test, analysis of variance (ANOVA) and Chi-square were used. The study found a positive perception of creating the digital concept map, but a low level of digital skills. First-year students took one or more weeks to submit the final version of the concept map in comparison to third-year students who took one or more hours. For second-year students, a creation of a concept map was less problematic than for first-year students. Students prefer standard teaching and learning methods. Healthcare absolvents are required to be proficient in digital literacy. Applying cognitive knowledge to create a digital concept map is a challenging strategy procedure
Unleashing analytical mastery: elevating HOTS with hybrid project-based learning in academic writing courses
Get PDFThis groundbreaking study addresses a significant research gap in modern pedagogy by examining the revolutionary effects of hybrid project-based learning (HPBL) on high-order thinking skills (HOTS) in English as a foreign language (EFL) writing instruction. By employing a quasi-experimental design and incorporating the participation of 85 students as a population, this study addresses two crucial inquiries: i) the degree to which HPBL impacts the overall writing abilities of EFL students enrolled in an academic writing course and ii) how HPBL enhances the analytical capabilities of the students. The argumentative writing test was employed as a research instrument. The research demonstrates a significant writing and analytical mastery enhancement through rigorous paired sample testing and validation. This research not only makes substantial contributions to the ongoing scholarly discourse but also underscores the critical significance of further exploring the dynamic attributes of HPBL, thus further establishing its position as an indispensable element of modern language instructions
Challenges of using ChatGPT in education: a digital pedagogy analysis
Get PDFThis research explains into the challenges posed by the increasing utilization of Chat generative pre-trained transformer (ChatGPT) in educational settings and proposes solutions to mitigate its potential negative impacts. The widespread adoption of artificial intelligence, exemplified by ChatGPT, in learning environments from elementary to higher education levels, raises concerns about its impact on critical thinking and reflection among students. Through a comprehensive literature review encompassing journals, scientific articles, news, and previous research, this study identifies the challenges associated with ChatGPT’s usage in education in the digital era. One significant challenge is the potential reduction in students’ ability to think critically and engage with reality due to overreliance on ChatGPT for assignments. Moreover, excessive dependence on ChatGPT risks diminishing the quality of human resources in education. To address these challenges, educators need to develop strategies to harness technological advancements effectively while fostering critical thinking skills in students. This research underscores the importance of equipping educators with the necessary skills to navigate the digital landscape and prevent academic dishonesty facilitated by ChatGPT
Original illustrated tasks with photos of regional plants for botany knowledge control and consolidation
Get PDFThis article addresses one of the current issues in education: the use of resources in biological disciplines classes that are required for students to develop meta-subject competencies. The incorporation of natural objects into educational content can create a favorable environment for teaching biology classes and assist students in developing necessary knowledge about regional flora. The authors created a set of integrated plant tasks that require knowledge of ecology, plant physiology, and evolution. The main goal of tasks is to learn about regional plant species and to control what you have learned. Certain activities are specifically created for hands-on engagement with nearby natural entities to determine their taxonomic classification, morphological characteristics, and adaptations. This approach, according to the authors, ensures productivity in biology teaching
New and conventional media to senior high school student’s reading motivation
Get PDFMotivation has long been established as an important factor that affects reading among students. With the advent of technology, reading motivation has become more nuanced as new reading media alongside conventional media surfaced. The study explored the relationship between senior high school students’ new and conventional media preferences and their reading motivation. A descriptive correlational research design was employed to analyze the data and determine correlations between variables. Results revealed that students generally have a stronger preference for books (physical books, school books, and pocketbooks) as reading media. Students also have a stronger preference for reading academic texts in print formats. In terms of the amount of time spent on reading electronic and print texts, students generally spend longer time reading electronic texts. The results also showed higher intrinsic motivation to read than extrinsic motivation among students. Finally, significant positive relationships were found between most intrinsic motivation scales and students’ new media preferences. Few significant positive relationships were found between extrinsic motivation scales and students’ new media preferences. Implications of these findings highlighted the need to utilize both conventional and new media and consider students’ preferences vis-à-vis classroom reading tasks
Neuroscience for early childhood education: impact on virtual settings and teaching practice
Get PDFThe research allowed us to measure the impact of neuroscience from the transfer carried out by practicing education teachers, who received university training based on neuroscience. We performed comparative inferential analyzes on 1,341 students from public and private schools in Lima who acted as an informant sample. The study sample was made up of 71 university students who worked as teachers with university training with neuroscientific content. Traceability was carried out between the macro and microprogramming of the university students and its effect on the school was calculated. Instruments were used to assess university content and measure school learning. It was found that 25% of the credits were transversal neuroscience subjects. In microplanning, more than 50% of the activities incorporated contributions from neuroscience, demonstrating significant effects on children’s learning. The limitations demonstrated the low scope focused on the number of teachers evaluated, the permeability of the neuroscientific concepts that could be delivered to school students due to the time delay involved in executing this type of activities. It is concluded that the activities were moderately significant in the development of the neuroscience curriculum for university students
Nominal group techniques to assess teachers’ readiness for online teaching at higher education institution
Get PDFEducation 4.0 marks a new era of learning with virtual online classrooms, requiring teachers to adapt. Despite this shift, standardized tools to evaluate teachers’ online instruction readiness are lacking. This article explores nominal group technique (NGT) in the design and development research (DDR) need analysis stage to identify challenges in online teaching and the need for a new assessment tool in higher education. There were 15 professionals from Malaysia and Indonesia contributed insights to identify key educator challenges. Results show validation of study topics with over 70% agreement, highlighting the urgent need for a reliable tool to assess educators’ online instruction competence in higher education. These findings inform further instrument development
Demographic factors affecting technological pedagogical content knowledge in Generation-Z preservice biology teachers
Get PDFGeneration-Z dominating preservice biology teachers in this era. Teachers’ TPACK is influenced by factors such as demography. Technological, pedagogical and content knowledge (TPACK) is a framework used in teacher competence in Indonesia. This research will contribute to the training process of Generation-Z preservice biology teachers who have special characteristics. This study aims to determine the effect of demographic factors on the TPACK of Generation-Z preservice biology teachers. A total of 652 Generation Z preservice biology teachers from biggest ten Indonesian educational universities participated in this survey. The research results show that only gender has a relationship with TPACK in every aspect. Motivation to become a teacher influences TPACK, except for the technological knowledge (TK) aspect. In contrast, other aspects do not influence TPACK. Gender and motivation to become a teacher are factors that need attention in the training process for prospective biology teachers. Universities and the government can use these results to formulate suitable training programs for preservice biology teachers in Indonesia