International Journal of Evaluation and Research in Education (IJERE)
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2012 research outputs found
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Teachers’ autonomy and innovative work behavior: the mediating role of schools’ innovation climate
Get PDFFor schools to maintain their competitiveness and enhance the standards of their education, they need to implement innovative approaches that allow them to stay abreast of the constantly changing technological, economic, and social environment. The success of these innovative approaches in schools relies heavily on teachers’ innovative work behavior (IWB), and so the role of teachers in this regard is pivotal. It is therefore crucial to determine the factors that affect teachers’ IWB. Thus, the purpose of the current study was to investigate the relationship between teachers’ autonomy, schools’ innovation climate, and IWB. A sample of teachers (n=376) from 12 primary and secondary schools in Kuala Terengganu, Malaysia, were surveyed through a questionnaire that was self-administered. Utilizing structural equation modelling with IBM AMOS version 24, schools’ innovation climate was found to have a full mediating role in the relationship between teachers’ autonomy and IWB. The findings suggest the important role of innovation climate in linking teachers’ autonomy to IWB and therefore have significant implications for school leaders
Drivers of organizational citizenship behavior of elementary school teachers
Get PDFThis study aims to examine the effect of self-efficacy, intrinsic motivation on organizational citizenship behavior (OCB) of elementary school teachers in the post-COVID-19 pandemic mediated by teacher engagement and moderated by job characteristics. A total of 285 valid questionnaires, were analyzed using Structural Equation Modeling with SmartPLS3 software. The results showed that teacher engagement mediates the effects of self-efficacy and intrinsic motivation on organizational citizenship behavior. Job characteristics moderate the effect of intrinsic motivation and self-efficacy on teacher engagement, where moderation in the relationship between intrinsic motivation and teacher engagement is positive, and the moderating role in the relationship between self-efficacy and teacher engagement is negative. This shows that the school must be able to encourage teachers to demonstrate OCB in the school environment, so that teachers are willing to help their students and colleagues deal with learning in the post-pandemic period, in addition to jobs that offer a high degree of autonomy, task variety, task significance, and feedback
Student’s acceptance of the Nearpod application: an investigation in elementary school
Get PDFThe use of technology can increase teacher innovation in carrying out mass learning. Innovations that can standardize in terms of media use or digital supporting devices that reduce the learning barrier and help students succeed. One of the components of multimedia-based learning media is the Nearpod application. This research aims to ascertain the purpose and behavior of primary school pupils utilizing the Nearpod application via an extension of the unified theory of acceptance and use of technology 2 (UTAUT 2) model. The researchers employed a quantitative research method by distributing questionnaires to 217 students at Public Elementary School (SDN) 004 Tanjung Redeb, Berau Regency, East Kalimantan, Indonesia. Data from this study were analyzed using partial least square structural equation modeling (PLS-SEM). The findings revealed that behavioral intention (BI) is significantly positively influenced by hedonic motivation (HM), habit (H), and habitual behavior (HB). In addition, habit (H) also has a significant positive effect on use behavior (UB). It can conclude this study can explain that the adoption of technology in the elementary school environment has different causal factors
Meta-analysis of the effectiveness of ethnomathematics-based learning on student mathematical communication in Indonesia
Get PDFThis meta-analysis aims to determine the effect of ethnomathematics learning on students’ mathematical communication skills. Data from 28 research studies, including sample size, standard deviation, mean for both experimental and control groups, and other information, were collected using descriptive analysis. Data analysis techniques used meta-analysis on forest plots, with analytical techniques including heterogeneity testing, calculation of effect sizes, calculation of summary effects using random effects models, and identification of publication bias. The results showed that ethnomathematics-based learning improves students’ mathematical communication skills. The effectiveness of ethnomathematical and conventional learning on students’ mathematical communication skills is combined reliably. The effect size of ethnomathematical learning was 0.97 (95%-CI: 0.74; 1.20). Ethnomathematics-based learning is more effective when compared to traditional
Learning from COVID-19: how Indonesian English teachers see computer-assisted language learning?
Get PDFThe COVID-19 outbreak has transformed various parts of life, including teaching and learning methods. Teachers, especially Indonesian English teachers, were taken aback by the abrupt transition from offline to online instruction because it was unanticipated and unprepared. This paper attempted to investigate how teachers implement their pedagogical knowledge in the online environment during the pandemic and how they improve on using computer-assisted language learning (CALL) during the sudden shift from offline to online instruction. The findings revealed that teaching methods are being adapted to accommodate the features of the online platform. In order to adjust to this new situation, teachers use their creativity to adapt the stages of cooperative learning, collaborative learning, and class discussion in an online context. Participating in virtual workshops and training also helps teachers improve their digital skills concerning internet material. In the future, the results of the present study can be applied to improve the teacher education curriculum. Specifically, it is suggested to construct a course for the teacher education curriculum that places pre-service teachers in diverse and challenging conditions
Classroom practices in primary schools’ mathematics teaching supported by the Interactive Mathematics Software for Rwanda
Get PDFOver recent decades, the integration of technological resources in education increased growingly. However, studies about the assessment of information and communications technology integration in primary school mathematics activities remained few. This research intended to comparatively examine the aspects of classroom practices observed during the implementation of the Interactive Mathematics (IM) Software in primary schools in Rwanda. Designed as quasi-experimental, it involved the experimental groups from Primary-2, Primary-3, Primary-4, and Primary-5 and analyzed aspects of school statuses, the school years, and the educational cycles. Data collected using Likert-scale measurements from 63 classroom observations were analyzed using Microsoft Excel and a two-sample t-test analysis was conducted to determine if the significance of mean differences. The findings revealed no significant difference between lower and upper primary based on a p-value of 0.829368908 (p-value>.05) and between the 2019 and 2020 teaching periods (considering the same teacher) based on the p-value=0.324542 (p-value>.05). However, the findings revealed that private and public schools’ mean differences were significant based on the calculated p-value equal to 0.007144 (p-value<.01). The study made various recommendations towards using IM software to promote quality mathematics education in primary schools in Rwanda and pre-service teacher training to boost the initiation process of their technology-enhanced pedagogy knowledge to teach mathematics
Stakeholders’ awareness and acceptance of the vision, mission, goals, and outcomes statements of a teacher education college
Get PDFThis study examined the awareness and acceptance of the stakeholders of a teacher education college in the Philippines of their university vision and mission and the college goals, and outcomes statements (VMGOs). Of the 700 target respondents, 406 stakeholders responded to the survey transcribed in Google Form. They were 42 school personnel, 106 parents, and 258 students; 301 females and 105 males. The five-point rating scales asked the respondents to assess their awareness and acceptance of 16 statements including one vision, one mission, five institutional outcomes (IO), two college goals, and seven program outcomes (PO). The respondents as a whole indicated they were very aware of the VMGOs and these were very acceptable for them. However, the school personnel were consistently more aware than the students and the parents/officials; while the parents/officials consistently indicated the lowest awareness and acceptability scores for all the statements. The results further revealed a significant acceptable relationship between awareness and acceptability scores. The variables share a variance ranging from 51% to 61% confirming that as awareness increases, acceptance rate also increases. Various implications of these findings are discussed
Eco-pesantren modeling for environmentally friendly behavior: new lessons from Indonesia
Get PDFPesantren or Islamic boarding school plays a vital and strategic role in improving environmentally sound education. Eco-pesantren is a movement that puts a high concern for the environment. This study aimed to analyze eco-pesantren modeling techniques in education. It is a case study with a qualitative research method. The research was conducted at Islamic Boarding School Sumber Mental Agama Allah (SPMAA), Turi Lamongan, East Java, Indonesia. Data were collected by observation, interviews, questionnaires, and document studies. This research concluded that modeling techniques can at least be pursued in four main ways: the individual role model of pesantren leaders; infrastructure and their use; governance systems; and culture or traditions. Besides, using integrated modeling techniques at both school and pesantren culture can increase insight and application of environmentally friendly behavior through a direct observation and habituation of healthy educational practices. Modeling can help students turn abstract ideas of green life into actual implementations. Direct observation of continuous practices equips students with the knowledge required to perform expected behaviors. Research on modeling assists eco-pesantren institutions encourage learning and practices about healthy environment. In the global context, it can be a role model for the implementation of environmentally friendly education that promotes environmentally sound learning
Validity of instrument to measure mathematics teachers’ perceptions towards problem-based learning activities
Get PDFProblem-based learning (PBL) is a proposed method for teaching mathematics in primary education in the education 4.0 era. This method enables teachers to conduct effective instruction by allowing students to explore alternative solutions to problems. This study was conducted to develop and validate an instrument for evaluating primary school mathematics teachers’ perceptions of PBL activities. This research is quantitative, and a questionnaire was employed to collect data. The data obtained were analyzed descriptively utilizing Cronbach’s alpha and exploratory factor analysis (EFA). It is determined that Cronbach’s alpha is 0.885, with a factor eigenvalue greater than 1. The Kaiser–Meyer–Olkin (KMO) value for each construct is 0.50, whereas Bartlett’s test value is statistically significant (<0.5). Each item has a factor loading of 0.50 or higher and a standard deviation of ≥60%. This study’s results indicated that this instrument can be used to investigate primary school mathematics teachers’ perceptions of PBL activities involving group division, generating ideas and learning issues, identifying problems, self-directed learning, synthesis and application, reflection, and assessment
Analysis of entrepreneurship core competency and curriculum integrated with local culture and products
Get PDFIncorporating entrepreneurship into education is an alternative solution to improve the quality of school graduates. This study aims to deeply analyze some of the components of entrepreneurship core competency and curriculum integrated with several local cultural advantages and local products. The method used to analyze in depth the components used the structural equation model (SEM). The total sample was 180 respondents, with the details being Indonesian public and private high school teachers, curriculum experts, and professional entrepreneurs from Kitakyushu University Japan and IAIN Syekh Nurjati Indonesia. The results show that the entrepreneurial core competencies are significantly related to a curriculum integrated with local culture and products. Path analysis shows that each indicator of entrepreneurial core competence and integrated curriculum with cultural advantages and local products are interrelated and significantly influence each other. Entrepreneurship education is relevant for creating graduates with additional abilities. Curriculum integration of the advantages of local culture and products can also foster students' love for local culture and products as a national identity. The research contributes to providing information and recommendations to teachers and schools about the importance of entrepreneurship core competencies. Besides that, it proves that entrepreneurship learning for high school students is more accessible through the local culture and product approaches