International Journal of Evaluation and Research in Education (IJERE)
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2012 research outputs found
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Learning strategies in distance nursing education during the COVID-19 lockdown: a cross-sectional analysis
Get PDFThe COVID-19 pandemic led to a rapid transition to distance learning (DL), significantly affecting nursing students due to the disruption of essential practical training. This cross-sectional descriptive study examines the learning strategies (LS) adopted by 200 students at the Higher Institute of Nursing and Health Techniques of Marrakech (ISPITS-M) and identifies the factors influencing their adoption. Data were collected using a structured, expert-validated questionnaire (Cronbach’s alpha=0.72). Statistical analyses, conducted using SPSS (version 25.0), included descriptive, bivariate, and multivariate analyses. The findings indicate a predominance of metacognitive strategies, such as planning and time management (63.8%), and cognitive strategies, including memorization (58.9%), which were often adopted intuitively. The blended learning mode (synchronous and asynchronous) (OR=0.621; p=0.013) and student satisfaction with pedagogical modalities (OR=1.446; p=0.019) emerged as key determinants of learning strategy adoption. These findings underscore the need to develop structured blended learning environments that foster interaction, student engagement, and digital competency training. Implementing targeted pedagogical interventions could enhance academic performance and adaptability, addressing the specific needs of health sciences education while promoting long-term student success
The components and indicators of professional learning community: the guidelines for educational quality improvement
Get PDFA professional learning community (PLC) is a group of educational personnel who come together to exchange knowledge, develop, and collaboratively solve problems related to improving instructional practices and school issues. The common goal is to develop students’ competencies. PLCs have the potential to transform the quality of educational results significantly. Consequently, studying the components and indicators of a PLC and conducting confirmatory factor analysis (CFA) of PLC models can help schools understand the key factors and practices that contribute to PLC success. This knowledge can be applied to develop a strong PLC within the school. The study of components and indicators of the PLC is exploratory research. The samples consisted of 1,080 administrators and heads of the subject group from 120 schools under the Secondary Educational Service Area Office, randomized by multi-stage random sampling. The research tool was a 4-level rating scale questionnaire. Research findings indicate that the CFA of PLCs aligns with empirical evidence. All components in the PLC model have significant factor loadings ranging from 0.916 to 0.945 at the 0.01 level (p<0.01). When ranked from highest to lowest, these components are: i) supportive conditions–structures; ii) shared values and vision; iii) collective learning and application; iv) Shared and supportive leadership; v) supportive conditions–relationships; and vi) shared personal practice. All of these are essential components of a PLC and serve as an important mechanism for educational personnel to work together to improve the quality of schools
The relationship between physical activity engagement and internet addiction among students in rural academia
Get PDFThis study explores the relationship between physical activity engagement and internet addiction among university students in a rural Philippine academic setting—an understudied context where digital reliance and limited physical access converge. Employing a rigorous quantitative approach through a descriptive-correlational design, the study involved 892 respondents selected via simple random sampling from a premier state university. Data were gathered using the culturally adaptable international physical activity questionnaire (IPAQ) and the internet addiction test (InAT), both established and reliable tools for assessing physical activity levels and problematic internet use. Descriptive and inferential statistics, including Pearson correlation coefficient, were utilized to analyze patterns and relationships within the data. The results indicate a significant negative correlation between physical activity engagement and internet addiction, suggesting that higher physical activity is associated with lower levels of problematic internet use. This finding underscores the protective role of physical activity against digital overdependence and highlights the need to contextualize behavioral health strategies within rural academic environments. The study offers valuable insights for policymakers, educators, and researchers aiming to support student well-being through integrative health and technology-use frameworks
The fundamental context of SEL for early childhood student teachers in private higher education institutions
Get PDFThis research examined the learning needs and the current social and emotional conditions of early childhood student teachers in private higher education institutions. The sample group responding to the questionnaire comprised 343 undergraduate students majoring in early childhood education. The target group for interviews included nine participants, which consisted of 3 deans, 3 department heads, and 3 lecturers. The research instruments consisted of a questionnaire on the state and needs of social and emotional learning (SEL) and an interview guide on the current social and emotional conditions of early childhood student teachers. The data were analyzed using percentage, mean, standard deviation, and content analysis. The findings revealed that the state of learning among pre-service teachers was at a low level, while their learning needs were high. Furthermore, the current conditions indicated that pre-service teachers require enhanced SEL opportunities. Activities fostering such learning should be designed, including group work, experiential learning, listening to others, and engaging in discussions
Teaching competencies and entrepreneurial performance among the Hashemite University faculty members
Get PDFThe study examines the application of teaching competencies among faculty members at Hashemite University and investigates their relationship with perceived entrepreneurial performance within a quality assurance framework. Using a descriptive-relational survey design, a sample of 340 faculty members was selected through stratified sampling during the first semester of the 2022/2023 academic year. Data were collected via a validated questionnaire measuring teaching competencies across five domains—personal, academic, administrative, cultural, and professional—and entrepreneurial performance. The findings indicated that both teaching competencies and entrepreneurial performance were at a moderate level. A positive and statistically significant relationship was identified across all competency dimensions and entrepreneurial performance, suggesting that enhanced competencies can positively impact entrepreneurial outcomes. Based on these results, the study recommends integrating teaching competency evaluations into university quality assurance policies and suggests combining intrinsic and extrinsic incentives to foster faculty productivity. These recommendations offer valuable insights for enhancing academic standards and fostering entrepreneurial skills among faculty in higher education
Designing cyber safety and security literacy programs to enhance cyber security competency of prospective teachers
Get PDFThis study examines the design, development, and evaluation of a cyber safety and security literacy program (CSLP) aimed at enhancing cyber security competency (CSC) among prospective teachers. Utilizing a research and development (R&D) method, the program was structured using the analysis, design, development, implementation, evaluation (ADDIE) model to create instructional modules covering key cyber safety topics. The validity of the program was ensured through expert evaluations, and its effectiveness was tested via a pre-experimental research design with a single group of 50 prospective teachers from training colleges in Kerala, India. Pre- and post-test assessments were conducted using a standardized CSC scale. Statistical analysis, including t-tests and Cohen’s d, revealed a significant improvement in participants’ CSC, with a large effect size (Cohen’s d=4.32), indicating the program’s substantial impact. This study emphasizes the importance of incorporating structured cyber safety education into teacher training programs to bridge the gap between digital engagement and online safety. The findings also highlight the broader need for integrating cyber security literacy in professional contexts to foster responsible digital behavior
Interpersonal conflicts as a predictor of academic performance among secondary school students
Get PDFThere is a global concern about promoting peaceful coexistence in school learning environments. Interpersonal conflicts in schools can lead to academic difficulties and violent interactions among the students. The academic performance among students in Embu East Sub-County has not been satisfactory and has become an issue of concern. The study conducted a quantitative correlational study to determine the relationship between interpersonal conflicts and students’ academic performance. A correlational research design was used, involving a sample of 357 form 2 students sampled through simple random sampling. Data were collected using the interpersonal conflict questionnaire and document analysis. The items in the questionnaire yielded a Cronbach’s alpha coefficient value of 0.759. Data were analyzed using inferential statistics, including Pearson’s correlation and simple linear regression analysis. The findings revealed a weak negative and statistically significant relationship between interpersonal conflicts and academic performance among the students (β=-0.152**, p=0.008). The study concludes that interpersonal conflict engagement among students leads to poor academic performance. Therefore, schools should prioritize integrating programs that build interpersonal and social skills among students to improve interpersonal relationships and academic performance
The educational accomplishments scale: development and validation in the context of education institutions
Get PDFEducational institutions play a significant role in fostering academic growth and personal development. However, there is a lack of standardized tools to assess the impact of educational accomplishments (EA), particularly integrating dimensions such as quality, value-based, integrated, and culture-enhanced education. This paper aims to create and validate a measurement tool that assesses how EA impacts students and institutions to foster academic growth, personal development, and institutional effectiveness, contributing to the overall quality of education. The data was collected from 120 participants, including religious heads, directors, principals, and coordinators of ten schools run by a specific religious congregation. The study implemented a three-stage systematic procedure in the development of the scale. Stage one consisted of item generation, literature review, and expert judgment. The second stage validated the scale and was followed by an item analysis, principal component with varimax rotation (exploratory factor analysis) using Kaiser normalization on IBM SPSS 26. The third step resulted in the final reliability and validity of the scale. A final 19-item educational accomplishments scale (EAS) is psychometrically reliable and of potential use to policymakers globally, comparing student and teacher perceptions, especially with religious congregational affiliations. This scale can particularly be used by each institution to evaluate the EA and can also be used by other researchers for further research
Determining student progression rates using discrete-time Markov chain model
Get PDFThis study aims to analyze and understand the student progression from the Bachelor of Science in Mathematics (BS Math) program. A discrete-time Markov chain (DTMC) model was used to analyze data from 211 students enrolled from 2011-2012 to 2022-2023. The results reveal that there are students who will be retained in their year level, shift to another degree program, or drop. Additionally, the highest risk of shifting or dropping out of the program happens during the first two semesters in college or for first year in college. A bottleneck effect during the second year and third year was identified. Furthermore, the results suggest that there will be an approximately 35.22% graduation rate after eight semesters or four years, implying a large portion of BS Math students will be retained or dropped from the program, or shifted to other degree programs. To avoid such, it is suggested that the Mathematics and Natural Sciences Department should conduct review sessions, bridging programs, and continuous promotion. Lastly, it is suggested to conduct thorough studies about the possible intrinsic and extrinsic factors affecting the student progression to formulate a more specific intervention that may help in reducing the shifting and dropping rate
Personality types persistency, occupational consistency, and occupational satisfaction of graduates
Get PDFPersonality type affects career path and can determine an individual’s job satisfaction or dissatisfaction after graduation. In Kenya, high graduate unemployment has forced many to seek jobs unrelated to their qualifications or personalities. The purpose of the current study was to examine persistency of Holland’s personality types, mediating effect of consistency of career choices, and the degree of occupational satisfaction, informed by Holland’s theory. Longitudinal cohort research design was adopted, to access participants involved in a study conducted in 2012, from which 76 participants were accessed and provided required data. Data was collected using Holland’s self-directed search 4th edition questionnaire and an interview schedule. Spearman’s rank correlation was used to determine correlation between persistency of personality types and occupational satisfaction. Logistic regression was used to check the mediating effects of consistency on the relationship between personality types and occupational satisfaction. Results of the study indicate that there was a positive significant relationship between persistency of personality types and occupational satisfaction at p<0.05; mediating effect of consistency on the relationship between personality types and occupational satisfaction was statistically significant at (β=0.254, p<0.05). This study highlights the importance of persistency of personality types and consistency of career choices in ensuring occupational satisfaction