International Journal of Evaluation and Research in Education (IJERE)
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2012 research outputs found
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Bibliometric analysis of mobile learning user experience industrial revolution 5.0
Get PDFUser experience or usability is under research, particularly in mobile learning in the era of industrial revolution (IR) 5.0. This article discusses incorporating sophisticated mobile technologies such as augmented reality (AR), virtual reality (VR), and artificial intelligence (AI) into the user experience in educational settings. Therefore, this paper investigates the relatively new revolutionary potential of mobile learning user experience in the context of the IR 5.0, where the digital and technology spheres meet for better user experiences, particularly for students in learning. The research explores novel meta-mobile technology approaches by examining concrete cases from 2012, analyzing their impact, and improving the user experience. Likewise, this article elucidates the need for mobile learning user experience research based on bibliometric analysis
The landscape design in online education programs based on interactive technologies
Get PDFThis study aims to identify the problems that landscape design students face when using Zoom as an educational platform for distance learning purposes and determine their level of satisfaction with distance learning. The main research method was a Likert-scale survey used to assess students’ satisfaction with distance learning. The sample included 90 full-time students enrolled in the garden and landscape construction program. According to the students, the main difficulties in distance learning were systemic errors during the use of the platform. The results can help develop a set of measures to solve and alleviate the identified problems in the future. The findings will enhance the optimization of distance education in general. Future research can focus on the advantages and disadvantages of online educational platforms and explore how user-friendly they are for both students and faculty. Studies can also describe faculty barriers to quality online education and provide suggestions to create a comfortable learning experience for landscape students
Personal growth of social educators in the age of information technology
Get PDFThe study aims to develop an IT-based educational model for the personal development of a social educator: emotional intelligence (EI) and creative abilities. The study took place at L.N. Gumilyov Eurasian National University and K. Zhubanov Aktobe Regional University in Kazakhstan. It involved four moderators of online learning, 62 students majoring in “social pedagogy”; two of the teachers were members of the curriculum development commission. The study used the method of videoconferencing and inferential analysis to examine the relationship between EI and the creative abilities of future social educators in Kazakhstan. The results showed that the respondents had a moderate level of EI with an average value of 3.39. The correlation between EI and the creative abilities of social educators was medium-strong and positive. Results indicate that an increase in the level of EI leads to an increase in creative abilities. The novelty and originality of the study lies in the following aspects: the development of an educational model of personal growth of social pedagogues on the basis of information technologies taking into account EI and creative abilities; the use of innovative methods to study the relationship between EI and creative abilities of teachers demonstrates the use of modern technologies of data collection and identification of correlations between the studied variables, which indicates the importance of the development of EI and creative abilities of social pedagogues
The flipped-classroom effect on vocational high school students’ learning outcomes
Get PDFThe flipped-classroom instructional model is considered suitable for teaching procedural knowledge. Apart from flipped-classroom, it turns out that another instructional model, namely direct instruction, is also designed to teach procedural knowledge. Therefore, this study aimed to examine differences in procedural knowledge learning outcomes between flipped-classroom and direct instruction learning models in the cognitive and psychomotor domains and to determine the effect of flipped-classroom on students’ procedural knowledge learning outcomes. This type of research is a true-experimental design with a randomized pre-test post-test control group design for the cognitive domain and a randomized post-test only control group design for the psychomotor domain. The research instrument used a written test (pre-test and post-test) for the cognitive domain and a performance assessment for the psychomotor domain. The flipped-classroom is better than direct instruction regarding procedural knowledge learning outcomes. Furthermore, flipped-classroom significantly affects the students’ procedural knowledge learning outcomes, both cognitive and psychomotor domains. The effect of flipped-classroom implementation on the psychomotor domain (t(50)=23.62; p<0.01; d=6.56) is greater than the impact of performance on the cognitive domain (t(50)=2.35; p<0.05; d=0.65)
Moral knowing, moral feeling, and moral action in reflecting moral development of students in junior high school
Get PDFThis research objective is to test the validity and reliability of moral development instruments on junior high school students. The moral development instrument for junior high school students was developed based on three aspects of moral development: moral knowing, moral feeling, and moral action. This research sample involves 172 students at Junior High School “X” in Magelang City, Indonesia ranging from 12 to 15 years of age. The total items developed from the three aspects are 152 items consisting of 60 items of moral knowing, 62 items of moral feeling, and 30 items of moral action. The items analysis was calculated using the product moment correlation technique and corrected item-total correlation technique. This research result indicates that the moral development instrument is valid with the score of rcount>rtable and stated reliable with Cronbach alpha score of moral knowing is 0.876, moral feeling is 0.886, and moral action is 0.830. The validity and reliability test result shows that the moral development instrument for students is feasible to use. Moral knowing, moral feeling, and moral action can reflect students' moral development
Naturally felt emotions, work engagement: the moderating role of perceived organizational support
Get PDFThe main purpose of this study is to investigate whether or not emotional labor strategy (i.e., naturally felt emotions) significantly predicts work engagement (i.e., vigor, dedication, absorption) among academicians in a higher education setting. It also evaluates the role of perceived organizational support (POS) as the moderating variable between naturally felt emotions (NFE) and work engagement. This study employs a survey questionnaire, and data collected from private universities in Central Java, Indonesia. To analyze the data and test the proposed model, the partial least squares structural equation modelling approach was employed. The findings demonstrate that: i) NFE are significantly and positively related to all work engagement dimensions; and ii) POS is proven insignificant to moderate the relationship between NFE and work engagement dimensions. The results of this study complement the literature by addressing associations between NFE and work-related outcomes (i.e., work engagement), especially in the Indonesian academic context. In addition, this study also confirms the insignificant role of POS which is based on norms of mutuality between the organization and employee. Finally, the study offers recommendations and conclusions to achieve long-term objectives for higher education institutions
Problem-solving skills of high school students in chemistry
Get PDFPeople are continuously confronted with difficulties, which are situations that they do not understand yet strive to solve anyway. Researchers employed root cause analysis (RCA) in this study to analyze students’ problem-solving in chemistry and the students’ flaws and challenges in answering the subject. This research included 89 pupils from the secondary school’s science-mathematics department. Students determined strategies to calculate pH and the color of the blended solution after each indicator was dropped. This study’s qualitative method incorporates focus groups and content analysis. The majority of students properly identified the difficulty, and more than half correctly understood the problem. 100% of the pupils fared well in all processes since they were able to recognize and write all of the data. Using the RCA problem-solving technique, they were successful in identifying all of the data as potential causation aspects and the root causes of the problem. However, 37% of the pupils were unable to complete the problem. Investigating problem-solving flaws, it was determined that the students' defects in this problem-solving were application, analysis, practice, remembering, and time. Furthermore, researchers want to investigate the implementation of addressing the flaws in students’ problem-solving to better prepare them for efficient problem-solving
English as a foreign language lecturers’ language power bases in the high context culture of Toraja
Get PDFThis study overviews the English as a foreign language (EFL) lecturers’ language power bases in the high-context culture of Toraja. The writer applied a qualitative study method with a case study design. The writer applied purposive sampling and the subjects of this study are three EFL lecturers. The writer got the data through video observation and interviews. The data analysis technique used is using transcription and coding. It is revealed that the characteristics of lecturers’ behaviors and communication strategies associated with the five bases of power-referent power, coercive power, reward power, legitimate power, and expert power-were observed in the high context culture of Toraja, a common cultural practice among the Toraja learners. Referent power was evident when the lecturer was able to establish a connection with the learners based on shared cultural norms. Coercive power was demonstrated when the lecturer used guilt to pressure learners who were unwilling to do a class presentation. Reward power was characterized by the lecturer providing incentives to learners who complied with requests. Legitimate power was observed when the lecturer maintained strict control over the classroom. Additionally, expert power was identified when the lecturer shared their knowledge and expertise in addressing gaps in the study area
Exploring factors of international students’ satisfaction: a case of Islamic universities in Malaysia
Get PDFNo qualms, international student mobility has become a source of income for countries around the world. International students become more mobile, contributing to the university’s growth and diversity. It has also created competition by making higher institutions around the world develop strategies to attract them. This study explores the factors that lead to satisfaction among international students and the item indicator. This study is quantitative in nature, using a survey to collect the data. The population consists of international students from Asia, Africa, Europe, and Latin America at the leading Islamic universities in Malaysia. A total of 211 international students participated in the study. Ruffola Noel Levitz’s student satisfaction inventory, 2017 was used as an instrument, and a measurement model from SEM was applied to analyze the data. From the measurement model results, student-centeredness was ranked as the leading factor influencing international student satisfaction; followed instructional effectiveness. The main prediction or leading factor to improve international student satisfaction is to ensure international students’ positive feelings of self-belonging in Islamic universities in Malaysia. Improving instruction and service are also suggested to meet international student expectations and satisfaction. However, there is a scarcity of research conducted or published about Islamic universities worldwide, making Islamic universities neglected and difficult to find literature about
The scarce representation of women university professors in research groups
Get PDFWomen university teachers in Spain simultaneously have teaching and research careers that interrelate to develop their competencies in both fields. However, as in other fields, there is not yet gender equality in representation and leadership. This paper presents a descriptive analysis of the presence and role of female university teachers-researchers in the different research groups of public universities in the Autonomous Community of Andalusia that apply for competitive calls for projects, according to the different fields of knowledge to which they belong. A total of 2,445 research groups in nine universities were identified. The largest number of groups belonging to the Humanities field. Among the members of all the groups, there is a lower presence of women compared to men. There is also a negative gender gap in the roles of responsibility and management of research groups, which is reflected in both horizontal and vertical segregation and the existence of a glass ceiling for Andalusian female teachers