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International Journal of Evaluation and Research in Education (IJERE)

IJERE
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Published by Institute of Advanced Engineering and Science

ISSN : 22528822 EISSN : 26205440 DOI : -

Core Subject : Education,

Education

The International Journal of Evaluation and Research in Education (IJERE) is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. The IJERE aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc.

Arjuna Subject : -

Articles 1,008 Documents

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The Effects of Students’ Motivational Factors on their Attitudes toward Mathematics Samson Oyelola Oyedeji
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 4: December 2017
Publisher : Institute of Advanced Engineering and Science

Mathematics is the only subject that cut across all sciences; hence the need for students’ positive attitudes toward mathematics cannot be under-estimated. Students’ motivation has been found to be having a positive relationship with the students’ attitudes toward mathematics. The aim of the study was to use path analysis to investigate the type of direct effects the motivational factors have on the students’ attitudes toward mathematics. To do this, twelve senior secondary schools were randomly selected from the Edo State South Senatorial District. Thirty students were randomly selected from each of the schools and a total of three hundred and sixty students were used for the study. A self-designed four-likert scale questionnaire titled “Students’ Motivational factors and Attitudes toward mathematics” was used to gather information from the subjects. Pearson Moment correlation and Regression analysis were used to analyse the data obtained from the questionnaire. The findings of the study revealed that intrinsic, home environment and teacher factors have positive direct effects on the students’ attitudes toward mathematics with intrinsic factor having the strongest and the most significant effect on students’ attitudes toward mathematics. The findings also revealed that peer group factor and school environment factor have negative effects on students’ attitudes toward mathematics. It was also discovered that all the motivational factors have positive and significant relationship with each other except intrinsic and school environment factors that have negative relationship with each other.

Adapting Sources of Middle School Mathematics Self-Efficacy Scale to Turkish Culture Hakkı Kontas; Bahadır Ozcan
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 4: December 2017
Publisher : Institute of Advanced Engineering and Science

The purpose of this study was to adapt the Sources of Middle School Mathematics Self-Efficacy Scale developed by Usher and Pajares to Turkish culture. This scale assesses Bandura’s theorized sources of self-efficacy among mathematics students in middle school. After the Turkish version of the scale was formed, it was applied 6th, 7th and 8th grades 282 middle school students (157 girls and 125 boys). Results of Confirmatory Factor Analysis (CFA) showed good fit indeces; χ2/sd= 2.25, RMSEA= .06, CFI= .98, NNFI= .97 and SRMR= .05. These values indicated that the proposed four factor model was acceptable for this Turkish sampling. The reliability coefficient estimated by Cronbach alpha was found; mastery experience α= .86, vicarious experience α= .75, social persuasions α= .94, physiological state α= .91. Also the reliability coefficient estimated by split-half was found; mastery experience α= .81, vicarious experience α= .73, social persuasions α= .92, physiological state α= .89. Deciding on stability of the scale test-retest applied to 36 studens for 16 days interval. Results showed that mastery experience r= .67, vicarious experience r= .48, social persuasions r= .63, physiological state r= .41. These values indicated that this scale is a reliable instrument for Turkish sampling. In conlusion, Sources of Mathematics Self-Efficacy Scale is a valid and reliable instrument to meeasure sources of mathematics self-efficacy for middle school students in Turkish culture.

Using Chemistry Teaching Aids Based Local Wisdom as an Alternative Media for Chemistry Teaching and Learning Erfan Priyambodo; Safira Wulaningrum
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 4: December 2017
Publisher : Institute of Advanced Engineering and Science

Students have difficulties in relating the chemistry phenomena they learned and the life around them. It is necessary to have teaching aids which can help them to relate between chemistry with the phenomena occurred in everyday life, which is chemistry’s teaching aids based on local wisdom. There are 3 teaching aids which used in chemistry teaching and learning, i.e. clay molymod, electrolyte tester, electroplating tool. The chemistry teaching aids was reviewed by media experts, material experts, and also reviewers. The reviewers’ assessment showed that all of the teaching aids have a very good quality. Based on the response from Senior High School’ students, they all agree that the teaching learning process using the teaching aids could improve their learning motivations.

The Learning Syntax Through Edmodo in the Beginners Class Sugito Sugito; Sri Mulyani Endang Susilowati; Hartono Hartono; Supartono Supartono
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 4: December 2017
Publisher : Institute of Advanced Engineering and Science

Integrating ICT (Information and Communications Technology) in the learning process is a necessity for a teacher in welcoming the 21st century. Knowledge and modern technology require teachers to learn how to use the technology in their teaching. Edmodo application is a very useful technology product in the learning process. Successful use of Edmodo applications in learning is influenced by: (1) teacher factors that include education, length of teaching, age, gender, frequent training, openness of teachers in accessing information, teaching places (city or village), and participation in the organization teachers and pedagogic competencies of educators in delivering materials, (2) facilities and infrastructure factors: building, room, hardware, software, internet connection, infrastructure to school, and instruction on using Edmodo application (3) learner factors that include motivation, courage to explore using Edmodo, and frequency of use of Edmodo app.

Effectiveness Leadership of Principal Rudolf Kempa; Marthen Ulorlo; Izaak Hendrik Wenno
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 4: December 2017
Publisher : Institute of Advanced Engineering and Science

Effective principal leadership is a leadership that can foster cooperative efforts and maintain an ideal working climate in schools. The purpose of this research is to know the effectiveness leadership of the principal of the 2nd State Junior High School of Ambon, with qualitative approach. Data sources include school principals, vice principals, heads of administration, heads of affairs, library coordinators, teacher subject coordinators, counselors coordinators, and school supervisors. Data collection techniques through Focus Group Discussion, Interview, Observation, and documentation study. The analysis technique used is descriptive narrative. The results concluded that the leadership style of principal in the 2nd State Junior High School of Ambon has not been effective.

Cultural Literacy Based Critical Reading Teaching Material with Active Readerstrategy for Junior High School Vismaia S Damaianti; Lira Fessia Damaianti; Yeti Mulyati
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 4: December 2017
Publisher : Institute of Advanced Engineering and Science

This article describes the findings of a study aimed at producing a set of cultural literacy-oriented critical reading teaching material. This material is developed as a countermeasure to the increasingly thin sensitivity of society, especially the students toward noble values of religion, custom, and culture. With this material student get a significant critical understanding of the discourse with the content of noble value of Indonesian culture. The understanding is attained by students through active reader strategy. There are four important principles developed in understanding the text through this strategy, namely 1) building basic understanding of the text, 2) conducting reading activities in chronological order of the text, 3) identifying the style and language of the text, and 4) critically deepening the understanding of the text. The emphasis on cultural critical understanding became the focus of this research. Thus, critical reading question technique 501 is required. With this technique student can predict causation, establish logical and emotive understanding, and predict the implications of ideas. The implementation of development of this teaching material is based on the stages of Design Based Research. Data is obtained through expert scales and trials to junior high school students in Bandung. The result of this research is a critical reading textbook based on cultural literacy with active reader strategy that is effective to be used for junior high school students. The implication of this research is the acquisition of students' sensitivity toward noble values of religion, custom, and culture that can be internalized in their lives.

Attitudes of Pre-Service Music Teachers towards Value Education in Turkey Ozgur Egilmez; Hatice Onuray Egilmez; Doruk Engur
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018
Publisher : Institute of Advanced Engineering and Science

In the music education curriculum, which is implemented from 2017-2018 academic year, the directive for teaching values was prepared for the first time. In this context, the research was conducted by comparing the attitudes of pre-service music teachers towards values education in terms of some variables, which will be included in the courses of value education according to the new music education curriculum. Data collected using the values education attitude scale were analysed using t-test, Kruskal-Wallis H test, and Spearman's correlation coefficient. Results showed that attitude scores did not change according to gender or level of parents’ education but had a significant difference according to the year students were in. Scale scores were not correlated with the amount of parents' income or students’ GPAs. This study is crucial as it tries to determine the attitudes of pre-service music teachers who are assigned as music teachers in a few years and will conduct music lessons according to the Ministry of National Education music curriculum. Moreover, it aims to shed light on the determination of targets for values education in the training of pre-service music teachers in the institutions that train music teachers with the help of the results that this study offers.

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests Yesim Ozer Ozkan; Nesrin Ozaslan
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018
Publisher : Institute of Advanced Engineering and Science

The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were classified as multiple-choice, complex multiple-choice and constructed response items according to the different question types. The ratio of correct and partially correct and incorrect response given to each question type has been determined. Findings show that the achievements of students differ according to different types of questions. While the question type with the highest success average in the PISA 2003 test was multiple-choice, students got the highest scores from complex multiple-choice questions in the PISA 2012 test. The questionnaire with the lowest success average was found to be complex multiple-choice questions in the PISA 2003 test while students got the lowest scores from constructed response items in the PISA 2012 test. According to the constructivist education approach effectuated in 2005-2006 academic year, it is expected to observe a rise in constructed response question type; however, findings of the study reveal that the success of constructed response questions is decreased according to the application years.

Construct Validity and Reliability of Attitudes towards Chemistry of Science Teacher Candidates Woro Sumarni; Endang Susilaningsih; Yeri Sutopo
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018
Publisher : Institute of Advanced Engineering and Science

Developing students' positive attitude toward learning is one of the important things, because some researchers mention that attitudes toward the subjects are related to academic achievement. Teachers, in the implementation of learning can evaluate attitudes toward the subjects, in order to know how students' attitude toward learning that is/has been going on. Therefore, an attitude assessment is required for valid, reliable and practical learning. The purpose of this research is to develop a Likert scale type questionnaire that can measure students' attitudes toward chemistry. In this study initially has been compiled as many as 43 items. The items in the present scale were adapted from the Test of Science-Related Attitudes (TOSRA) and Attitudes towards Chemistry Lessons Scale (ATCLS). After the contents validation of the questionnaire by the expert, the questionnaire is tested on 245 college students. Determination of construct validity which is conducted with exploratory factor analysis obtained 32 items valid question. The result of factor analysis shows that the scale has nine factors that explain 62.105% of the total variance. In addition, it shows the finding of 'reliability coefficient (Cronbach' alpha) of 0.91. The results obtained showed that it has obtained valid and reliable questionnaires as a measuring tool that can be used to determine student attitudes toward chemistry in chemistry foodstuffs lectures.

Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers Nilesh Kumar Patel
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018
Publisher : Institute of Advanced Engineering and Science

This study aimed at finding out the effect of Integrated feedback on Classroom climate of secondary school teachers. This research is experimental in nature. Non-equivalent control group design suggested by Stanley and Campbell (1963) was used for the experiment. Integrated feedback was treatment and independent variable, Classroom climate was dependent variable and pre- Classroom climate, and Intelligence were considered as covariates. The sample of the study comprised of 77 secondary school teachers and 220 students studying in secondary classes from purposively selected four schools of Indore city. The data for Classroom climate, Job satisfaction and Intelligence were collected through standardized tools. One-way ANCOVA and 2X2 factorial design ANCOVA were used for data analysis. Hypotheses were tasted at level of significance with α = 0.05. It was found that the treatment has significant effect over Classroom climate when pre- Classroom climate was taken as covariate. The results also shown that Classroom climate was independent of the treatment when Intelligence and pre- Classroom climate were separately considered as covariates. In addition, classroom climate was also found independent of interaction between feedback and intelligence when pre – Classroom climate was taken as covariate.

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