International Journal of Evaluation and Research in Education (IJERE)
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.
Articles
1,336 Documents
<![CDATA[Measuring the Impact of a Summer Pre-Kindergarten Program on Academic Gains and School Readiness: Success by Six! ]]>
<![CDATA[Debra Gratz]]>;
<![CDATA[Karen H Larwin]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 1: March 2014 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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<![CDATA[Early intervention prior to kindergarten is an effective strategy in closing the gaps in pre-readiness skills and appropriate behavior which may occur because of disparity in socioeconomic status, parenting styles, and preschool experience. This current investigation was designed to determine if the pre-kindergarten intervention had an impact on the student success in kindergarten. At the end of the academic year, results reveal that the achievement gap for students who were academically delayed was diminished; no significant differences exist between academically delayed students relative to students not identified as academically delayed. Results reveal that the impact of socioeconomic status was also diminished for participants in the summer pre-kindergarten program.DOI: http://dx.doi.org/10.11591/ijere.v3i1.5577 ]]>
<![CDATA[Investigating understanding the nature of science ]]>
<![CDATA[Veena Prachagool]]>;
<![CDATA[Prasart Nuangchalerm]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 4: December 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i4.20282
<![CDATA[The survey method was employed for investigating understanding nature of science (NOS) between general science education and science pre-service teachers. Independent t-test and two-way ANOVA were used for testing hypothesis. Results found that both of two programs rated understanding NOS ranges disagree and highly agree levels in different items. The item ‘scientists work in their laboratory, even though social needs are not influence to scientists’, disagree for general science education but agree for science program. The post-hoc test indicated that there were not differences by mean scale of two programs. There was no interaction between group and components of NOS. The post-hoc test also indicated that not found the differences in each component among scientific worldview, scientific inquiry, and scientific enterprises. However, three components of NOS must incorporate to teacher preparation program for making community of science and literate person as well as philosophy of science education.]]>
<![CDATA[Item Response Theory: An Introduction to Latent Trait Models to Test and Item Development ]]>
<![CDATA[Ado Abdu Bichi]]>;
<![CDATA[Rohaya Talib]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 2: June 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i2.12900
<![CDATA[Testing in educational system perform a number of functions, the results from a test can be used to make a number of decisions in education. It is therefore well accepted in the education literature that, testing is an important element of education. To effectively utilize the tests in educational policies and quality assurance its validity and reliability estimates are necessary. There are two generally acceptable frameworks used in evaluating the quality of test in educational and psychological measurements, these are; Classical Test Theory (CTT) and Item Response Theory (IRT). The estimates of test items validity and reliability depend on a particular measurement model used. It is vital for a test developer to be familiar with the different test development and item analysis methods in order to facilitate the development of a new test. The CTT is a traditional approach which was widely criticise in the measurement community for its shortcomings such as sample dependency of coefficient measures and estimates of measurement error. However, the IRT is a modern approach which provides solutions to most of the CTT’s identified shortcomings. This paper therefore, provides a comprehensive overview of the IRT and its procedures as applied to test item development and analysis. The paper concludes with some suggestions for test developers and test specialists at all levels to adopt IRT for its identified crucial theoretical and empirical gains over CTT. IRT based parameter estimates should be superior and reliable than CTT based parameter estimates. With these features, IRT can help resolve the problems associated with test design based on CTT.]]>
<![CDATA[Student Motivation and Learning Strategies of Students from USA, China and Bangladesh ]]>
<![CDATA[Quamrul H Mazumder]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 4: December 2014 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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<![CDATA[To better understand the motivation and strategies used by students around the world, a comparative study among three different countries was performed.The current study used the Motivated Strategies for Learning Questionnaire (MSLQ) questionnaire to collect responses from students in public and private universities of Bangladesh.The results were also used to compare the differences between public and private universities of Bangladesh, as there is a national debate on the quality of these two types of universities in Bangladesh.The number of students that participated in this study was 164 with 143 from private universities and 21 from public universities. The number of lower responses from public universities may be an indicator of their lack of motivation to participate in this study. MSLQ questionnaires have been used and adapted by universities across the world as a valid instrument to measure the level of motivation and the learning process.The survey consists of 18 questions to evaluate motivation and learning strategies. The results of the responses from Bangladesh were compared with a previous study between students of USA and China [9].There was no significant difference between public and private universities in Bangladesh in most of the categories.However, some differences were observed among these three countries indicating that students from different geographical regions may have different levels of motivation and learn differently.DOI: http://doi.org/10.11591/ijere.v3i4.6288]]>
<![CDATA[Lifelong learning tendencies of trainers in adult education ]]>
<![CDATA[Şener Şentürk]]>;
<![CDATA[Volkan Duran]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 1: March 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i1.20365
<![CDATA[Life-long learning competencies, skills and attitudes are of having significance for education processes. The study was designed based on the correlational survey model. Population consists of 354 trainers in Public Education Centers in Samsun. In terms gender, there was a significant difference in lack of regulation and lack of curiosity dimension in favour of females in terms of lifelong learning tendencies. It was found that as the age level increases, the tendency to persistence which is the sub-factor of lifelong tendencies increases. It was found that as the level of education increases, persistence level decreases and regulation skill increases. No statistically significant difference was found between the mean scores of lifelong learning tendencies in terms of professional seniority variable and mode of their work. It was seen that the trainers who did not receive pedagodical formation had higher tendency in the fields of motivation and persistence. It was found that there was a significant difference in the sub-dimension of lack of regulation of learning according to the existance of any curriculum related to their field of study in favour of saying “no”.]]>
<![CDATA[Investigation of the Learning Styles of Pre-Service Sports Teachers Enrolled at a Pedagogical Formation Program ]]>
<![CDATA[Sabahattin DENİZ]]>;
<![CDATA[Süleyman CAN]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 3: September 2018 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v7i3.14131
<![CDATA[The purpose of the current study is to investigate the learning styles of the students from the Faculty of Sports Sciences. These students are enrolled at the pedagogical formation program and attending different departments of the Faculty of Physical Education and Sports. The study is a descriptive study employing the general survey model. As the data collection tool, “Vermunt Learning Styles Scales (VLSS)” was used. The study group of the current research is comprised of Sports Sciences Faculty students enrolled at the pedagogical formation program at the Education Faculty of Muğla Sıtkı Koçman University in 2016-2017 academic year. The findings of the study revealed that while the re-service sports sciences teachers’ study activities (information processing and organization) and study motives (mental model of learning and learning orientation) do not vary significantly depending on gender, age, branch, the state of having a coaching license or not and the state of working in a job or not, they vary significantly depending on department (coaching, sports management, recreation, physical education and sports teaching) and general academic achievement]]>
<![CDATA[Evaluation of Continuous Assesment Practice by University Lecturers ]]>
<![CDATA[Patrick uzo Osadebe]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 4: December 2015 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v4i4.4514
<![CDATA[The study evaluated the extent to which Continuous Assessment (CA) was practiced by university lecturers in Delta State University, Abraka, Nigeria. The evaluation of continuous assessment focused on the cognitive, affective and psychomotor domains of students’ behaviour. That is teaching and learning should focus on these areas. Two research questions were raised, and two hypotheses were tested to achieve the purpose of the study. A sample of 200 lecturers was randomly selected using simple random sampling and stratifies random sampling techniques. A 5-point scaled questionnaire was used as an instrument to collect data. The validity of the instrument was determined through expert judgement and factor analysis. Thus the instrument has face and construct validities. The reliability of the instrument was established through Cronbach Alpha. A reliability coefficient of 0.86 was obtained as a measure of internal consistency. The data collected were analyzed. The research questions were answered with the use of mean. The hypotheses were tested with Z-test at .05 level of significance. The result of evaluation revealed that the extent to which university lecturers practice continuous assessment with emphasis on the cognitive, affective and psychomotor domains of students’ behaviour was low. There was no significant difference between male and female as well as junior and senior lecturers on the practice of continuous assessment in the university. It was noted that there should be a continuous and effective monitoring of continuous assessment practice by the university lecturers. ]]>
<![CDATA[Inductive instructional approach, career aspiration and noble values in history ]]>
<![CDATA[Mohd Razimi Husin]]>;
<![CDATA[Hishamuddin Ahmad]]>;
<![CDATA[Ismail Yusuf Panessai]]>;
<![CDATA[Norliza Abdul Majid]]>;
<![CDATA[Agus Lokman Sulam]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 1: March 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i1.20417
<![CDATA[This paper presents inductive instructional approach, career aspirations and noble values in History. In the 21st century there is still History teachers emphasize the only cognitive aspects of student learning, but still have little to do with everyday life, career aspirations and noble values. This study has developed a review list of learning experiences on specific learning content that takes into account inductive approach, career aspirations and noble values of History subject. Finally, this study examines the effectiveness of the learning that emphasize on the inductive approach, career aspirations and noble values. This study uses a qualitative approach supported by quantitative data involving four stages namely library studies, observations, expert suggestions and quasi-experiments. 30 teachers and 60 students were selected through purposeful sampling. The results show that mean inductive learning experiences, career aspirations and noble values in the subject is higher than the learning with other method. The Inductive-directed delivery approach showed a mean increase of 1.15 in students associate with classroom activities. The results also show that an increase of mean 1.5 and 0.35 in career aspirations and noble values. This study has revealed a checklist of learning experiences, career aspirations and noble values that beneficial to all educators.]]>
<![CDATA[The influence of problem based learning towards social science learning outcomes viewed from learning interest ]]>
<![CDATA[Berti Dyah Permatasari]]>;
<![CDATA[Gunarhadi Gunarhadi]]>;
<![CDATA[Riyadi Riyadi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 1: March 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v8i1.15594
<![CDATA[The aim of this study is to determine the influences of Problem Based Learning and learning interest at improving the cognitive learning outcomes in social science of fourth-grade elementary school students. This study is a quasi-experiment study with pre-test and post-test control group design. The sample collection is taken with stratified cluster random sampling technique. The sample of this study is 109 fourth-grade elementary school students, consisted of 50 students from experiment group and 59 students from control group. The students from experiment group are given the application of Problem Based Learning, while the students in control group are given the application of Direct Instruction. The data collection is carried by using the instruments of social science learning outcomes test and social science learning interest questionnaire. The validity of test and questionnaire instruments is carried by expert judgement. The difficulty level, distinguishing power, and reliability of test instrument is tested by using ITEMAN application. The internal consistency and reliability of questionnaire instrument is tested by using SPSS application. The data is analysed by using two-way anova. The outcomes of the study show that PBL and learning interest contribute significant impact towards social science learning outcomes of elementary school students.]]>
<![CDATA[Graduates’ Competence on Employability Skills and Job Performance ]]>
<![CDATA[Maripaz Carungay Abas]]>;
<![CDATA[Ombra A. Imam]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 2: June 2016 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v5i2.4530
<![CDATA[One critical measure of success in workplaces is employee’s ability to use competently the knowledge, skills and values that match the needs of his job, satisfy the demands of his employer, and contribute to the overall achievement of institutional goals. An explanatory-correlational research design was used to determine the extent of relationship between three categories of employability skills (using The Conference Board of Canada’s Employability Skills 2000+) and five elements of Contextual Performance adopted from Borman and Motowidlo’s Taxonomy. There were a total of 220 respondents representing the groups of employers and employees from 25 government institutions in the south-central part of Mindanao region, Philippines. Inferential analysis shows that fundamental skills had moderate relationship with employees’ contextual performance; however, being more competent in thinking and problem solving skills provides employees with more benefits in performing contextual behavior. Findings further revealed that although personal management skills had moderate relationship with employees’ contextual behavior, the competence in personal adaptability and learning continuously are contributory across all elements of contextual performance. Finally, the result of the study yielded that teamwork skills, particularly the skill on working with others, were also moderately correlated with employees’ contextual performance. This implies that graduates’ competence in employability skills could give them due advantage in their respective work settings. Thus, proper attention on developing competence on employability skills by employers, employees, higher academic institutions, labor agencies, and policy makers may help address the problems on job performance.]]>
