https://j.ideasspread.org/index.php/ier/issue/feed International Educational Research 2020-07-15T02:04:44+08:00 Adan Williams ier@ideasspread.org Open Journal Systems <p>International Educational Research (IER)&nbsp;is an international, double-blind peer-reviewed, open-access journal, which is published by <span lang="EN-US">IDEAS SPREAD INC</span>&nbsp;in both print and online versions. The online version is free to access and download. The journal publishes original research papers, case reports, and review articles. The journal encourages submission in but not limited to subjects of Education method, education policy and education development; Educational technology and educational psychology; Special education and cross-cultural education; Educational leadership, educational administration and educational evaluation; Training, teaching and learning, Language education.</p> https://j.ideasspread.org/index.php/ier/article/view/510 Effectiveness of Song, Drill and Game Strategy in Improving Mathematical Performance 2020-07-15T02:04:44+08:00 Raymart O. Basco braymart83@gmail.com <p class="text"><span lang="EN-US">This study examined the effectiveness of SoDriGa strategy in teaching mathematics among 4<sup>th</sup>-grade pupils of Batangas State University ARASOF- Nasugbu Laboratory School. The data from the results of TIMSS (2003) and PISA (2018) revealed that there were poor mathematical performances among Filipino learners. On the need to address this issue on enhancing mathematics instruction, it is imperative that relevant efforts to be conducted to improve performance among Filipino learners. The aforementioned innovation in teaching is consonant to the provisions of Section 10.2 paragraph (a), (d), and (k) of Republic Act 10533, Enhanced Basic Education Act of 2013, that the curriculum shall be learner- centered, contextualized, and flexible enough to enable and allow schools to localize and indigenize instructional materials. Using multiple pre- and post-tests design, the findings revealed that respondents consistently performed well in their post-test. The result suggested that SoDriGa was a helpful study tool as it increased cognitive gains, motivation and built positive attitude towards learning mathematics while pupils’ mastery and retention of concepts being taught were improved. Thus, SoDriGa as an effective strategy may be adapted and implemented in schools to enhance mathematics’ instruction and further improve pupils’ performance.</span></p> 2020-04-14T00:00:00+08:00 ##submission.copyrightStatement## https://j.ideasspread.org/index.php/ier/article/view/542 The Relationship Of Instructional Leadership Towards Teachers’ Development Through Instructional Coaching Among Malaysian School Leaders 2020-07-15T02:04:43+08:00 Jamelaa Bibi Abdullah jamelaa@iab.edu.my S Sathiyabama Suprammaniam sathiyabama@iab.edu.my Noor Azzam Syah Mohamed noorazzam@iab.edu.my Siti Ilyana Mohd Yusof sitiilyana@iab.edu.my <p>Malaysian Education Development Plan (2013 - 2025) has outlined 11 shifts that focus on the development of the Malaysian education system. The 5th shift highlights the role of principals as instructional leaders who are responsible for bringing excellence to the organization through improving teachers' knowledge and skills within teaching and learning. Accordingly, this study aimed to identify the relationship of instructional leadership (IL) towards teacher development (TD) through instructional coaching (IC) among Malaysian school leaders. The study design is a survey method with a quantitative approach using questionnaire. Total of sample involved in this study are 1265 respondents consisting of principals and head teachers, Senior Curriculum Assistant, Head of Subject Field, Head of Subject Committee, and teachers. Samples were selected based on multi-stage cluster sampling method. Data were analysed using inferential statistics (Pearson correlation and multiple regressions). Pearson correlation test shows that the relationship between instructional leadership and instructional coaching towards teacher development is significant. Whereas multiple regression analysis shows that instructional leadership and instructional coaching were correlated and contributed significantly to teacher development.</p> 2020-05-19T00:00:00+08:00 ##submission.copyrightStatement## https://j.ideasspread.org/index.php/ier/article/view/525 Analysis of the Level of the Teacher Efficacy of Beginning Agriculture Teachers in Eswatini 2020-07-15T02:04:42+08:00 Mpendulo Mathenjwa mpmatsenjwa@uniswa.sz Marietta. P. Dlamini mper@uniswa.sz <p>Over the past decade, researchers continually emphasized the role of teacher efficacy in teaching effectiveness. A descriptive survey was used to investigate the level of teacher efficacy of beginning agriculture teachers in Eswatini. The population of the study were senior secondary school beginning agriculture teachers in Eswatini. The study is a census, involving all senior secondary school agriculture teachers who had up to five years of agriculture teaching experience. 161 agriculture teachers participated in the study. Data were collected using a self-administered modified Teachers’ Self-Efficacy Scale (TSES) with a .92 reliability coefficient. The data were analysed using descriptive and inferential statistics. Beginning agriculture teachers were moderately efficacious in classroom management, instructional strategies and student engagement. Gender, subject specialization and affiliation to professional development bodies accounted for significant differences in teacher efficacy on selected agriculture teaching tasks. Beginning agriculture teachers are capable of getting the desired learning outcomes from senior secondary school agriculture students as indicated by the moderate level of teacher efficacy. Pre-service teacher training programmes should strengthen curriculum content on ways of engaging students.</p> 2020-06-09T00:00:00+08:00 ##submission.copyrightStatement## https://j.ideasspread.org/index.php/ier/article/view/596 Development of Reasoning Habits Through Lesson Study and Open Approach Teaching Practices 2020-07-15T02:04:41+08:00 Thong-oon Manmai thongoon_m@kkumail.com Maitree Inprasitha inprasitha_crme@kku.ac.th Narumon Changsri changsri_crme@kku.ac.th Auijit Pattanajak auipat@kku.ac.th <p class="text"><span lang="EN-US">This research aimed to investigate the development of reasoning habits after introducing the lesson study and open approach to teaching practices. A total of eight 6<sup>th</sup>-Grade students from Chumchon Ban Kaeng Khro Nong Phai School, Chaiyaphum province, Thailand were purposively selected to participate in this research. This is because they have attended the mathematics lessons using the innovation of lesson study and open approach. A qualitative research design was employed using five types of research instruments, namely 13 lesson plans, observation records, field notes, interview protocol, and students’ worksheets. Data were analyzed using content analysis and categorizing the students’ reasoning habits according to the National Council of Teachers of Mathematics’ framework. The results revealed that students can analyze a problem situation by making reasoning conjectures, applying previously learned concepts, seeking patterns and relationships as well as making representations. Besides, they can also implement a strategy by using mathematical operations to solve problems. Moreover, students can seek and use connections to discover the linkage between how to solve the problems differently and identify the relationship of the approach used to get the same answer. Finally, the students can reflect on a solution as they can find different ways to solve the problems after considering the reasonableness of a solution, interpret a solution, justifying reasons to support or validate how to solve the problems, as well as generalize a solution. The overall results are successfully contributed to the importance of lesson study and open approach teaching practices in terms of enhancing 6<sup>th</sup>-Grade students’ reasoning habits.</span></p> 2020-06-22T00:00:00+08:00 ##submission.copyrightStatement##