international journal of educational research review (ijere)

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International Journal of Educational Research Review ( ISSN:2458-9322 )

International Journal of Educational Research Review  publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas. The International Journal of Educational Research Review  aims to provide a forum for scholarly understanding of the field of education. Articles focus upon concepts, research, review and practices that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.

The range of topics covered in the International Journal of Educational Research Review   include;

read full aims and scope;  https://www.ijere.com/page/aims-and-scope

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All articles in this journal will undergo initial editor screening, rigorous double-anonymous peer review, and review by the editorial board.

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International Journal of Educational Research Review  follows a double-blind reviewing procedure. This means that the author will remain anonymous to the reviewers throughout peer review. It is the responsibility of the author to anonymize the manuscript and any associated materials.

read full Peer Review Policy;  https://www.ijere.com/page/peer-review-policy

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IJERE journal is hosted by Dergipark/Tubitak. IJERE Journal is published with the support of Sakarya University Faculty of Education/TURKEY.

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Editor in Chief Dr. Serhat Arslan, Gazi University, Turkey 

read full  Governing body /Ownership and management/ Editorial board member ;  https://www.ijere.com/page/editorial-board

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Copyright violation is an important, and possibly related, ethical issue. Authors should check their manuscripts for possible breaches of copyright law (e.g., where permissions are needed for quotations, artwork or tables taken from other publications or from other freely available sources on the Internet) and secure the necessary permissions before submission to International Journal of Educational Research Review.

read full  Copyright and licensing;  https://www.ijere.com/page/copyright-and-licensing-open-access-statement

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Investigation of Graduate and Doctoral Students' Attitudes towards Postgraduate Education According to Various Variables

Volume 9 issue 1 (january 2024), şaban çetin tülay gül taşkın gökçe hatice büşra yılmaz tam kübra eke.

The aim of this study is to examine the attitudes of graduate and doctoral students towards postgraduate education in terms of various variables. For this purpose, the research was designed in the survey model. The participants of the research are 663 students who are continuing their postgraduate education at a university. The data were collected with the “Attitude towards Postgraduate Education Scale” developed by Çetin et al. (2023). In the analysis of the data, Kruskal-Wallis H test and Mann-Whitney U test, which are non-parametric tests, were used according to the structure of the variables in the data set. As a result of the Kruskal-Wallis H test and the Mann-Whitney U test, the effect sizes of the variables with significant differences between them were determined and interpreted. As a result of the research, it was seen that more than half of the participants had a positive attitude towards postgraduate education. In the sub-dimensions of valuing postgraduate education and giving importance to postgraduate education, a significant difference was found in favor of female students in the scores of attitudes towards postgraduate education within the gender variable. No significant difference was observed in any of the sub-dimensions in terms of the age variable. In terms of the variable of the department where the postgraduate education is given, the attitude scores of the students studying in the education departments showed a significant difference in the first two dimensions, compared to the students of the science departments. When the students' attitude scores were analyzed according to the type of program, it was observed that there was a significant difference in favor of doctoral students in the first two dimensions.

• postgraduate education
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International Journal of Educational Research

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International Journal of Educational Research Review(IJERE)

URL: http://www.ijere.com

Keywords: education,educational sciences, educational research

ISSN: 2458-9322

Subject: Education

Publisher: Serhat Arslan

Country: Turkey

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The Effects of Microlearning on EFL Students’ English Speaking: A Systematic Review and Meta-Analysis

• Pitchada Prasittichok
• Phohnthip Smithsarakarn

Despite advancements in microlearning-based English-speaking education, comprehensive meta-analyses of its effectiveness remain scarce. This study aimed to evaluate the effect of microlearning on English speaking among English as a foreign language (EFL) students through a systematic review and meta-analysis. Following the PRISMA principles, the research was conducted in June 2023 across five phases: problem identification, data collection, screening, evaluation, and extraction. Data were obtained from peer-reviewed journals indexed in databases, including ERIC, Science Direct, Scopus, and Google Scholar. Data analysis was undertaken using the modified Newcastle-Ottawa Scale-Education (NOS-E). Subsequently, the R meta program facilitated a robust meta-analysis, allowing us to comprehensively gauge effect size. A literature review yielded 10 studies (combined sample size = 743) that matched the eligibility guidelines. On the NOS-E, each study scored 4.55 out of 6. The results demonstrate the superiority of microlearning over traditional lectures (total English-speaking scores, SMD = 1.43, 95%CI = 1.27?1.59,  p  < .05). In the meta-analysis, heterogeneity was revealed (total scores for English speaking,  I 2  = 66%,  p  < .01), with no publication bias. Microlearning significantly benefits English language teaching (ELT) and enhances EFL students’ English-speaking skills. However, limitations do exist. By addressing these limitations, educators may refine pedagogical practices for optimal ELT methods for EFL learning.

https://doi.org/10.26803/ijlter.23.4.27

Adipat, S. (2023). An artificial intelligence-enhanced phenomenon-based learning approach for interdisciplinary understanding and speaking skills. International Journal of Instruction, 16(3), 531?550. https://doi.org/10.29333/iji.2023.16329a

Amoah, S., & Yeboah, J. (2021). The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language. Journal of Language and Linguistic Studies, 17(1), 56?69. https://doi.org/10.52462/jlls.4

Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Lawrence Erlbaum Associates. https://www.utstat.toronto.edu/~brunner/oldclass/378f16/readings/CohenPower.pdf

Cook, D. A., & Reed, D. A. (2015). Appraising the quality of medical education research methods: The medical education research study quality instrument and the Newcastle–Ottawa Scale-Education. Academic Medicine, 90(8), 1067?1076. https://doi.org/10.1097/ACM.0000000000000786

Dang, T. N. A., Nguyen, V. T., & Nga, P. T. (2022). Utilizing video recording to develop EFL student’s speaking skills. International Journal of Linguistics, Literature and Translation, 5(5), 63?71. https://doi.org/10.32996/ijllt.2022.5.5.8

Dolasinski, M. J., & Reynolds, J. (2020). Microlearning: A new learning model. Journal of Hospitality & Tourism Research, 44(3), 551?561. https://doi.org/10.1177/1096348020901579

Dewi, R. S., Kultsum, U., & Armadi, A. (2016). Using communicative games in improving students’ speaking skills. English Language Teaching. 10(1), 63?71. https://doi.org/10.5539/elt.v10n1p63

Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. National Library of Medicine, 315(7109), 629?634. https://doi.org/10.1136/bmj.315.7109.629

Fidan, M. (2023). The effects of microlearning?supported flipped classroom on pre?service teachers’ learning performance, motivation and engagement. Education and Information Technologies, 28(1), 12687?12714. https://doi.org/10.1007/s10639-023-11639-2

Fitria, T. N. (2022). Microlearning in teaching and learning process: A review. CENDEKIA: Jurnal Ilmu Sosial, Bahasa dan Pendidikan, 2(4), 114?135. https://doi.org/10.55606/cendikia.v2i4.473

Gao, S. Y., Tsai, Y. Y., Huang, J. H., Ma, Y. X., & Wu, T. L. (2023). TikTok for developing learning motivation and oral proficiency in MICE learners. Journal of Hospitality, Leisure, Sport & Tourism Education, 32(1), 100415. https://doi.org/10.1016/j.jhlste.2022.100415

Glass, G. V., MacGaw, B., & Smith, M. L. (1981). Meta-analysis in social research. Sage. https://doi.org/10.4236/ce.2017.86062

Ghafar, Z. N., Abdulkarim, S. T., Mhamad, L. M., Kareem, R. A., Rasul, P. A., & Mahmud, T. I. (2023). Microlearning as a learning tool for teaching and learning in acquiring language: Applications, advantages, and influences on the language. Canadian Journal of Educational and Social Studies, 3(2), 45?62. https://doi.org/10.53103/cjess.v3i2.127

Hamad, M. M., Metwally, A. A., & Alfaruque, S. Y. (2019). The impact of using YouTubes and audio tracks imitation YATI on improving speaking skills of EFL learners. English Language Teaching, 12(6), 191?198. https://doi.org/10.5539/elt.v12n6p191

Hanafiah, W., Aswad, M., Sahib, H., Yassi, A. H., & Mousavi, M. S. (2022). The impact of CALL on vocabulary learning, speaking skill, and foreign language speaking anxiety: The case study of Indonesian EFL learners. Education Research International, 2022, 5500077. https://doi.org/10.1155/2022/5500077

Hasim, S. M., Rosli, R., & Halim, L. (2024). A systematic review on teaching strategies for fostering students’ statistical thinking. International Journal of Learning, Teaching and Educational Research, 23(1), 136?158. https://doi.org/10.26803/ijlter.23.1.8

Higgins, J. P. T., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta-analysis. Statistics in Medicine, 21(11), 1539?1558. https://doi.org/10.1002/sim.1186

Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. BMJ, 327(7414), 557?560. https://doi.org/10.1136/bmj.327.7414.557

Jalkute, J. B. (2021). Developing speaking skills (teaching strategies). Lulu Publication. https://www.lulu.com/shop/dr-jitendra-balbhim-jalkute/developing-speaking-skills-teaching-strategies/ebook/product-97qz67.html?page=1&pageSize=4

Karpovich, I., Sheredekina, O., Krepkaia, T., & Voronova, L. (2021). The use of monologue speaking tasks to improve first-year students’ English-speaking skills. Education Sciences, 11(6), 298. https://doi.org/10.3390/educsci11060298

Kohnke, L. (2023). Using technology to design ESL/EFL microlearning activities. Springer Nature. https://link.springer.com/book/10.1007/978-981-99-2774-6

Laksanasut, S. (2022). Effects of utilizing TikTok application on English speaking skills development of English as a foreign language (EFL) high school students amidst the Covid-19 pandemic situation. Journal of Learning Innovation and Technology (JLIT), 2(1), 62?71. https://www.researchgate.net/publication/361951950_Effects_of_Utilizing_TikTok_Application_on_English_Speaking_Skills_Development_of_English_as_a_Foreign_Language_EFL_High_School_Students_amidst_the_Covid-19_Pandemic_Situation

Lee, Y. M. (2023). Mobile microlearning: A systematic literature review and its implications. Interactive Learning Environments, 31(7), 4636?4651. https://doi.org/10.1080/10494820.2021.1977964

Leong, K., Sung, A., Au, D., & Blanchard, C. (2020). A review of the trend of microlearning. Journal of Work-Applied Management, 13(1), 88?102. https://doi.org/10.1108/JWAM-10-2020-0044

Menggo, S., Basir, A., & Halum, Y. S. (2022). Video-based tasks in strengthening speaking skills of EFL college students. Indonesian Journal of EFL and Linguistics, 7(2), 279?297. https://doi.org/10.21462/ijefl.v7i2.510

Mohammed, G. S., Wakil, K., & Nowroly, S. S. M. (2018). The effectiveness of microlearning to improve students’ learning ability. International Journal of Educational Research Review, 3(3), 32?38. https://www.ijere.com/frontend//articles/pdf/v3i3/ijere3-5pdf.pdf

Mujiono, Weganofa, R., & Herawati, S. (2023). Project-based learning intervention and its effect on promoting English language proficiency based on moderator variables: Meta-analysis. International Journal of Instruction, 16(4), 465?484. https://doi.org/10.29333/iji.2023.16427a

Nikkhoo, I., Ahmadi, Z., Akbari, M., Imannezhad, S., Ardekani, S. A., & Lashgari, H. (2023). Microlearning for today’s students: A rapid review of essentials and considerations. Medical Education Bulletin, 4(1), 673?685. https://doi.org/10.22034/meb.2022.355659.1066

Nur Aziz, I., & Sabella, R. H. (2021). TikTok as media of learning English. Journal of English Education and Technology, 2(02), 408?419. http://jeet.fkdp.or.id/index.php/jeet/article/view/51

Nur, M. R. O., & Riadil, I. G. (2019). Seesaw media: Digital natives’ performance in 4.0 speaking learning class [Conference session]. 3rd English Language and Literature International Conference (ELLiC) Proceedings (pp. 202?208). https://www.researchgate.net/publication/341882734_SEESAW_MEDIA_DIGITAL_NATIVES'_PREFERENCE_IN_40_SPEAKING_LEARNING_CLASS

Opas, P. (2023). The implementation of TikTok to promote English listening and speaking for EFL learners. Journal of Faculty of Education Pibulsongkram Rajabhat University, 10(1), 1?23.

https://so02.tci-thaijo.org/index.php/edupsru/article/view/261783

Qisthi, N., & Arifani, Y. (2018). The application of project-based learning via Instagram to improve EFL students’ speaking skill [Conference session]. Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018) (pp. 201?209). https://doi.org/10.5220/0009018802010209

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., & Moher, D. (2021). The PRISMA 2020 Statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10(89), 1?11. https://doi.org/10.1186/s13643-021-01626-4

Ratnasari, A. G. (2020). EFL students’ challenges in learning speaking skills: A case study in mechanical engineering department. Journal of Foreign Language Teaching and Learning, 5(1), 20?38. https://doi.org/10.18196/ftl.5145

Reynolds, J., & Dolasinski, M. J. (2020). Microlearning: A pilot study. Perspectives in Asian Leisure and Tourism, 5(1), 1?13. https://scholarworks.umass.edu/palat/vol5/iss1/1

Rogti, M. (2024). The effect of mobile-based interactive multimedia on thinking engagement and cooperation. International Journal of Instruction, 17(1), 673?696. https://doi.org/10.29333/iji.2024.17135a

Safari, M., & Fitriati, S. (2017). Learning strategies used by learners with different speaking performance for developing speaking ability. English Education Journal, 6(2), 87?100. https://journal.unnes.ac.id/sju/index.php/eej/article/view/13060

Saputra, D. B., Saputra, E., Haryana, L., & Puspa, A. (2023). Students’ difficulties in speaking English as a foreign language: Undergraduate students’ voices. Metathesis: Journal of English Language, Literature, and Teaching, 7(1), 110–120. https://doi.org/10.31002/metathesis.v7i1.369

Samala, A. D., Bojic, L., Bekiro?lu, D., Watrianthos, R., & Hendriyani, Y. (2023). Microlearning: Transforming education with bite-sized learning on the go—insights and applications. International Journal of Interactive Mobile Technologies, 17(21), 4?24. https://doi.org/10.3991/ijim.v17i21.42951

Shea, B. J., Reeves, B. C., Wells, G., Thuku, M., Hamel, C., Moran, J., & Henry, D. A. (2017). AMSTAR 2: A critical appraisal tool for systematic reviews that include randomised or non-randomised studies of healthcare interventions, or both. BMJ, 358. https://doi.org/10.1136/bmj.j4008

Torgerson, C., & Iannone, S. (2019). What works in talent development designing microlearning. ATD Press. https://d22bbllmj4tvv8.cloudfront.net/a8/fc/cb4d8307432aa0008a88a0326ec3/111919-designingmicrolearning-samplechapter.pdf

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Thuy, T. T., Thuy, P. T., & Thao, L. T. (2024). Empathetic pedagogies in English as a foreign language (EFL) teaching: Specific strategies and experiences from the Mekong Delta context. International Journal of Learning, Teaching and Educational Research, 23(1), 39?58. https://doi.org/10.26803/ijlter.23.1.3

Vallespin, M. R. D., & Prudente, M. S. (2024). Meta-analysis on the effectiveness of learning cycle models and online teaching strategies in chemistry education. International Journal of Instruction, 17(2), 335?350.

https://www.e-iji.net/dosyalar/iji_2024_2_19.pdf

Ziqi, F., Sidhu, G. K., Cong, L., & Rui, W. (2023). Chinese EFL students’ learning needs for speaking performance: A case study. Environment?Behavior Proceedings Journal, 8(25), 13?19. https://doi.org/10.21834/e-bpj.v8i25.4854

Copyright (c) 2024 Pitchada Prasittichok, Phohnthip Smithsarakarn

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License .

All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).

International Journal of Evaluation and Research in Education (IJERE)

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International Journal of Educational Research Review

• Volume: 7 Issue: 1, 1/1/22

Research Article

Salih Sarışık Sevilay Sarışık Cemal Yamak Mustafa Güngör

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Gracemary Moluayonge

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Aim & scope.

Message from Editor The International Journal of Educational Research Review (IJERE) aims to be a scientific reference source where researchers can publish their studies and have access to relevant studies. IJERE is an international journal for researchers interested in the review of studies and theoretical papers on education at any level. Our mission is to contribute to the knowledge and better understanding of educational issues that are of central importance in our society today. IJERE Journal has been considered in three review cycles (Fall 2019, Spring 2020, and Fall 2020) for ERIC index. Proofreading will be required for all studies that have been accepted by the peer review process of the IJERE journal. Candidate studies whose academic English language is insufficient by the English language editors and which do not have Proofreading in the specified quality, or whose language is still insufficient after Proofreading, will not be published in IJERE, even if the referee and editorial evaluation is positive. Each paper published in International Journal of Educational Research Review (IJERE) is assigned a DOI® number and ORCID code. IJERE Journal is published with the support of Sakarya University Faculty of Education/TURKEY. IJERE Journal is under process of indexing in ERIC/SCOPUS/TÜBİTAK(TR Dizin Ulakbim) database in 2021. IJERE JOURNAL impact factor is 0.90 for 2019-2020 https://www.citefactor.org/impact-factor/impact-factor-of-journal-International-Journal-of-Educational-Research-Review.php IJERE JOURNAL impact factor is 1.42 for 2018-2019 https://www.citefactor.org/impact-factor/impact-factor-of-journal-International-Journal-of-Educational-Research-Review-IJERE.php IJERE journal use Anonymous Peer Review process. Anonymous Peer Review – Content is reviewed by external reviewers and the author’s identity is unknown to the reviewer. A double-blind peer-review process is where both the reviewer and the author remain anonymous throughout the process. Anonymous peer-review process employing at least two reviewers with scholarly affiliation is preferred. ISSN:2458-9322 Editorial Journal Contact e mail: [email protected]

Objectives&Focus IJERE Journal focuses on studies that; help teachers become professionals, serve a bridge between theory and practice by contributing directly to school and classroom practices, provide a holistic outlook on the school ecosystem. IJERE maintains the highest standards of peer review while increasing the efficiency of the process. All research articles published in the journal undergo full peer review, key characteristics of which are listed below: · All research articles are reviewed by at least two suitably qualified experts. · All publication decisions are made by the journals’ Editors-in-Chief on the basis of the reviews provided · Members of the international Editorial Boards lend insight, advice and guidance to the Editors-in-Chief generally and to assist decision making on specific submissions · Managing Editors and Editorial Assistants provide the administrative support that allows the journal to maintain the integrity of peer review while delivering rapid turnaround and maximum efficiency to authors, reviewers and editors alike. IJERE license agreement In submitting an article to any of the journals published by IJERE I certify that: 1. I am authorized by my co-authors to enter into these arrangements. 2. I warrant, on behalf of myself and my co-authors, that: a. the article is original, has not been formally published in any other peer-reviewed journal, is not under consideration by any other journal and does not infringe any existing copyright or any other third party rights; b. I am/we are the sole author(s) of the article and have full authority to enter into this agreement and in granting rights to IJERE are not in breach of any other obligation; c. the article contains nothing that is unlawful, libellous, or which would, if published, constitute a breach of contract or of confidence or of commitment given to secrecy; d. I/we have taken due care to ensure the integrity of the article. To my/our - and currently accepted scientific - knowledge all statements contained in it purporting to be facts are true and any formula or instruction contained in the article will not, if followed accurately, cause any injury, illness or damage to the user. 3. I, and all co-authors, agree that the article, if editorially accepted for publication, shall be licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. If the law requires that the article be published in the public domain, I/we will notify IJERE at the time of submission, and in such cases the article shall be released under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. For the avoidance of doubt it is stated that this license agreement shall apply and prevail regardless of whether the article is published under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Creative Commons License Articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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International Journal of Evaluation and Research in Education (IJERE) p-ISSN: 2252-8822, e-ISSN: 2620-5440 The journal is published by  Institute of Advanced Engineering and Science (IAES)   in collaboration with   Intelektual Pustaka Media Utama (IPMU)  

Islamic Teachers’ Implementation of the Merdeka Curriculum in Senior High Schools: A Systematic Review

• Jasiah Jasiah
• Mazrur Mazrur
• Zainap Hartati
• Abd. Rahman
• Mariah Kibtiyah
• Fimeir Liadi
• Fahmi Fahmi

In response to the evolving educational landscape in Indonesia, this systematic review explores the implementation of the Merdeka Curriculum at the senior high school level, with a specific focus on the dynamic interplay between Islamic teachers and the curriculum. The study aims to shed light on the pivotal roles played by Islamic teachers in shaping the educational experience within the framework of increased school autonomy. As these teachers navigate the autonomy granted by the curriculum, they serve as key agents in imparting knowledge and instilling Islamic values in students. The research objectives center on investigating the challenges faced by Islamic teachers, particularly concerning the delicate balance between religious education and a broader curriculum. Simultaneously, the study identifies opportunities for innovative and culturally relevant teaching practices within the Merdeka framework. Employing a comprehensive literature review, the research contributes valuable insights for policymakers, administrators, and educators seeking to enhance the integration of Islamic values in Indonesian senior high schools. In terms of key findings, the study reveals nuanced challenges in balancing religious education with broader curricular goals. However, it also identifies promising opportunities for innovative teaching practices that align with cultural nuances within the Merdeka Curriculum. These findings underscore the significance of navigating school autonomy effectively, especially in the context of Islamic education. In addition, they emphasize the need for tailored approaches to ensure a harmonious integration of Islamic values in the evolving landscape of senior high schools in Indonesia.

https://doi.org/10.26803/ijlter.23.4.21

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Copyright (c) 2024 Jasiah Jasiah, Mazrur Mazrur, Zainap Hartati, Abd. Rahman, Mariah Kibtiyah, Fimeir Liadi, Fahmi Fahmi

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