International Research in Education
https://www.macrothink.org/journal/index.php/ire
<img style="float: right; padding-left: 20px; padding-right: 20px;" src="/journal/public/site/images/ire/MTI-cover3-blue1.jpg" alt="" width="300" /><p style="text-align: justify;"><em>International Research in Education </em>is an Open Access, peer-reviewed, scholarly journal, published by Macrothink Institute. The journal publishes high quality, original works in education. The scopes include, but are not limited to, the following topics: early childhood education; higher education; vocational education; distance education; special education; educational technology, psychology, administration, evaluation; teaching and learning.</p><p style="text-align: justify;">Researchers are encouraged to submit high quality original research work that has not been published nor under consideration by another journal or electronic medium.</p><p style="text-align: justify;"><em><a href="/journal/index.php/ire/pages/view/authorspage"><strong><span class="st">Click Here to <em>Submit</em></span></strong></a></em></p><p style="text-align: justify;">Each paper published in Business and Economic Research is assigned a <strong>DOI® number</strong>, which appears beneath the author's affiliation in the published paper. Click <a href="http://www.doi.org/">HERE</a> to know what is DOI (Digital Object Identifier)? Click <a href="http://www.crossref.org/SimpleTextQuery/">HERE</a> to retrieve Digital Object Identifiers (DOIs) for journal articles, books, and chapters.</p><p><strong>Paper Selection and Publication Process</strong></p><p>a). Upon receipt of paper submission, the Editor sends an E-mail of confirmation to the corresponding author within 1-3 working days. If you fail to receive this confirmation, your submission/e-mail may be missed. Please contact the Editor in time for that.</p><p>b). Peer review. The review process may take <strong>4-10 weeks</strong>.</p><p>c). Notification of the result of review by E-mail.</p><p>d). The authors revise paper and pay <span>article processing charge</span> <strong>(100USD)</strong>.</p><p>e). E-journal in PDF is available on the journal’s webpage, free of charge for download. </p><p><span>If you have any questions, please contact with <strong><span style="text-decoration: underline;">ire</span></strong></span><strong><span style="text-decoration: underline;">@macrothink.org</span></strong><span> </span></p>Macrothink Instituteen-USInternational Research in Education2327-5499<p>Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.</p><p>Copyrights for articles published in Macrothink’s journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.</p>Attitudes and Opinions of Classical Philology Students in Greece Regarding the Teaching Quality of Their Studies
https://www.macrothink.org/journal/index.php/ire/article/view/21530
<p>This research emerged from a contemplation regarding the quality of teaching and the content of studies provided to Classical Philology students, aiming for the optimal enhancement of their education. A literature review revealed the innovative nature of this research, as no similar studies were identified in both the Greek and international contexts. Consequently, it can be argued that this research could serve as a reference point for further similar investigations.</p>Ioannis Fykaris
Copyright (c) 2023 Ioannis Fykaris
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2023-12-152023-12-1512111710.5296/ire.v12i1.21530Effectiveness of Online Learning and Preparedness of Preschool Teachers Amid COVID-19 Pandemic
https://www.macrothink.org/journal/index.php/ire/article/view/21602
<p>Education is a significant factor in success. It is seen as a hope to have a bright future. Today, education has evolved through the use of technology. Technology helps to enhance learning, increase engagement, and improve teaching techniques. This study aims to determine the effectiveness of preschool online learning during the COVID-19 pandemic in the identified schools in Lapu-Lapu City for the school year 2020 -2021. This study used a descriptive correlational research design and survey technique with 35 teacher respondents. A survey questionnaire was designed to assess the perception of teachers on the effectiveness of online learning for young learners. Frequency count, percentage, and weighted mean were used to treat the data gathered. The level of effectiveness of preschool online learning was measured in four aspects: online learning platform used, learning materials used, techniques and methods used, and engagement of students in class. The level of preparedness was also calculated based on criteria. A test subjected to a 0.05 level of significance was used to know if there was a significant relationship between the responses and the demographic profile of the respondents. The results of this study revealed that the respondents found online learning to be moderately effective. They are also only somewhat prepared for online teaching. Furthermore, the study revealed that there is no significant relationship between the teachers’ perception of the level of effectiveness and preparedness and their demographic profile. Based on the findings, an action plan was formulated and recommended for implementation by the authorities concerned.</p>Isabelle Danielle Apos Ocaya
Copyright (c) 2024 Isabelle Danielle Apos Ocaya
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2024-01-092024-01-09121184510.5296/ire.v12i1.21602Exploring Higher-Order Thinking Skills Integration in Mathematics Curriculum: A Study of Six Lebanese Schools
https://www.macrothink.org/journal/index.php/ire/article/view/21632
<p>This article investigates the promotion of higher-order thinking skills in the written curriculum of six diverse schools in Lebanon, focusing on Grades 1, 2, and 3 mathematics outcomes. The educational programs encompass the International Baccalaureate’s Primary Years Programme, the Lebanese National Curriculum, and the French National Curriculum. Employing Bloom’s Taxonomy (1956) as the theoretical framework, the study meticulously categorizes learning objectives into six cognitive domains, shedding light on the emphasis placed on lower and higher-order thinking skills. Results reveal nuanced patterns across schools and grade levels. In Grade 1, School 4 demonstrates a notable focus on “analyze,” while School 2 excels in “create.” Grade 2 highlights the International Baccalaureate’s Primary Years Programme, particularly School 2, for emphasizing the three higher domains of Bloom’s Taxonomy (1956). The Lebanese National Curriculum exhibits variations, with School 4 emphasizing “analyze.” This research holds significance amidst Lebanon’s educational challenges, marked by outdated curricula, declining academic performance, and recent disruptive events. The study advocates for a paradigm shift, emphasizing the need for comprehensive educational philosophies, curriculum revisions, and student-centered teaching approaches. The findings provide valuable insights for policymakers and educators to navigate the complexities of Lebanon’s educational landscape, fostering a transformative approach for resilient and innovative students amid challenging circumstances.</p>Megan Edmond KhouryBassem Kandil
Copyright (c) 2024 Megan Edmond Khoury, Bassem Kandil
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2024-01-172024-01-17121466710.5296/ire.v12i1.21632