Validity and Reliability of Google Classroom Assisted Economics Learning Impact Instrument Using the Rasch Measurement Model

  • Noornadiah Md Sari
  • Khoo Yin Yin
  • Zainizam Zakariya

Abstract

The 7th shift of the Malaysian Education Development Plan (2013-2025) highlights the Ministry of Education's efforts to leverage the use of  ICT to improve the quality of learning in Malaysia. Currently, Malaysia is at the final phase in the implementation of the 3rd wave  (2021-2025) of  the development plan, in line with its aim to catalyse changes in the education system. In line with recent technology advances, the call is welcomed by educationists. However, there are still questions on whether ICT is accepted by students and whether it is more effective to support the learning of economics compared to the traditional teaching method. In this regard, it is important for teachers to practice effective teaching methods. The use of an effective teaching method could address issues related to students’ economic achievement due to the lack of interests, self-efficacy and negative attitude. This pilot study is aimed to evaluate the validity and reliability of Google Classroom-supported economics learning impact instruments. Forty-six economics students were selected from three schools. The Rasch measurement model was used to test the reliability of the instrument through analysing  the item’s reliability, individual reliability, Cronbach's alpha value, individual-item discrimination, standardised residual correlation, item polarity, and item fit. The study found that the instrument has good validity and reliability. The reliability of the item and instrument respondents reliability test is high at 0.82 and 0.91, proving that the instrument is suitable for use in the actual study. It is hoped that the findings of this study will contribute to the development of knowledge, particularly in developing questionnaires among Malaysia teachers and provide economics teachers a tool for assessing the impact of learning. Appropriate follow-up actions by teachers can be taken to improve effective learning processes in the future. It is suggested for this questionnaire to be used in a real-world study on the impact of using Google Classroom-based learning on students’ interest, self-efficacy, attitude and acceptance.

References

Arsaythamby, V., & Ruzlan, M.A. (2015). Pre university students proficiency in symbols, graphs and problem-solving and their economic achievement. Review of European Studies, 7(11).
Al-maroof, R. A. S., & Al-emran, M. (2018). Students acceptance of google classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning (IJET). https://doi.org/10.3991/ijet.v13i06.8275
Arsaythamby, V., & Julinamary, P. (2015). Students’ perception on difficulties of symbols, graphs and problem solving in economic. Procedia - Social and Behavioral Sciences, 177, 240–245. https://doi.org/10.1016/j.sbspro.2015.02.401
Azrilah, A.A., Mohd Saidfudin, M., & Azami, Z. (2017). Asas Model Pengukuran Rasch: Pembentukan Skala dan Struktur Pengukuran. Penerbit Universiti Kebangsaan Malaysia.
Bambang, S., & Wahyu, W. (2015). Aplikasi pemodelan rasch pada assessment pendidikan. Penerbit Trim Komunikata.
Bond, T.G., & Fox, C.M. (2007). Applying the rasch model: Fundamental measurement in the human sciences (2nd ed.). Lawrence Erlbaum Associates, Inc.
Browne, R.H. (1995). On the use of a pilot study for sample size determination. Statistics in Medicine, 14, 1933-1940.
Burns, R.B. (2000). Introduction to research methods. Sage Publications.
Creswell, J.W., & Clark, V.L.P. (2011). Designing and conducting mixed methods research (2nd ed). Sage Publications.
Dash, S. (2019). Google classroom as a learning management system to teach biochemistry in a medical school. Biochemistry and Molecular Biology Education, 1–4. https://doi.org/10.1002/bmb.21246
Davis, J.S. (2019). IQA: Qualitative research to discover how and why students learn form economic games. International Review of Economics Education, 31.
Embi, M.A., & Adun, M.N. (2010). e-Pembelajaran di IPTA Malaysia. Pusat Perkembangan Akademik: Universiti Kebangsaan Malaysia.
Fisher, J.W.P. (2007). Rating scale instrument quality criteria. Rasch Measurement Transaction, 21, 1095. http://www.rasch.org/rmt/rmt211a.htm
Hapini, A., Zahurin, M.A., Wan Rozaini, S.O, Aidayani, A.N., Mazzlida, M.D., & Wan Yusof, W.H. (2019). Virtual learning environment (VLE) implementation strategy: An analysis of practicality for google classroom implementation in Malaysian schools. Journal of Educational Research & Indigenous Studies, 2 (1).
Heggart, K. R., & Yoo, J. (2018). Getting the most from google classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3). http://dx.doi.org/10.14221/ajte.2018v43n3.9

Innocenti,S., & Cowan, R. (2019). Self-efficacy belief and imitation: A two armed bandit experiment. European Economic Review.
Khoo, Y.Y., Khuan, W.B., & Rohaila, Y. (2019). Learning at your fingertips: The effectiveness of mobile learning among distance learners. International Journal of Innovation, Creativity and Change, 7(1), 194-208.
Khoo, Y.Y., Rohaila, Y., Stanley, Y.P.L., & Zainizam, Z. (2018). The effects of collaborative mobile learning using Edmodo among economics undergraduates. International Journal of Academic Research in Progressive Education and Development, 7(3), 40-47.
Khoo, Y.Y., Zainizam, Z., Stanley, Y.P.L., Khuan, W.B. (2018). An exploratory study: Collaborative problem solving with Edmodo among economics students. Sci. Int. (Lahore), 30(4), 619-623.
Kieser, M., & Wassmer, G. (1996). On the use of the upper confidence limit for the variance from a pilot sample for sample size determination. Biometrical Journal, 8, 941-949.
Laging, & Voßkamp. (2016). Determinants of maths performance of first-year business administration and economics students. International Journal of Research in Undergraduate Mathematics Education, 3(1), 108–14.
Linacre, J. M. (2005). Standard errors: Means, measures, origins and anchor values. Rasch Measurement Transactions, 19(3).
Linacre, J. M. (2007). A user’s guide to WINSTEPS Rasch-model computer programs. MESA Press.
Majlis Peperiksaan Malaysia (MPM), (2018). Senarai pusat tingkatan enam tahun 2018. http://www.data.gov.my/data/ms_MY/dataset/senarai-pusat-tingkatan-enam-tahun-2018/resource/02053421-468a-4dde-bd10-90a9a1c4be77
Mansor, J., & Jamal, O. (2001). Isu dan hala tuju pendidikan ekonomi universiti di Malaysia. Akademika, 58.
McMillan, J. H., & Schumacher, S. (1984). Research in education: A conceptual introduction. Little, Brown.
Ministry of Education Malaysia (MOE). (2013). Malaysia Education Blueprint 2013-2025, Online available from https://www.moe.gov.my/muat-turun/penerbitan-dan-jurnal/1818-pelan-pembangunan-pendidikan-2013-2025/file
Mohd Majid, K. (2010). Kaedah penyelidikan pendidikan. Dewan Bahasa dan Pustaka.
Murtikusuma, R.P., Hobri, A. Fatahillah, A., Hussen, S., Prasetyo, R.R., & Alfarisi, M.A. (2019). Development of blended learning based on Google Classroom with using culture theme in mathematics learning. Journal of Physics: Conference Series.
Palma-Ruiz, J. M., González-Moreno, S. E., & Cortés-Montalvo, J. A. (2019). Learning management systems in mobile devices: Evidence of acceptance at a public university in Mexico. Innovacion Educativa-Mexico, 19(79), 35–56.
Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489–497. https://doi.org/10.1002/nur.20147
Ramlee, I., Mohd Yahya, M.H., & Fidlizan, M. (2019). Economic literacy: Does it matter for policy understanding? Research in World Economy, 10(5), 104-111.
Roche, K. (2014). An active-learning exercise on learning negotiation as a way to mitigate the gender wage gap for introductory microeconomics. International Review of Economics Education, 15, 32–42. https://doi.org/10.1016/j.iree.2013.08.001
Solihati, N., & Mulyono,H. (2017). A hybrid classroom instruction in second language teacher education (SLTE): A critical reflection of teacher educators. International Journal of Emerging Technologies in Learning (iJET), 12 (5).
Stavytskyi, O., & Urazgaliyeva, M.(2018). Using Google Classroom tools in teaching students of economic specialities. Advanced Education, 10, 69–75.
Stewart, J. & Haswell, K. (2013). Assessing readiness to work in primary health care: The content validity of a self-check tool for physiotherapists and other health professionals. Journal of Primary Health Care, 5(1):70–73.
Susskind, J.E (2005). Powerpoint’s power in the classroom: Enhancing student self-efficacy and attitudes. Computers & Education, 45, 203-215.
Wan Muhamad Amir, W.A., Ruhaya, H. & Nor Affendy, N.A. (2017). Analisis data menggunakan borang soal selidik. Penerbit Universiti Sains Malaysia.
Wooten, J. J. (2020). Integrating discussion and digital media to increase classroom interaction. International Review of Economics Education, 33. https://doi.org/10.1016/j.iree.2020.100174
Published
2021-12-31
How to Cite
MD SARI, Noornadiah; YIN YIN, Khoo; ZAKARIYA, Zainizam. Validity and Reliability of Google Classroom Assisted Economics Learning Impact Instrument Using the Rasch Measurement Model. International Journal of Advanced Research in Education and Society, [S.l.], v. 3, n. 4, p. 166-175, dec. 2021. ISSN 2682-8138. Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/16672>. Date accessed: 21 may 2022.
Section
Articles