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