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Evaluation of the questions’ level of complexity for the statistical course was proposed using the revised version of Bloom’s taxonomy. The use of Bloom's taxonomy in statistical examination papers allows the degree of difficulty to be pseudo-objectively assessed. Well-constructed questions in the final examination will help in measuring students' abilities based on comprehensive cognitive skills. Therefore, this study used Rasch Model to evaluate the quality and reliability of final exam questions for probability and statistics course. According to research findings, five out of 30 questions are considered as misfit items. It is therefore recommended that these items be removed or rephrased to better suit the students’ ability level in a course. Whereas, nine questions have significant differences between taxonomy level and Rasch level that require further analysis. Overall, students view the set of exam questions as simple due to the unavailability of difficult items. Based on this result, it is suggested that the exam questions should undergo verification process from the expert and students should be exposed early to various types of questions with different level of difficulty.

At school, students must learn mathematics not only as a formality to participate in exams, but also to use their mathematical knowledge to solve problems in their daily lives. When students deal with numerical information, they tend to have a negative feeling or fear, and this is known as mathematical anxiety. The aim of the project is to develop a mobile application that integrates augmented reality technology into mathematical education and to evaluate the technological acceptance of the mobile application. This mobile app is reviewed and tested by 23 end users, most of whom are educators and parents. The technique to achieve the objective is to use the Acceptance Model Questionnaire (TAM). In the technology acceptance model there are three sections that are perceived as useful, user-friendly and intended for use. Based on the results, it can be concluded that the three technology acceptance sections are acceptable and that educators and parents are satisfied with it. For future work, the research recommends adding a variety of exercises with diversifying forms of questions with answers in the mobile application. It is further recommended that the augmented reality output to implement a 3D modeling design to project a better virtual images.

The implementation of mobile apps in the educational systems has kept abreast with the needs of specific learning disability (SLD) children. It was agreed by researchers that technology is able to aid and harness the language development of these children. The use of mobile applications in English language has been widely accepted and implemented among educators. However, it was discovered that most of the applications have scarcely adopted the Malay language as the main stream to aid Malay language development of these children. Thus, it is imperative to set the aim of this paper to introduce an interactive mobile apps that uses Malay Language as the Therapy Tool for the Dyslexic Children in improving their language learning processes. The uniqueness of this app falls on the aesthetic value that is implemented in CInTA 2.0. The app is user friendly which applied multi-sensory technique that is suitable for learners with language disorder, specifically dyslexic children.

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