Measuring students’ understanding in counting rules and its probability via e-learning mode: a Rasch measurement approach

Baharun, Norhayati; Razi, Nor Faezah Mohamad; Abidin, Roslan Zainal; Musa, Nor Azila Che; Mahmud, Zamalia

doi:10.4314/jfas.v9i6s.33

Cited by 3 publications

(3 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is obvious especially to students who are not as skilful as their other counterparts in using technology. As a result, this may be problematic especially to students in adjusting when employing technology during the learning process (Baharun, Razi, Abidin, et al, 2017;Kearns, 2012;Lee, 2001). In addition, there are students who prefer to study with peers and their teachers in class (Crim & Reio, 2011).…”

Section: Introductionmentioning

confidence: 99%

Approaching Listening and Speaking Skills Using Online to Facilitate Interactive Learning from Students’ Perspectives

Megat-Abdul-Rahim

Idris

Rahman

et al. 2021

AJUE

View full text Add to dashboard Cite

Teaching and learning process is constantly transforming due to the ever-increasing globalization. In the educational sector the use of information and communication technology (ICT) is constantly changing due to the increasing trend in globalization. This has resulted in the change and transformation the facet of education in this 21st century. The various usage of technologies and other forms of learning materials that have been extensively used has created a medium where students able to be interactive because it is learner centred, and the environment of online learning is more open and flexible. However, several studies showed that students prefer traditional classroom more because they would prefer face-to-face communication with their instructor. Thus, this study intends to explore the perspective of learning listening and speaking using online among L2 learners. A total number of 102 university students at UiTM Perak Branch took part in this study. They were instructed to answer a set of questionnaires which was created using google document. From the findings the students reported that they do see the benefits of online learning. In addition, they found learning through this interactive medium as interesting and provide them space to progress at their own pace in learning. However, this does not portray students’ eagerness in which may be due to several factors. This study is hoped to able to highlight the positive aspects of using online as an alternative to the traditional way of teaching listening and speaking. Keywords: Interactive Learning, Listening Skill, Online Learning, Second language learners, Speaking Skill.

show abstract

Section: Introductionmentioning

confidence: 99%

Approaching Listening and Speaking Skills Using Online to Facilitate Interactive Learning from Students’ Perspectives

Megat-Abdul-Rahim

Idris

Rahman

et al. 2021

AJUE

View full text Add to dashboard Cite

show abstract

“…Rasch measurement model can be an effective tool in evaluating the reliability and quality of any assessment tool for statistics and probability courses. From the previous results, it showed that 83.8% of the students have ability that matched well with the difficulty of the items while the remaining students need to be given more attention on the topic [8]. Moreover, the Rasch measurement model contribute the result to be more accurately classified with the questions according to the students learning ability and their cognitive thinking skills, where else it can also precisely classify the questions' difficulties itself according to students' ability by using across the Bloom's taxonomy [9].…”

Section: Introductionmentioning

confidence: 87%

Measuring Students’ Understanding in Probability Concept between Two Different Cohort using Rasch Measurement

2019

IJRTE

View full text Add to dashboard Cite

The students’ level of proficiency in any particular course is individually distinctive. Therefore, it is necessary for the educators to be able to address their student’s level of ability in understanding of the course they enrolled. Particularly, educators should be able to design a set of questions which suits the level of their students’ ability. For this reason, this study is concentrated on identifying the level of student’s ability in understanding probability concepts that has been included in the statistics course (STA150: Probability and Statistics 1). This course was enrolled by two groups of students (Group A and Group B) from the Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA Perak branch. Group A enrolled the course in December 2015 until March 2016 whilst Group B enrolled in June until November 2016 sessions. Since the aims of this study are to investigate the difference in students’ conceptual knowledge and understanding of probability concepts, as well as to examine which concepts were found most difficult by the students, hence the Rasch measurement approach was used to explore those aims. An instrument consists of 20 items in a test based on the “Counting Rule” topic was formed by an experienced lecturer to measure the level of student’s ability between the two groups. Based on the findings, it was found that there is a high reliability index of 0.93 (Group A) and 0.88 (Group B) which suggests the suitability of the instrument developed in this study to be replicated to the other samples, even though, the person student’s responses to the items for both groups appeared differently in terms of their difficulties in understanding the probability concepts which represents the student’s ability on this particular topic.

show abstract

“…Studies have also shown that students have less understanding concepts of statistical variation, sampling distribution and certain reasoning about graphical representation [1]. In a recent study, the finding shows that the students perceive little understanding on counting rule and basic probability concept [3]. Meanwhile, some researchers suggested that the lack of students' understanding in learning statistics is not the only factor that causes failure in academic performance.…”

Section: Introductionmentioning

confidence: 99%

Evaluating Quality and Reliability of Final Exam Questions for Probability and Statistics Course Using Rasch Model

Zulkifli¹,

Abidin²,

Razi³

et al. 2018

IJET

View full text Add to dashboard Cite

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.

show abstract

Measuring students’ understanding in counting rules and its probability via e-learning mode: a Rasch measurement approach

Cited by 3 publications

References 5 publications

Approaching Listening and Speaking Skills Using Online to Facilitate Interactive Learning from Students’ Perspectives

Approaching Listening and Speaking Skills Using Online to Facilitate Interactive Learning from Students’ Perspectives

Measuring Students’ Understanding in Probability Concept between Two Different Cohort using Rasch Measurement

Evaluating Quality and Reliability of Final Exam Questions for Probability and Statistics Course Using Rasch Model

Contact Info

Product

Resources

About