The application of rasch measurement model in measuring change in students self-directed learning readiness
Self-directed learning is a developed skill that is an essential within technical and vocational courses such as design education. As a strategy for lifelong learning, self-directed learning is important for students to adapt with rapidly changing knowledge and technology. An experimental design was...
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| Main Authors: | , , , |
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| 格式: | Article |
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American Scientific Publishers
2013
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| 主題: | |
| 在線閱讀: | http://eprints.utm.my/id/eprint/49530/ http://dx.doi.org/10.1166/asl.2013.5242 |
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| 總結: | Self-directed learning is a developed skill that is an essential within technical and vocational courses such as design education. As a strategy for lifelong learning, self-directed learning is important for students to adapt with rapidly changing knowledge and technology. An experimental design was conducted to investigate how web-based learning system of design education, known as PROUD, affected students' perceptions on selfdirected learning readiness to studying design education. The purpose of this study was to measure changes of level in students' self-directed learning readiness over time by applying the method of racking and stacking of Rasch Measurement Model. Thirty second year students pursuing their bachelor in education degree program participated in this study. Respondents used PROUD for 14 weeks in learning design education. A pretest was administered at the beginning of the course and a posttest was again administered after the learning completed. Self-Directed Learning Readiness Scale was used as a research instrument and appeared valid and reliable to measure changes in students' perception of self-directed learning readiness. To make the instrument unidimensional, five of the 58 items were removed. The resulting instrument had a reliability of 0.92 and a separation of 3.29. A paired sample t-test was also included in the data analysis. The pretest of SDLRS results were 1.28±0.94 logits, while the posttest were 1.96±0.97 logits. Changes in students' perceptions of selfdirected learning readiness were significant after the intervention (paired t-test, p = 0.00). Rasch analysis of racking and stacking indicated students' perception of self-directed learning readiness had increased after the intervention. This study also proved that the implementation of PROUD in learning design education had fostered the development of students' self-directed learning readiness. |
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