Rasch model for measuring the validity and reliability of the peers online learning interaction questionnaire (poli-q) for higher education course

• Main Authors: Al-Dheleai, Y. M., Mofreh, S. A. M., Tasir, Z., Na, K. S., Alrahmi, W. M., Ismail, H. N., Baharudin, S. M.
• Format: Article
• Published: Southeast Asian Association for Institutional Research 2021
• Subjects: LB2300 Higher Education
• Online Access: http://eprints.utm.my/id/eprint/96561/

Developing a valid and reliable instrument to measure peer online learning interaction for knowledge construction is crucial for instructors, instructional designers, and researchers. The valid and reliable instrument in understanding student’s perception of the course online peer interaction is for learning purposes. Thus, this study aims to test the validity and the reliability of the developed Peer Online Learning Interaction Questionnaire (POLI-Q) for higher education courses. POLI-Q consists of seven constructs which are question, answer, comment, discussion, information sharing, scaffolding, and reflection with five Likert Scales. The validity and reliability were tested using Rasch Model analysis. The findings of the Rasch Model analysis confirmed that POLI-Q is valid and reliable to measure peer online interaction that is related to learning. However, the instrument validity of the response spread across scales analysis resulted in excluding the scale number 1 (Strongly Disagree) which was not represented in the results while the other 4 scales were supported. Hence, it is recommended that the POLI-Q can be used by the instructors, instructional designers, and researchers to measure peer online learning interaction for higher education courses.