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All Journal International Journal of Evaluation and Research in Education (IJERE)
Mohd Fadzil Abdul Hanid
Universiti Teknologi Malaysia
Education

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Validity of instrument to measure primary school mathematics teachers’ acceptance of m-learning applications Mohamad Ikram Zakaria; Mohd Fadzil Abdul Hanid
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.26272

Abstract

Mobile learning (M-learning) is one of the proposed technology-based methods for teaching mathematics in today’s education 4.0 era. This method enables teachers to conduct instruction and learning without being bounded by walls, wires, and the need for specialized physical infrastructure and facilities. This study was conducted to develop and validate an instrument for evaluating primary school mathematics teachers’ acceptance of M-learning applications in problem-solving teaching involving six variables. This research is quantitative and utilizes a questionnaire to collect data. This study involved a total of four experts and 120 participants. Cronbach’s alpha and Exploratory Factor Analysis were used to perform a descriptive analysis of the data. Cronbach’s alpha was determined to be 0.934, with a factor eigenvalue greater than 1. The Kaiser–Meyer–Olkin value for each construct is 0.50, whereas Bartlett’s test value is statistically significant (<0.5). Each item has a factor loading of 0.50 and a variance of ≥60%. The findings showed that this instrument contains six constructs and nineteen appropriate items. It also indicated that this instrument could be used to investigate perceptions of the primary school mathematics teachers’ acceptance of m-learning applications in problem-solving teaching instruments involving performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and usage behavior (attitude).
Validity of instrument to measure mathematics teachers’ perceptions towards problem-based learning activities Mohamad Ikram Zakaria; Mohd Fadzil Abdul Hanid; Roslizam Hassan
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.26739

Abstract

Problem-based learning (PBL) is a proposed method for teaching mathematics in primary education in the education 4.0 era. This method enables teachers to conduct effective instruction by allowing students to explore alternative solutions to problems. This study was conducted to develop and validate an instrument for evaluating primary school mathematics teachers’ perceptions of PBL activities. This research is quantitative, and a questionnaire was employed to collect data. The data obtained were analyzed descriptively utilizing Cronbach’s alpha and exploratory factor analysis (EFA). It is determined that Cronbach’s alpha is 0.885, with a factor eigenvalue greater than 1. The Kaiser–Meyer–Olkin (KMO) value for each construct is 0.50, whereas Bartlett’s test value is statistically significant (<0.5). Each item has a factor loading of 0.50 or higher and a standard deviation of ≥60%. This study’s results indicated that this instrument can be used to investigate primary school mathematics teachers’ perceptions of PBL activities involving group division, generating ideas and learning issues, identifying problems, self-directed learning, synthesis and application, reflection, and assessment.
Co-Authors Mohamad Ikram Zakaria Roslizam Hassan