Open AccessDevelopment and perception of students on e-Assessment Module for Chemistry Massive Open Online Course (MOOC)
Author(s) -
Nurfarihah Kamarudin,
Tien Tien Lee,
Aisyah Mohamad Sharif,
Hafsah Taha,
Nurulsaidah Abdul Rahim
Publication year - 2020
Publication title -
journal of science and mathematics letters
Language(s) - English
Resource type - Journals
eISSN - 2600-8718
pISSN - 2462-2052
DOI - 10.37134/jsml.vol8.2.13.2020
Subject(s) - cronbach's alpha , bachelor , reliability (semiconductor) , perception , content validity , addie model , massive open online course , psychology , mathematics education , medical education , christian ministry , multimedia , computer science , mathematics , pedagogy , statistics , medicine , psychometrics , curriculum , geography , physics , power (physics) , archaeology , quantum mechanics , neuroscience , theology , philosophy
The results of the needs analysis and previous studies indicate that the implementation of the Massive Open Online Course (MOOC) has not yet achieved the target set by the Ministry of Education Malaysia. Therefore, this study aimed to develop the e-assessment module for Chemistry MOOC and investigate the perception of 129 respondents among Bachelor of Chemistry Education students. This is a design and development research using ADDIE model. The instruments involved are the module content validity evaluation form, the module reliability questionnaire and the perception questionnaire. The results showed that the S-CVI/Ave value obtained for the 389 items in the evaluation of module content validity was 1.00. Furthermore, the Cronbach’s alpha value obtained for the module reliability was 0.97. The mean and standard deviation of students' perceptions of the e-assessment module were 3.44 and 0.58, respectively. In conclusion, validity index, Cronbach's alpha reliability coefficient and mean value for students' perceptions of the e-assessment module are good. The implication is that the use of this e-assessment module for Chemistry MOOC can help students conduct self-assessments online, strengthen their understanding of chemistry concepts while helping lecturers diversify their assessment methods.