Measure The Level Of Success In Using Google Drive with the Kuder Richardson (KR) Reliability Method

Nugroho, Andi; Warnars, Harco Leslie Hendric Spits; Heriyadi, Yaya; Tanutama, Lukas

doi:10.1109/ait49014.2019.9144915

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…The Kuder-Richardson method is the most accurate approach for determining a test's reliability that assigns one mark for correct response and zero for incorrect response or a test that uses (yes, no) responses (Sarmah & Hazarika, 2012). If KR is more than.70, it is regarded as reliable (Nugroho et al, 2019). Table 1 illustrates the reliability of the test that was used to determine grammar proficiency.…”

Section: Discussionmentioning

confidence: 99%

Mobile Learning in Education: Inevitable Substitute during COVID-19 Era

2022

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The incorporation of mobile phones is persistent in the development of language learning, particularly in the EFL context. The present investigation aims to determine the impact of mobile-assisted language learning (MALL) applications on developing “learners” grammar proficiency. The current study employed a quantitative research method to explore MALL-assisted feedback in a WhatsApp group during the group chat. 60 Saudi male EFL learners, randomly assigned to the control and experimental group. Participants in the Experimental group practiced grammar in WhatsApp chat, whereas the same material was sent to the control group on Blackboard. The data was gathered by administering pre and post-test of grammar proficiency. Descriptive statistics and ANCOVA were used to analyze the data. The study’s findings exhibited that WhatsApp group practice and feedback positively impacted learners’ performance.

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Section: Discussionmentioning

confidence: 99%

Mobile Learning in Education: Inevitable Substitute during COVID-19 Era

2022

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“…First, the test materials were pilot-tested as part of pre-implementation to 30 non-participants to compute the reliability index using Kuder-Richardson Formula 20 since there were easy, average, and challenging questions. Also, quantitative data were derived from the test result (Nugroho et al, 2019). It had reliability indices of .80 and .81, respectively, which means the instruments were highly reliable.…”

Section: Research Instrumentmentioning

confidence: 99%

Video lessons as mathematics supplementary learning materials for struggling students in online distance learning

Insorio

Villanueva²,

General³

2023

CONT MATH SCI ED

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Online distance learning as a new normal learning modality gives new hope for the students to continue learning through the provision of the internet and devices. However, many students struggled with mathematics lessons because of the limited synchronous interaction time. Practical action research was conducted to address the said problem on grade 10 students utilizing teacher-made video lessons via Google Classroom as mathematics supplementary learning materials for struggling students. Participants were 50 strugglers with low grades from the first and second grading periods selected purposively. Test materials, survey questionnaire, and interview guide were the instruments used in data collection validated by two head teachers and one master teacher in mathematics education and pilot tested on non-participants. The result shows that the students performed better in the post-test examination after consuming teacher-made video lessons. Students understood the mathematics lessons better, and the performance tasks became manageable. However, they suggested having longer video lessons with more illustrative examples and explanations using the local language. Also, they requested to upload the video lesson early so that they could do advanced study.

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“…The 30item pre-and post-test materials were used to elicit quantitative data as a result of intervention implementation. The reliability indices of the test materials using Kuder-Richardson formula 20 were .80 and .84, respectively since quantitative data were derived from the test result (Nugroho et al, 2019).…”

Section: Research Instrumentmentioning

confidence: 99%

Messenger lectures and video lessons as mathematics interventions for modular distance learning

Insorio

Insorio²

2023

International Journal of Professional Development, Learners and Learning

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Providing self-learning modules and other printed materials under modular distance learning in the Philippines does not guarantee the acquisition of learning competencies, particularly in mathematics, wherein explanation and illustration of concepts, principles, and procedures demand the teacher’s clarification. To address this, Facebook Messenger was used as a platform to communicate with the students and deliver interventions like lectures through posting slides with voice clips and video lessons. This study aimed to establish the effectiveness of the said interventions for grade 7 mathematics using practical action research. Test material, questionnaire, and interview guide were the instruments used in collecting data validated by a master teacher and two head teachers in mathematics education. Quantitative data were analyzed using SPSS version 23 and qualitative data were analyzed using thematic analysis. Based on the findings, lectures and video lessons through Facebook Messenger helped students understand the mathematical concepts and procedures for solving mathematical problems. It means that the said interventions via Facebook Messenger were adequate for the students to cope with the learning challenges in mathematics brought by modular distance learning. However, the students suggested that sustain the interventions for a longer time.

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Measure The Level Of Success In Using Google Drive with the Kuder Richardson (KR) Reliability Method

Cited by 5 publications

References 7 publications

Mobile Learning in Education: Inevitable Substitute during COVID-19 Era

Mobile Learning in Education: Inevitable Substitute during COVID-19 Era

Video lessons as mathematics supplementary learning materials for struggling students in online distance learning

Messenger lectures and video lessons as mathematics interventions for modular distance learning

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