Transformation of Research Instrument Development in Education

Abstract

The usage of education and social science research instruments is the most important component in determining research design because it involves the process of data collection and the retrieval of correct information to be reported as a process in the results of a study. Since the measurement scales used consist of many forms, such as the Thurstone technique, the Likert scale, semantic difference, and categorical scales, in which "Yes" (1) or "No" (0) is labeled with numbers ordered according to priority. Through earlier analyses, the accuracy of the usage of these scales can be argued because each of the scores does not have clear and concrete proofs. Because of that, an instrument creation approach based on the form of rubric score is interpreted to a 5-point ordinal scale. For example, the process of constructing an instrument for a study titled "Creativity Aided Pedagogy" requires discreet literature readings to determine the constructs, sub-constructs, and variables, which possess descriptors in the rubric form. An instrument determining table is developed to summarise the related elements until an item that can measure a construct or sub-construct is produced. After the validation process is conducted and a pilot study is executed, the item analysis to determine the status of the statement can be explained by the score of every rubric objectively and systematically. For example, for the construct of a teaching aid, the mean score recorded was 3.2, which is at the average level (standard criteria). However, whiteboards are used frequently compared with other forms of teaching aids, such as charts and manila cards. For the effect of using electronic teaching aids in the centralisation process, the mean score recorded was 3.8, which is good or high. However, there are also shown weaknesses, where the teacher is not using liquid crystal display (LCD) (16.4%). The dominant factor that encouraging the teacher is to use compact disc (CD) (63.0%) as a creative aided pedagogy. Furthermore, the effect of using a creative aided pedagogy is high (minimum score 4.1) and it has a significant effect on the teaching and learning processes, but teachers need to spend more time on teaching preparation. It is hoped that the process of transforming the

The Evaluation of Employment Marketability Connectivity Skills Within Polytechnic Engineering Diploma Students in Malaysia

“…The interactive survey approach is used in this study (Mohd Sahandri Gani, Noor Shah, Saiduddin Kumar, Mazura Mastura, & Husni Zaim, 2014). This approach also uses each instrument that has been explained to all respondents in getting the correct information according to the evaluation of the respondents.…”

“…Each of the items was transformed into rubrics and the evaluation score for each rubric is categorised into: 0-None (meaning that students did not possess any of the questioned skills); 1-Partly (meaning that students only master a part of the questioned skills); and 2-Fully (meaning that students fully mastered the questioned skills) (see Table 2). According to Mohd Sahandri Gani et al (2014), the double-layer rubric can produce detailed findings in a study that can help a researcher identify the problems accurately for the purpose of intervention. …”