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EFL TEACHERS’ PERCEPTIONS OF INDONESIAN BLENDED LEARNING COURSE ACROSS GENDER AND TEACHING LEVELS

100%
Mulyono H., Ismayama D., Liestyana A. R., Komara C.
Teaching English with Technology
|
2021
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vol. 21
|
issue 1
60-74
EN
Studies examining teachers’ perceptions of the application of blended learning abound in literature, however, few have explored if the teachers’ perception differed in reference to their gender and teaching level. In the current study, English as a foreign language (EFL) teachers’ perceptions of Indonesian blended learning practices from the perspective of their gender and teaching levels were examined. A total of 247 EFL teachers across teaching levels, i.e. lower secondary school, upper secondary school, university, informal education and other levels were surveyed. Statistical analyses using Rasch Model and ANOVA were performed to analyse the quantitative data. The findings showed that teachers’ perceptions about blended learning were positive but were not statistically significantly different between male and female teachers. Regarding teaching levels, teachers’ perceptions about skill and experience and their motivation to exercise blended learning were significantly different (Fskill and experience= 5.373, p < .05; Fmotivation= 2.555, p < .05), whereas the interaction and communication as well as the effectiveness and flexibility domains were not. More specifically, university teachers’ perceptions regarding skill and experience statistically differed from those teaching in upper secondary school (M = 2.48, p < .05) and informal education (M = 2.48, p < .05). Insufficient training and supports on blended learning were the primary challenges that constrained teachers from designing and managing the blended learning activities, consequently preventing them from addressing technical issues that emerged during blended learning practices.
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A Rasch Analysis of Student Coding Attitudes Survey

88%
Alasgarova G. A.
The New Educational Review
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2022
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vol. 67
237-248
EN
The purpose of this study was to examine the psychometric properties of a 23-item scale preliminarily entitled the “Elementary Student Coding Attitudes Survey” (ESCAS) from a Rasch perspective. The ESCAS includes five latent constructs to assess attitudes: coding confidence, interest, utility, perceptions of coders, and social value using Item Response Theory [IRT]. The item summary statistics, person summary statistics, item misfit statistics, and category structure statistics were examined for each component. In examining the five constructs separately, the measure had above average psychometric properties with no misfitting items and higher internal-consistency reliability.
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