Determining the effectiveness of pre-university student’s online learning in geography subject using relative importance index

Abstract

This study aims to examine the Relative Importance Index (RII) that influences online learning in the subject of Geography. This study is a survey study involving five secondary schools in the state of Perak, Malaysia consisted of 135 form six students selected by simple random sampling. Data were collected through a questionnaire containing 45 items to measure interest, acceptance, and effectiveness. The collected data were analyzed via SPSS software using descriptive analysis and RII analysis. Findings of the study for RII show that ‘when learning there is an interesting video display’ has the highest RII value (RII = 0.8933), while ‘I prefer to learn through the internet because any time I can learn’ contributes the second highest RII value (RII = 0.8296) for the factor acceptance criteria. For the learning effectiveness criteria, the ‘online learning factor created curiosity to me in the subject of Geography’ has the highest RII value (RII = 0.8281). Finally, for the achievement criteria, the factor of ‘understanding the important contents in learning through attractive colors and graphics contributes the highest RII value (RII = 0.8207). On average, the RII value of the interest criterion was in the highest position (RII = 0.8076), followed by the achievement criterion (RII = 0.7684). Meanwhile, the learning effectiveness criteria were in the lowest position (RII = 0.7516) of the overall study criteria. The conclusion from this study shows that the criteria of interest and achievement are the main factors of online learning choices of form six Geography students.