Differential Item Functioning in Online Learning Instrument (EPFun)

Juhaida Abdul Aziz,Parilah Mohd Shah,Rosseni Din,Maslawati Mohamad

doi:10.4236/ce.2016.71018

Abstract

Providing young learners with high-quality digital primary education and literacy skills are necessary for them to excel academically. The development of the online Fun Learning Instrument known as English Primary Fun (EPFun) is based on the Piaget Constructivism Development theory. This theory could be applied to young learners as it includes cognitive, behaviourist and second-language acquisition theory as well. The purpose of this study is to detect Differential Item Functioning (DIF) in performances between genders among Malaysian young learners in rural primary schools. The data were obtained from the randomly selected respondents of 106 male and 144 female young learners from the target group. The EPFun instrument consists of four constructs: a) Usefulness (USFN), b) Ease of Use (EOU), c) Ease of Learning (EOL) and d) Satisfaction (SAT). To analyse the responses to the instruments, 40 items overall were made up using 5 levels of coded smileys from the 4 constructs. The data were analysed using SPSS and Winsteps version 3.68.2, a Rasch-based item analysis programme. The findings indicate there is no significant difference in DIF performance between male and female young learners. This conclusion is derived from the t-test for Equality of Means, which revealed the results of the Sig. (2 tailed) for every construct (USFN; Sig = 0.558; EOU; Sig = 0.638; EOL; Sig = 0.628 and SAT; Sig = 0.500) larger than 0.5. The findings also revealed that there were only 7 items detected as DIF. However, there is no significant DIF based on the size range of the logits scales. Female young learners excel in one construct-Satisfaction (SAT). However, male young leaners are on a par with female young learners with regard to other constructs. Thus, this instrument is free from DIF and could be used as an indicator to gauge young learners’ literacy skills, especially in using hypermedia reading materials in English.

Highlights

As they advocate a 21st-century learning environment, educators are highly encouraged to promote meaningful learning contexts
It can be concluded that there is no significant difference in Web-based Fun learning for male and female young learners
The findings of this study reveal otherwise, indicating that there is no significant difference between male and female young learners in gaining fun during web-based learning

Summary

Introduction

As they advocate a 21st-century learning environment, educators are highly encouraged to promote meaningful learning contexts. In order to promote meaningful learning contexts, educators should conduct activities which integrate the usage of technology (Juhaida, 2014; Nachmias & Segev, 2003). This is because the netgenerations are interested in and surrounded by new digital technologies. Some of them already have the relevant knowledge and skills in technologies This exposure facilitates them in communicating, interacting, and reflecting constructively during their learning process (Nachmias & Segev, 2003; Maslawati et al, 2011; Zaharudin et al, 2011; Juhaida, 2014; Juhaida et al, 2014). The digital environment promotes fun and authentic learning, which is an essential part of young learners’ lives (Cauffman & MacIntosh, 2006; Rosseni, 2010; Rahamat et al, 2011)

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