Validity and reliability of the needs analysis instrument for the mathematics problem-solving module

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Published: Dec 31, 2022
DOI: https://doi.org/10.18844/cjes.v17i12.7836

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Shivaraj Subramaniam
National University of Malaysia, Education Department, Bangi, Selangor, Malaysia
https://orcid.org/0000-0001-9297-1995
Siti Mistima Maat
National University of Malaysia, Research Centre of Teaching and Learning Innovation, Faculty of Education, Bangi, Selangor, Malaysia
Muhammad Sofwan Mahmud
National University of Malaysia, Research Centre of Teaching and Learning Innovation, Faculty of Education, Bangi, Selangor, Malaysia

Abstract

This research’s objective is to investigates the reliability and validity of the needs analysis instrument for mathematics problem-solving based on the computational thinking module among primary school mathematics teachers. For the needs analysis phase, the researchers applied a quantitative method involving a questionnaire. The instrument calibration method is test of language validity, content validity, empirical validity and reliability. The instrument’s reliability was tested in a pilot study involving 50 primary school mathematics teachers. The pilot study was analyzed using SPSS version 26. The pilot test results show that Cronbach’s alpha value for Construct A: computational thinking skills is 0.786, Construct B: problem-solving skills is 0.772, and the need for the problem-solving module is 0.775. Finally, the researcher expects that this instrument will assist other researchers in the needs analysis phase of developing a mathematical module based on computational thinking in problem-solving.


Keywords: Validity, reliability, mathematics, module, computational

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How to Cite
Subramaniam, S., Maat, S. M., & Mahmud, M. S. (2022). Validity and reliability of the needs analysis instrument for the mathematics problem-solving module. Cypriot Journal of Educational Sciences, 17(12), 4518–4529. https://doi.org/10.18844/cjes.v17i12.7836
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Vol. 17 No. 12 (2022): December
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Articles
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