Application of Rasch Measurement Model in measuring Self-regulated Learning in an ICT-rich Environment

The Rasch measurement model was utilised in this study to create a linear scale of self-regulated learning in an ICT-rich environment. A person convenience sample of (N=409) university students in Western Australia was used. The stem-item sample was initially 41, answered in two perspectives (I aim for this and I actually do this), and reduced to 16 that fitted the measurement model to form a unidimensional scale. Items for motivation (extrinsic rewards, intrinsic rewards, and social rewards), academic goals (fear of performing poorly) (but not standards), self-learning beliefs (ability and interest), task management (strategies and time management) (but not cooperative learning), Volition (action control (but not environmental control), and self-evaluation (cognitive self-evaluation and metacognition) fitted the measurement model. The person separation index was 0.90. There was strong agreement amongst the students to the item difficulties along the scale. In the understanding that deleting non-fitting items may lead to domain deterioration, items that were considered conceptually valid, but did not fit the Rasch criteria were re-worded. The new items were merged with the items that fitted the Rasch model to form a new Self-regulated learning in an ICT-rich environment questionnaire and are proposed for future testing.

Key Words: Rasch Measurement, Self-regulated learning, Information and communication Technology (ICT), Learning.