A Rasch analysis: Comparing students’ learning activity on online learning and blended learning

Abstract

This study purposes to compare student learning activities in fully online learning and blended learning. This study uses the mixed methods approach (explanatory sequential model). 42 junior high school teachers were comprised as the sample. Learning activity questionnaire (LAQ) and interview procedures were used as a data collection tool. The data obtained were analysed using Rasch analysis. Rasch analysis is a statistical technique for defining the measure of human performances, attitudes and insights. The results showed that almost all respondents agreed with all statements on the questionnaire. The percentage of respondents’ approval of statements using blended learning is higher than respondents who use fully online learning. Thus, it can be determined that fully online learning and blended learning can develop student learning activities. The researcher recommends that in the strategic plan for managing learning services, online learning should provide additional computing infrastructure to run the two learning methods.