Student teachers' attitude and self-esteem towards online learning: Application of Rasch measurement model

Abstract

The spread of the COVID-19 epidemic has changed the education delivery system. Educators are encouraged to continue the online teaching process to ensure that students can continue to learn whereby a program or course which is designed intentionally to be carried out fully online through some platforms that include Skype, Zoom, Google meet, Webex, and Kahoot. Thus, there is a need in conducting a study to identify the attitude and self-esteem towards online learning especially among student teachers. Therefore, this study aims to investigate student teachers' attitude towards online learning, student's teacher's self-esteem towards online learning and also the relationship between attitude and self-esteem towards online learning among student teachers. A total of 143 student teachers who undergo their teaching practicum are involved in this study. There are two instruments used in this study which are self-develop (Questionnaire measuring Attitude) and adopted instrument from the Rosenberg Self-Esteem Inventory (RSES). All the collected data were analysed by using Rasch Measurement Model. Based on the result, the student's teachers show better attitude in the aspect of cognitive but negative attitude in the aspect of affective and behaviour. Meanwhile, the overall student teachers have moderate level of self-esteem. Findings showed that the self-esteem was significantly positive and moderately related with attitude towards the correlation coefficient .500. In conclusion, attitude and self-esteem are the important aspect for an educator in order to maintain a good teaching and effective learning process to the students even in facing an emergency situation.