BENCHMARKING SATISFACTION WITH A CHEMISTRY MOOC AND BETWEEN-GROUP ANALYSIS AMONG PRESERVICE CHEMISTRY TEACHERS: USING FOCUSED-ISSM

Ruinan Guo, Mohd Shahril Nizam Shaharom, Kah Heng Chua — Tue, 07 Apr 2026 00:00:00 +0800

Learners’ satisfaction with online courses is a crucial indicator for evaluating the effectiveness of online instruction. Grounded in DeLone and McLean’s (2003) updated Information Systems Success Model (ISSM), this study proposed a satisfaction-focused ISSM by adopting a satisfaction-centric construct reframing and adapting these constructs through operationalizing indicators as satisfaction facets at the measurement level. It further advocated a combined analytical approach that employed the one-sample t test for benchmarking and 2-way ANOVA for examining between-group differences by background factors, thereby enabling multi-stage and longitudinal tracking to evaluate course quality and effectiveness from multiple dimensions of learners’ satisfaction and to assess whether an online course is suitable for broad adoption or better targeted to specific background groups. Accordingly, using the Instructional Design for Secondary School Chemistry MOOC as a quantitative case, this study administered multiple online questionnaires to 140 junior preservice chemistry teachers, who were stratified by two crossed background factors at a representative normal university in Henan Province, China, and supplemented these data with backend system logs on their learning behavior and exam results. The findings indicated consistently favorable satisfaction evaluations at each stage of learning, suggesting value for enhancing chemistry instructional design abilities and promising prospects for broad implementation.

STEM TEACHER PROFESSIONAL DEVELOPMENT IN RURAL PRIMARY SCHOOLS: A LESSON PLANNING APPROACH USING MODEL OF EDUCATIONAL RECONSTRUCTION

Sarimilla Jiwarathnam, Mageswary Karpudewan — Tue, 07 Apr 2026 00:00:00 +0800

Integrated STEM education requires teachers to move beyond teaching subjects in isolation. However, many rural primary STEM teachers face challenges due to limited access to professional development that is relevant to their teaching context. This qualitative study explores Rural primary STEM teachers’ perceptions of effective Teacher Professional Development (TPD) qualities and examines how these qualities were enacted through structured lesson planning informed by the Model of Educational Reconstruction (MER). The study involved 15 rural primary STEM teachers. Data were collected through semi-structured interviews, lesson plan analysis, and classroom observations. The data were analysed thematically to identify key patterns related to teachers’ professional development experiences and instructional practices. The findings reveal three TPD qualities that teachers perceive as essential: (1) self-development and curriculum innovation, (2) teamwork and flexibility, and (3) adaptivity. These qualities were enacted through lesson planning processes aligned with MER and the 5E instructional model, allowing teachers to contextualise STEM content, collaborate on instructional decisions, and adapt teaching strategies to meet classroom needs. Overall, these qualities allow teachers to contextualise STEM content, collaborate on instructional decisions, and adapt teaching strategies to classroom needs.

MOJES: Malaysian Online Journal of Educational Sciences

BENCHMARKING SATISFACTION WITH A CHEMISTRY MOOC AND BETWEEN-GROUP ANALYSIS AMONG PRESERVICE CHEMISTRY TEACHERS: USING FOCUSED-ISSM

STEM TEACHER PROFESSIONAL DEVELOPMENT IN RURAL PRIMARY SCHOOLS: A LESSON PLANNING APPROACH USING MODEL OF EDUCATIONAL RECONSTRUCTION