Reliability of assessments in engineering education using Cronbach's alpha, KR and split-half methods

Stephen O. Ekolu, Harry Quainoo

Research output: Contribution to journalArticlepeer-review

59 Citations (Scopus)

Abstract

An attempt to apply reliability measurements to module assessments in engineering degree programmes is presented in this article. Three techniques for estimating internal consistency - the Cronbach's alpha, KR 21 and split-half methods - were employed in the study. Ten-year data of examination marks were used. The data comprised 13 modules of small- to medium-size classes involving 723 students taught at the university to BSc/BEng engineering degree level. Overall, a majority of modules gave acceptable reliability coefficients of 0.4 to 0.8, based on results obtained from all three methods. A strong correlation was found between Cronbach's alpha and the split-half method. Good correlation of KR 21, with alpha coefficient and split-half methods, occurred only for alpha values exceeding 0.3. It was shown that internal consistency measurement can provide meaningful evaluations of module examinations or assessments in engineering study programmes.

Original languageEnglish
Pages (from-to)24-29
Number of pages6
JournalGlobal Journal of Engineering Education
Volume21
Issue number1
Publication statusPublished - 2019

Keywords

  • assessments
  • Cronbach's alpha
  • Engineering education
  • KR 21
  • reliability coefficient
  • split-half

ASJC Scopus subject areas

  • General Computer Science
  • Education

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