Leveraging Learning Analytics to Assess Micro-Credential Effectiveness in Probability Education

I. L. Ismail, M. Z. A. Chek, N. F. A. Razak, H. Hasim and Z. H. Zulkifli
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I. L. Ismail: Department of Statistics and Decision Science, UiTM Perak Branch
M. Z. A. Chek: Actuarial Science Department, UiTM Perak Branch
N. F. A. Razak: Department of Statistics and Decision Science, UiTM Kelantan Branch
H. Hasim: School of Mathematical & Computer Sciences Heriot-Watt University, UK
Z. H. Zulkifli: Actuarial Partners Consulting, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3, 2097-2104

Abstract: This study explores undergraduate students’ satisfaction in learning Counting and Probability via micro-credentials on the UiTM Learning Management System (LMS). With the increasing shift toward digital learning, micro-credentials have emerged as an innovative approach to flexible and accessible education. This study aims to assess the effectiveness of a micro-credential course in Probability by evaluating students’ perceptions regarding knowledge acquisition, content relevance, assessment methods, confidence improvement, content delivery, instructor approachability, and overall satisfaction. A survey-based quantitative analysis was conducted on 174 undergraduate students enrolled in the course. The data collected were analyzed using descriptive statistics, correlation analysis, and heatmap visualizations to uncover key trends in learner satisfaction. The findings revealed a generally high level of satisfaction, with notable positive correlations between engaging instructional methods, perceived knowledge gain, and overall enjoyment. The study highlights the importance of interactive and student-centered learning experiences in micro-credential courses. Moreover, the results underscore the significance of instructor approachability and well-structured assessment methods in enhancing student confidence and engagement. However, minor disparities in ratings suggest room for improvement in personalizing learning experiences and incorporating more real-world applications to contextualize theoretical concepts. Based on these findings, we recommend strategies such as the integration of gamified learning tools, adaptive learning technologies, and increased peer interaction opportunities to enhance engagement and learning outcomes. These insights contribute to the broader discourse on the role of micro-credentials in higher education and offer practical recommendations for improving digital learning environments.

Date: 2025
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