THE MFMR-S QUESTIONNAIRE FOR EVALUATING INDEPENDENT LEARNING ASSIGNMENTS IN A CREDIT-MODULAR SYSTEM: A METHODOLOGICAL EXAMPLE BASED ON SIMULATED DATA
Abstract
The quality of independent-learning assignments in a credit-modular system cannot be judged from the final product alone; it also depends on the alignment of goal clarity, learning activity, process monitoring, and reflection. This methodological paper presents a preliminary 25-item MFMR-S questionnaire comprising four process dimensions and a separate perceived-effectiveness criterion. The items were derived from constructive alignment, self-regulated learning, formative assessment, and authentic-task literature. To verify scoring and reporting procedures, a fully reproducible synthetic dataset of 50 cases was generated with the fixed random seed 20260805. In the worked example, subscale Cronbach’s alpha ranged from 0.771 to 0.861 and one-factor omega from 0.778 to 0.862. Spearman correlations between the process scales and perceived effectiveness ranged from 0.441 to 0.540; the multiple regression model yielded R²=0.503. These values are not evidence about any student population. They demonstrate coding, diagnostics, and reporting only. MFMR-S should therefore be regarded as a draft instrument rather than a validated scale. Empirical use requires content review, cognitive interviewing, exploratory and confirmatory factor analyses, test–retest assessment, and criterion validation against external learning outcomes.