Abstract:

An original work for setting standards for information quality frameworks were initiated to critically evaluate the content of a learning system and give priority to quality as an evaluation of excellence. It was obvious that pedagogical and technological aspects could not continually improve without a quality evaluation process. Alseddiqi and Mishra proposed an extended quality framework that would enable the measurement of the effectiveness for the engineering courses learning content. This framework contained 25 quality dimensions; 18 covered the quality dimensions identified in the existing information quality frameworks and 7 new quality dimensions were added. The quality dimensions of the extended quality framework were used to design a questionnaire and the questions were related to the pedagogical and technological features of the newly introduced Computer Hardware Course in girls’ schools in Bahrain. The responses were analyzed using the descriptive analysis and principle components analysis available in SPSS. The responses indicated that the framework would be useful in determining adequacy of the Computer Hardware Course in providing workplace proficiencies, preparing girls students for work placement, providing effective teaching and learning methodologies, integrating innovative technology in the process of learning, meeting modern industrial needs, and offering a cooperative learning environment.

Keywords:

Quality framework, effectiveness, quality dimensions, pedagogical, technological.