Confirmatory factor analysis of teaching and learning guiding principles instrument among teacher educators in higher education institutions

2017 ◽  
Author(s):  
Azwani Masuwai ◽  
Nor’ain Mohd Tajudin ◽  
Noor Shah Saad
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Higher Education Institutions ◽  
Confirmatory Factor ◽  
Guiding Principles ◽  
Analysis Of Teaching

scholarly journals Climate of Inquiry and Critical Reflection Element in Teaching and Learning in Higher Education Institutions

2018 ◽  
Vol 10 (3-3) ◽  
Author(s):  
Azwani Masuwai
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
High Reliability ◽  
Higher Education Institutions ◽  
Reliability And Validity ◽  
Confirmatory Factor ◽  
Guiding Principles

The purpose of this study is to explore the importance of climate of inquiry and critical reflection in teaching and learning. The study was established by using Teaching and Learning Guiding Principles Instrument (TLGPI) to identify the reliability and validity of the instrument in generating teaching and learning guiding principles (TLGP). Participants consisted of 355 Malaysian educators from higher education institutions and teacher training institutions. It is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all five items of Climate of Inquiry (CI) construct of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles.

scholarly journals Elemen Nilai-Nilai Murni, Sikap Dan Tingkahlaku Dalam Pengajaran Dan Pembelajaran: Khas Untuk Pelajar Dan Pendidik Guru

2018 ◽  
Vol 24 ◽  
pp. 43-53
Author(s):  
Azwani Masuwai
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Factor Model ◽  
High Reliability ◽  
Reliability And Validity ◽  
Single Factor ◽  
Confirmatory Factor ◽  
Guiding Principles

The purpose of this study is to explore the importance of good values, attitudes and behaviour in teaching and learning. The study established by using Teaching and Learning Guiding Principles Instrument (TLGPI) to look out the reliability and validity of the instrument in generating teaching and learning guiding principles (TLGP). Participants consisted of 350 Malaysian teacher educators from 10 higher teacher education institutions selected. It is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all five items of Good Values (GV) construct of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles. Abstrak Tujuan kajian ini adalah untuk meneroka kepentingan elemen nilai-nilai murni, sikap dan tingkah laku dalam pengajaran dan pembelajaran. Kajian yang ditubuhkan dengan menggunakan Instrumen Prinsip Panduan Pengajaran dan Pembelajaran (IPPPP) untuk melihat kebolehpercayaan dan kesahan instrumen dalam menjana prinsip panduan pengajaran dan pembelajaran (PPPP). Peserta terdiri daripada 350 pendidik guru Malaysia daripada 10 institusi pengajian tinggi guru terpilih. Ia adalah instrumen penting dalam menjana prinsip panduan pengajaran dan pembelajaran di peringkat pengajian tinggi di Malaysia. Analisis Pengesahan Faktor (APF) telah mengesahkan semua kelima-lima item konstruk Nilai-nilai Murni (NM) IPPPP di mana semua item menyatakan kebolehpercayaan yang tinggi dan konsisten. APF juga mengesahkan bahawa model faktor tunggal telah digunakan untuk menghasilkan prinsip panduan pengajaran dan pembelajaran.

scholarly journals Confirmatory factor analysis of the essential digital competencies for undergraduate students in Thai higher education institutions

2019 ◽  
Vol 9 (3) ◽  
pp. 340 ◽  
Author(s):  
Thamasan Suwanroj ◽  
Punnee Leekitchwatana ◽  
Paitoon Pimdee
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
Public Higher Education ◽  
Digital Information ◽  
Validity And Reliability ◽  
Confirmatory Factor ◽  
Digital Competency

The purpose of this descriptive study was to apply 2nd order confirmatory factor analysis (CFA) and structural relationship models to identify the digital competency components essential to undergraduate students in Thai higher education institutions. The sample comprised 1,126 specialists in Information Technology, Computer Technology, Computer Education, Computer Science, and Computer Engineering working in public higher education instructions throughout the country. The selection was the result of multi-stage random sampling from 76 public higher education instructions that offer undergraduate education. The instrument was a questionnaire form on essential digital competency components for undergraduate students in higher education institutions. The question items employed a 7-point Likert scale and showed Cronbach's alpha values for the content validity and reliability at a range of.93-.97 per domain and .87-.99 per component. The data were analyzed using descriptive statistics for general data and 2nd Order CFA analysis. The findings revealed that from 24 observed variables, there were 7 competency components.: 1) Fundamental of digital ; 2) Accessing digital information; 3) Using digital information; 4) Creating digital information and media; 5) Communicating digital information; 6) Managing digital information; and 7) Evaluating digital information. The discovery from this study was substantially constructive for Thai higher education institutions as it could be used to design an essential digital competency framework of the 21st century.

scholarly journals Quality Learning Spaces, Resources, Technologies and Constructive Alignment Element in Teaching and Learning

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Azwani Masuwai
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Teaching And Learning ◽  
High Reliability ◽  
Cluster Sampling ◽  
Learning Spaces ◽  
Constructive Alignment ◽  
Confirmatory Factor ◽  
Guiding Principles ◽  
Quality Learning

The purpose of this study is to explore the importance of quality learning spaces and constructive alignment in teaching and learning. The study established by using Teaching and Learning Guiding Principles Instrument (TLGPI) to look out the reliability and validity of the instrument in generating teaching and learning guiding principles (TLGP). Participants consisted of 357 Malaysian teacher educators from ten Malaysian higher teacher education institutions which were selected using cluster sampling technique. TLGPI is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all 4 items of Quality Learning (QL) construct and also all 4 items of Constructive Alignment (CA) construct of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles.

scholarly journals Effect of Students' Emotions on their Positive Psychology: A Study of Higher Education Institutions

2020 ◽  
Vol 13 (1) ◽  
pp. 272-281
Author(s):  
Rajat Grover ◽  
Arun Aggarwal ◽  
Amit Mittal
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Positive Psychology ◽  
Confirmatory Factor Analysis ◽  
Positive Emotions ◽  
Higher Education Institutions ◽  
Deep Understanding ◽  
Study Results ◽  
Confirmatory Factor ◽  
Survey Responses

Background: In the higher education sector, anticipating and fostering positive emotions manifest the view of positive psychology is considered as an essential practice. Aims: The present study aims to identify and statistically validate the different types of students’ emotional indicators. Methods: A survey was carried out in three cities, namely Mumbai, Pune, and Chandigarh of India. A total of 566 valid survey responses were analyzed using exploratory factor analysis and confirmatory factor analysis. The results of the confirmatory factor analysis demonstrated six sets of emotions measurement indicators, namely anger, disgust, happiness, positive emotions, sadness, and fear for measuring students’ emotions. Results: Further, the results of path analysis showed that happiness, positive emotions, sadness, disgust, and fear had positive effect on positive psychology. Conclusion: Overall, this study highlights the imperativeness of students’ emotional measurement, and the study results provide a deep understanding of both positive and negative emotions measurement, which may further support the overall development of the students, especially in higher education institutions.

scholarly journals Approbation of the Decision Making Tendency Inventory in the Russian Sample

2018 ◽  
Vol 26 (3) ◽  
pp. 146-163
Author(s):  
A.Yu. Razvaliaeva
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Education Institution ◽  
Scale Structure ◽  
Personal Factors ◽  
Higher Education Institution ◽  
Confirmatory Factor ◽  
Ambiguity Intolerance

We present the results of approbating the Decision Making Tendency Inventory (Misuraca et al., 2015) in the Russian sample (N=423, Mage= 25,01, SD = 9,63). The development of H. Simon’s satisficing theory in the current studies is considered. Confirmatory factor analysis confirmed the theoretical three-scale structure of the inventory. We describe the relations between maximizing, minimizing and satisficing scales and personal factors of decision-making, age, and education (its level and difficulty). The study demonstrates that maximizing and satisficing are close tendencies, implemented in case of making important effortful and resource-consuming (e.g., time-consuming) decisions, whereas minimizing is connected to withdrawal from effort and knowledge, avoidant strategies and ambiguity intolerance. The yielded results suggest that satisficing needs to be trained in conditions of high demands for the cognitive sphere such as studying in a higher education institution.

scholarly journals An Exploratory Factor Analysis on Generating Teaching and Learning Guiding Principles from Malaysian Teacher Educators’ Perspectives

2015 ◽  
Vol 06 (12) ◽  
pp. 1245-1255 ◽  
Author(s):  
Mazlini Adnan ◽  
Azwani Masuwai ◽  
Nor’ain Mohd Tajudin ◽  
Nurulhuda Abdul Rahman
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Guiding Principles

scholarly journals Student Burnout in Higher Education: A Demand-Resource Model Approach

2022 ◽  
Author(s):  
Balázs Jagodics ◽  
Éva Szabó
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Structural Equation Modeling ◽  
Confirmatory Factor Analysis ◽  
Correlation Analysis ◽  
Structural Equation ◽  
Equation Modeling ◽  
Resource Model ◽  
Confirmatory Factor ◽  
Student Burnout

AbstractStudent burnout is a serious problem in higher education. It is associated with harmful consequences, such as decreased engagement, performance, and motivation, which can lead to dropout. The job demand-resource model of burnout is a comprehensive framework to grasp the factors related to the emergence of burnout. Although numerous studies claim its suitability in explaining burnout in work environments, its applicability in the educational context is less explored. The study aimed to analyze the structure and reliability of the newly developed University Demand-Resource Questionnaire (UDRQ) and to explore the links between its subscales and symptoms of student burnout. Using the online survey method, 743 Hungarian undergraduate students participated in the data collection. The student version of the Maslach Burnout Inventory was used in addition to the UDRQ. In the data analysis procedure, confirmatory factor analysis, correlation analysis, and structural equation modeling were utilized. The confirmatory factor analysis identified a five-factor structure related to both demands and resources. Correlation analysis revealed burnout to be associated positively to the subscales of demands and negatively to resources. Structural equation modeling analysis indicated that all five demands and two resources subscales can be used to build a model that predicts a significant proportion of the variance of student burnout scores. The findings suggest the demand-resource theory is an appropriate framework to predict burnout in higher education. The newly developed UDRQ has stable structure and good reliability and can be a useful tool in subsequent research related to student burnout.

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