scholarly journals Validation of ILS through Exploratory Factor Analysis and Internal Consistency Reliability for Secondary Grade

2021 ◽  
Vol 11 (4) ◽  
pp. 189-193
Author(s):  
Munazza A. Mirza ◽  
◽  
Khawar Khurshid ◽  
Kinza Sohail ◽  
Salman Biland ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Internal Consistency ◽  
Engineering Students ◽  
Internal Consistency Reliability ◽  
Assessment Instrument ◽  
Validity And Reliability ◽  
School Students ◽  
Factor Solution ◽  
Instrument Validity

There is a continuous debate on the validity of learning styles in literature. Several models have been proposed for the learning styles, corresponding to the psychometric assessment instrument. Among these models, Felder-Silverman model is widely used by educators to identify the learning styles of the engineering students. The instrument that measures the learning styles is the index of learning style (ILS). This study focuses to identify the validity and reliability of the ILS instrument for middle school students (N=260). This includes internal consistency reliability and construct validity report of the ILS. As a result of the study, the reliability of the instrument was established, however, it was found that there were cross loadings in the 14-factor solution and the 4-factor solution. Thus, the instrument validity for secondary grade students was not established.

The Canfield Learning Styles Inventory: An Assessment of Its Usefulness in Accounting Education Research

2001 ◽  
Vol 16 (3) ◽  
pp. 341-365 ◽  
Author(s):  
Barbara J. Eide ◽  
Marshall A. Geiger ◽  
Bill N. Schwartz
Keyword(s):  
Education Research ◽  
Learning Styles ◽  
Construct Validity ◽  
Learning Style ◽  
Internal Consistency ◽  
Critical Evaluation ◽  
Internal Consistency Reliability ◽  
Accounting Education ◽  
Learning Styles Inventory ◽  
Test Retest Reliability

Recent reviews of accounting education research have called for continued assessment of learning style inventories in accounting contexts (Geiger and Boyle 1992; Rebele et al. 1998). This study presents a critical evaluation of the psychometric properties of the Canfield Learning Styles Inventory (LSI), proposed by Francis et al. (1995) as an instrument for possible use by accounting educators. The study administered two versions (standard and scrambled) to 531 accounting majors from eight universities, applying a test-retest strategy after a 4–5 week interval. The versions were examined for internal consistency reliability, test-retest reliability, classification stability, and construct validity. We found moderate internal consistency (item analyses scores weaker than those reported by Canfield [1988]) and a substantial amount of learner-type classification instability across the two administrations. In terms of construct validity, two-factor solutions were not consistent with those reported by Canfield (1988). Further, three-factor solutions also were not consistent with Canfield's three learning domains. Therefore, along with limited theoretical support and the lack of empirical justification, we find little support for the use of the Canfield LSI in accounting education research.

scholarly journals Exploratory and Confirmatory Factor Analysis for Disposition Levels of Computational Thinking Instrument Among Secondary School Students

2022 ◽  
Vol 11 (2) ◽  
pp. 639-652
Author(s):  
Saralah Sovey ◽  
Kamisah Osman ◽  
Mohd Effendi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Computational Thinking ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Residual Variance ◽  
Validity And Reliability ◽  
School Students ◽  
Instrument Validity ◽  
Confirmatory Factor

<p style="text-align: justify;">Computational thinking (CT) is a method for solving complex problems, but also gives people an inventive inspiration to adapt to our smart and changing society. Globally it has been considered as vital abilities for solving genuine issues successfully and efficiently in the 21st century. Recent studies have revealed that the nurture of CT mainly centered on measuring the technical skill. There is a lack of conceptualization and instruments that cogitate on CT disposition and attitudes. This study attends to these limitations by developing an instrument to measure CT concerning dispositions and attitudes. The instruments' validity and reliability testing were performed with the participation from secondary school students in Malaysia. The internal consistency reliability, standardized residual variance, construct validity and composite reliability were examined. The result revealed that the instrument validity was confirmed after removing items. The reliability and validity of the instrument have been verified. The findings established that all constructs are useful for assessing the disposition of computer science students. The implications for psychometric assessment were evident in terms of giving empirical evidence to corroborate theory-based constructs and also validating items' quality to appropriately represent the measurement.</p>

scholarly journals Android-Based Expert System Application to Determine Math Learning Styles of Elementary School Students in Surakarta

2020 ◽  
pp. 65-70
Author(s):  
Rayung Wulan ◽  
Achmad Sarwandianto ◽  
Nur Alamsyah ◽  
Aulia Ar Rakhman Awaludin
Keyword(s):  
Expert System ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
System Application ◽  
Student Assessment ◽  
Internal Consistency Reliability ◽  
School Students ◽  
Student Learning Style ◽  
Student Learning Styles

This Android-based expert system application was created to assist teachers in analysing student learning styles and identification of student learning styles that are easy to transfer knowledge in schools. The instrument used was the results of a questionnaire to measure learning style variables and student assessment variables in receiving mathematics lessons. The Android-based expert system application was designed based on student learning style questionnaire, the questionnaire was validated, and internal consistency reliability, set the instrument items and then collected in the rules and decision trees. The results of the questionnaire were taken from 6 elementary schools in Surakarta. The inference method used in this calculation is the forward chaining method, looking at the results of the decision tree as outlined in the expert system application. The Android-based expert system application is very effective and efficient in analysing student learning styles.

The Learning Styles of Taiwanese Mechanical Engineering Students

2011 ◽  
Vol 418-420 ◽  
pp. 2143-2146
Author(s):  
Chin Min Hsiung ◽  
Chi Chang Lin
Keyword(s):  
United States ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Internal Consistency ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
The United States ◽  
Learning Performance

Learning style has been proven to be an important factor that affects student learning performance. By knowing student learning styles, instructors can modify teaching material and teaching methods accordingly for the greater benefit of students. By understanding the strengths and weaknesses of learning styles, students may adopt complementary learning strategies, thus improving their performance. The Index of Learning Styles (ILS) developed by Felder and Soloman has been widely used in the context of engineering education to enhance both teaching and learning. However, the general statistics and reliability of its Chinese version have not been reported. In this study, we conducted a survey, and 223 students majoring in mechanical engineering at National Pingtung University of Science and Technology (NPUST), Taiwan, participated. This study involved a comparison of the learning style profiles of the students against the results of prior related research conducted in the United States. Subsequently, the internal consistency coefficients of Cronbach’s alpha were examined. The results show that the participants were active, perceptive, visual, and sequential learners, similar to their counterparts in the United States. The internal consistency coefficients on the four dimensions in ILS are 0.49, 0.59, 0.64, and 0.36, respectively. The statistics are lower or approximately equal to those of the English version ILS.

The Correlation between Iraqi EFL Preparatory School Students’ Language Learning Styles and Language Proficiency

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Khattab Jabbar Jassim Al Saadey ◽  
Prof. Dr. Salam Hamid Abbas ◽  
Prof. Dr. Salam Hamid Abbas
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Validity And Reliability ◽  
School Students ◽  
Preparatory School

Learning styles usually viewed as having a direct impact on foreign language learning. Knowing of students’ learning styles contributes significantly to the development of the level of students in the foreign language where they deal with language inputs differently and each student has a different learning style. Accordingly, foreign language teachers should be aware of the students’ individual differences in general and learning styles in particular. This study aims to find out: 1. Iraqi EFL preparatory school students’ learning styles. 2. Iraqi EFL preparatory school students’ level of language proficiency. 3. The correlation between Iraqi EFL preparatory school students’ learning styles and level of language proficiency. 4. Which of the learning styles do contribute to the interpretation of variation in language proficiency of Iraqi EFL preparatory school students. This study is a correlational research in which the population consists of 325 students from different Iraqi preparatory schools during the academic year 2020/2021. The data is gathered by employing a questionnaire to assess students' learning styles and an English language proficiency test to assess students’ proficiency represented by language skills. After their validity and reliability are verified, the instruments are applied to the research sample. The results of the statistical manipulation showed the following: 1. Iraqi EFL preparatory school students show weak level of language proficiency. 2. The dominant learning styles of Iraqi preparatory school students are random/intuitive style, followed by impulsive/reflective, while the sequential learning style comes third. While the use of closure/open oriented and deductive/inductive learning styles are not statistically significant. 3. Iraqi EFL preparatory school students’ learning styles are statistically correlated with their English language proficiency. 4. The visual, auditory, impulsive/reflective, and synthetic/analytic styles contribut

scholarly journals The Effect of Cooperative Learning Model Type Two Stay Two Stray and Learning Style on Social Sciences Learning Outcomes of Grade IV Elementary School Students

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Wachid Yuli Irfanto ◽  
Mustaji Mustaji ◽  
Muhammad Jacky
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Learning Model ◽  
Posttest Score ◽  
Pretest Score ◽  
Validity And Reliability ◽  
School Students

This study aims to determine the existence of significant differences in students who carry out learning using the two stay two stray model and learning styles towards learning outcomes. The design used in this study is the Pre-Experimental Design design of the One-Group Pretest-Posttest Design. The technique of data analysis using validity and reliability tests. The average results of the pretest and posttest values obtained in the research subjects (class IV) showed that there was an increase before the treatment and after treatment, both students who had the type of visual learning style, audiovisual and kinesthetic. In the type of visual learning style, the pretest score was 65.24 while the posttest score was 79.17. For the type of audio-visual learning style, the pretest score was 66.74, while the posttest score was 82.26 and for the last type, the kinesthetic learning style obtained a pretest score of 67.32 while the posttest score was 84.75. All types of student learning styles experience increased learning outcomes when given treatment with model two stay two strays. So from that shows that the learning model of two stay two stray with visual learning style, audiovisual and kinesthetic experiences a significant increase in improving student learning outcomes.

scholarly journals Content Validity and Reliability of the 13-Item Sense of Coherence Scale among 13-15 Year Old School Children in Chennai City

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Pavithra R ◽  
Lalithambigai G ◽  
Mohammed Junaid ◽  
Madan Kumar PD
Keyword(s):  
Internal Consistency ◽  
School Children ◽  
Sense Of Coherence ◽  
Content Validity ◽  
Internal Consistency Reliability ◽  
Included Study ◽  
Validity And Reliability ◽  
School Students ◽  
Cross Sectional ◽  
Chennai City

Objective: To assess the content validity and reliability of the 13-item Sense of Coherence (SOC) scale among 13-15 year old school children in Chennai city. Participants: A total of 258, 13 – 15 year old ethnic Dravidian students from two randomly selected schools within Chennai city, present on both days of the study were included. Study design: A cross sectional study. Method: The 13-item Sense of Coherence questionnaire was translated to the vernacular, back translated and subjected to expert opinion to check its validity. The 13-item SOC questionnaire was used to assess the Sense of Coherence of the selected school students. The questionnaire was re-administered after one week to measure to measure Internal consistency reliability and Infraclass correlation co-efficient. Results: The Internal consistency reliability checked using Cronbach α was found to be 0.784. The intra class correlation co-efficient was 0.7 and remained the same with an item deleted. Conclusion: Our results suggest that the 13 item SOC questionnaire is a valid and reliable epidemiological tool among an adolescent Dravidian population in Chennai city. Further studies are recommended to assess the stability of SOC concept over a period of time.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

Assessment Instrument of Fiqh Mu'āmalāt Learning with Financial Literacy Oriented

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Secondary Education ◽  
Survey Research ◽  
Internal Consistency ◽  
Financial Literacy ◽  
Lesson Plan ◽  
Assessment Instrument ◽  
Validity And Reliability ◽  
Cross Sectional Survey ◽  
Cross Sectional

The goal of this cross-sectional survey research was to find the validity and reliability of assessment instrument for fiqh mu'āmalāt learning with financial literacy oriented for secondary education. To reveal validity is assessed based on obtain judgement expert and reliability measured by internal consistency. It was gained that the validity is 7 items very feasible and 5 item quite feasible with reliability’s value is 0,763. This finding shows that assessment instrument can be used to analyze difficulties of students for designing lesson plan of fiqh mu'āmalāt learning with financial literacy oriented.

scholarly journals The Japanese version of the questionnaire about the process of recovery: development and validity and reliability testing

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Akiko Kanehara ◽  
Risa Kotake ◽  
Yuki Miyamoto ◽  
Yousuke Kumakura ◽  
Kentaro Morita ◽  
...  
Keyword(s):  
Mental Health ◽  
Factor Analysis ◽  
Mental Health Services ◽  
Health Services ◽  
Internal Consistency ◽  
Convergent Validity ◽  
Short Form ◽  
Japanese Version ◽  
Internal Consistency Reliability ◽  
Validity And Reliability

Abstract Background Personal recovery is increasingly recognised as an important outcome measure in mental health services. This study aimed to develop a Japanese version of the Questionnaire about the Process of Recovery (QPR-J) and test its validity and reliability. Methods The study comprised two stages that employed the cross-sectional and prospective cohort designs, respectively. We translated the questionnaire using a standard translation/back-translation method. Convergent validity was examined by calculating Pearson’s correlation coefficients with scores on the Recovery Assessment Scale (RAS) and the Short-Form-8 Health Survey (SF-8). An exploratory factor analysis (EFA) was conducted to examine factorial validity. We used intraclass correlation and Cronbach’s alpha to examine the test-retest and internal consistency reliability of the QPR-J’s 22-item full scale, 17-item intrapersonal and 5-item interpersonal subscales. We conducted an EFA along with a confirmatory factor analysis (CFA). Results Data were obtained from 197 users of mental health services (mean age: 42.0 years; 61.9% female; 49.2% diagnosed with schizophrenia). The QPR-J showed adequate convergent validity, exhibiting significant, positive correlations with the RAS and SF-8 scores. The QPR-J’s full version, subscales, showed excellent test-retest and internal consistency reliability, with the exception of acceptable but relatively low internal consistency reliability for the interpersonal subscale. Based on the results of the CFA and EFA, we adopted the factor structure extracted from the original 2-factor model based on the present CFA. Conclusion The QPR-J is an adequately valid and reliable measure of the process of recovery among Japanese users with mental health services.

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