المؤلفون: Paz-Albo, Jesús (ORCID 0000-0001-7517-7124), Hervás-Escobar, Aránzazu (ORCID 0000-0003-4382-0036)

المصدر: Cogent Education. 2023 10(1).

تمت مراجعته من قبل الزملاء: Y

Page Count: 15

الواصفات: Student Attitudes, Elementary School Students, Grade 2, Grade 4, Mathematics Education, Test Validity, Test Reliability, Psychometrics, Self Concept, Psychological Patterns, Age Differences, Gender Differences, Foreign Countries

مصطلحات جغرافية: Spain

مستخلص: The English version of the "Math and Me Survey" was developed to measure mathematical attitudes of elementary students. This study was used to translate, validate and examine the attitudes of Spanish students in the second and fourth grades of primary school. The translation-back translation procedure was adopted. A total of 81 students (42 boys and 39 girls), with a mean age of 8.19 years completed the Spanish survey. The psychometric properties of the adapted survey were examined by internal consistency, reliability and factorial structure. The exploratory factor analysis of the 18-item adapted questionnaire provided a two-factor structure, similar to the original questionnaire: mathematical self-concept and enjoyment of mathematics. For each factor, the Spanish survey had high internal consistency, respectively [omega] = 0.89 and [omega] = 0.91. However, the confirmatory factor analysis did not show overall good fit. The adapted survey should be interpreted with caution, suggesting a need for further investigation to be used as an effective tool for evaluating math self-concept and enjoyment in a Spanish-speaking context. In addition, the results of its application indicated that (1) second-graders had a better mathematics self-concept and enjoy mathematics more than fourth-graders, and (2) boys had a greater mathematics self-concept than girls, but girls enjoyed this subject more in second grade.

Abstractor: As Provided

المؤلفون: Daniel Asamoah (ORCID 0000-0001-5577-5266), Masitah Shahrill (ORCID 0000-0002-9395-0798), Siti Norhedayah Abdul Latif (ORCID 0000-0003-0001-3146)

المصدر: Cogent Education. 2023 10(2).

تمت مراجعته من قبل الزملاء: Y

Page Count: 26

الواصفات: Student Evaluation, Secondary School Teachers, Foreign Countries, Evaluation Methods, Test Validity, Test Construction, Cultural Differences

مصطلحات جغرافية: Brunei, Ghana

مستخلص: Classroom assessment is a cornerstone for effective teaching and learning. However, there are variabilities in teachers' approaches to assessment due to recent educational policies, and classroom teaching and learning conditions. This study adopted a mixed method design through a sequential explanatory approach to examine teachers' approaches to classroom assessment in two educational contexts. Multistage sampling procedures were used to select a total of 431 teachers, consisting of 123 Bruneian and 308 Ghanaian teachers to complete online surveys on classroom assessment approaches. In addition to the survey, semi-structured and in-depth interviews were conducted with six Bruneian and eight Ghanaian teachers to understand how they approached classroom assessment. The findings of a latent profile and thematic analysis revealed that teachers' approaches to classroom assessment differed significantly within and between the two educational contexts, with a limited preference for assessment of learning, test design, scoring, use, and balance assessment (i.e. reliability and validity). This study provides a new framework for understanding how different categories of teachers in different cultures approach classroom assessment. The findings have implications for assessment theory, pedagogy, and teacher professional development in terms of classroom assessment practices.

Abstractor: As Provided

المؤلفون: Samson John Mgaiwa (ORCID 0000-0001-7723-2764)

المصدر: Cogent Education. 2023 10(2).

تمت مراجعته من قبل الزملاء: Y

Page Count: 18

الواصفات: Job Satisfaction, College Faculty, Academic Rank (Professional), Age Differences, Foreign Countries, Test Validity, Test Reliability, Psychometrics, Teacher Characteristics

مصطلحات جغرافية: Tanzania

مستخلص: The principal objectives of the present study were threefold--to examine the possible significant group differences in job satisfaction based on age and academic rank; to examine the extent to which university academics were satisfied with their job; and more importantly, to further validate the Minnesota Job Satisfaction Questionnaire (MSQ) among university academics in Tanzania. The study was quantitatively driven with a cross-sectional survey design in which the MSQ along with a demographic information questionnaire was administered to a convenient sample (N = 411) drawn from a total of four universities (i.e. two public and two private universities) in Tanzania. Both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed to examine the factor structure and reliabilities respectively. Additionally, the analysis of variance (ANOVA) was conducted to examine whether or not demographics had any difference in academics' job satisfaction. Three key findings were established as a result of the current study. First, good psychometrics for the MSQ were obtained confirming a two-factor model with the best absolute fit indices. Second, academics were moderately satisfied with their job. Third, the two demographic variables (i.e. age and academic rank) examined, had a significant difference in job satisfaction. This study highlights some areas the university management and policy-makers of the higher education institutions can examine more closely and develop innovative approaches to enhance the job satisfaction of the university lecturers.

Abstractor: As Provided

المؤلفون: Awang-Hashim, Rosna (ORCID 0000-0003-0932-678X), Suppiah Shanmugam, S. Kanageswari (ORCID 0000-0003-3007-8637), Madziah Zubairi, Ainol, Yusof, Norhafezah (ORCID 0000-0003-2187-2652), Tengku Ariffin, Tengku Faekah (ORCID 0000-0002-2010-1082), Yon, Haniza

المصدر: Cogent Education. 2022 9(1).

تمت مراجعته من قبل الزملاء: Y

Page Count: 16

الواصفات: Identification, Measures (Individuals), Unemployment, Employment Potential, Foreign Countries, Undergraduate Students, Critical Thinking, Problem Solving, Personality Traits, Integrity, Leadership, Teamwork, Test Validity

مصطلحات جغرافية: Malaysia

مستخلص: This is the first standard setting study in Malaysia aimed at developing Performance-Level Descriptors (PLDs) and determining cut scores that differentiate undergraduates with low, moderate and high employability skills using a newly developed Situational judgment Test (SJT). SJT items from five domains critical for future job employment: 1) critical thinking and problem solving, 2) enterprising, 3) integrity, 4) leadership and 5) teamwork were developed. Modified Angoff method involving PLDs and cut scores were developed by five subject-matter experts. Two test instruments were used: 10 practice and 36 original bilingual Malay-English SJT items. The PLDs and two cut scores to distinguish low, moderate and high employability skills were validly developed, without compromising consequential validity. The findings benefit undergraduates with low employability as they can be trained with current global job readiness skills by the universities, which also forms the practice implication of this study. Another practical implication is academicians can be further encouraged to understand the theoretical framework of establishing standard setting for employability.

Abstractor: As Provided

المؤلفون: Goh, Pauline Swee Choo (ORCID 0000-0001-7994-3164), Blake, Damian

المصدر: Cogent Education. 2021 8(1).

تمت مراجعته من قبل الزملاء: Y

Page Count: 24

الواصفات: Electronic Learning, Readiness, Test Construction, Test Validity, Foreign Countries, College Students, Technological Literacy, Factor Analysis

مصطلحات جغرافية: Malaysia

مستخلص: Increasing complexity towards harnessing the power of ICT on all levels has created uncertainty about higher educational technological capabilities and adequate strategies to develop e-readiness. In this study, an empirically grounded higher education e-readiness questionnaire in the domain of higher education was developed and validated. Exploratory factor analysis (n = 120) followed by confirmatory factor analysis (n = 336) was done which was presented in two forms; covariance model and the structural model. The covariance model showed that the 5 indicators ("Innovativeness", "Infrastructure", "Collaboration", "Learning flexibility", "Student experience") and assigned 24 items were important e-readiness dimensions from the learners' point of view. The structural models validated the previously extracted factors along with their indicators. As a practical tool, the e-readiness tool could assist institutions towards identifying issues that contribute towards e-readiness thereby formulating strategies accordingly. An example of how it can be used as a practical tool is presented in this paper.

Abstractor: As Provided

المؤلفون: Zare, Mohammad (ORCID 0000-0001-5389-6806), Bagheri, Mohammad Sadegh, Sadighi, Firooz, Rassaei, Ehsan

المصدر: Cogent Education. 2021 8(1).

تمت مراجعته من قبل الزملاء: Y

Page Count: 20

الواصفات: Second Language Learning, English (Second Language), Language Tests, Writing Tests, Difficulty Level, Computational Linguistics, Computer Software, Syntax, Vocabulary Skills, Memory, Semantics, Test Validity, Student Placement, Adult Students, Foreign Countries, Second Language Instruction

مصطلحات جغرافية: Iran

معرفات التقييم و الدراسة: International English Language Testing System

مستخلص: The current study focused mainly on the role of the linguistic complexity of IELTS writing Task 2. In other words, it investigated the differential effects of two interrelated linguistic complexities of writing Task 2 on the three levels of discourse representation and what IELTS candidates perceived through analyzing IELTS writing topics both at the sentence and idea levels was taken into consideration. The participants were 10 Iranian modest and competent users of English. A total of 10 writing topics, randomly selected from 70 Task 2 of Cambridge's passed administered IELTS writing tests (every 7th) was the main instrumentation of a five-week period of data collection. The data analyses were based on a codification scheme adapted from, and a software analyzer known as the Lexical and Syntactic Complexity Analyzer. The effects of lexical and syntactic complexity of writing task on CAF of language production were calculated through separate statistical analyses. The results of the study revealed that lexical complexity applied in IELTS writing topics had a greater influence on IELTS candidates` understanding of the IELTS writing topics than syntactic complexity. Furthermore, Iranian IELTS candidates were initially attracted to the situational representation of IELTS writing topics.

Abstractor: As Provided

المؤلفون: Ho, Walter King Yan, Ahmed, Md. Dilsad, Kukurova, Klaudia (ORCID 0000-0003-0666-1267)

المصدر: Cogent Education. 2021 8(1).

تمت مراجعته من قبل الزملاء: Y

Page Count: 25

الواصفات: Test Construction, Test Validity, Educational Quality, Physical Education, Foreign Countries, Elementary School Teachers, Secondary School Teachers, College Faculty, Teacher Attitudes, Physical Education Teachers, Factor Analysis

مصطلحات جغرافية: Macau, Taiwan (Taipei), Japan, Israel (Tel Aviv), South Korea (Seoul), China, Iran, Malaysia (Kuala Lumpur), India

مستخلص: It is important to identify suitable parameters to measure and assess the quality of physical education. This paper aims to understand such measuring tool by focusing on professional perceptions and areas of concern of quality physical education (QPE). The research survey includes data gathered from 799 professionals in 11 cities in Asia. These professionals had experience working at primary schools (n = 155), secondary schools (n = 249), and universities (n = 395). To examine professional perceptions of quality physical education, at the preliminary stage of this study, 65 potential items were identified; of these, 48 items on 8 dimensions were retained, following an exploratory factor analysis. The 8 dimensions covered "skill development and bodily awareness" ([alpha] =0.935), "facilities and norms in PE" ([alpha] =0.932), "quality teaching of PE" ([alpha] =0.923), "plans for feasibility and accessibility of PE" ([alpha] =0.824), "social norms and cultural practice" ([alpha] =0.825), "governmental input for PE" ([alpha] =0.859), "cognitive skills development" ([alpha] =0.920), and "habituated behaviour in physical activities" ([alpha] =0.933). These factors indicated excellent internal consistency and model fit, enabling the construction of highly relevant statements to measure professional perceptions of QPE.

Abstractor: As Provided

المؤلفون: Belay, Sintayehu (ORCID 0000-0002-6668-5845), Melese, Solomon, Seifu, Amera

المصدر: Cogent Education. 2021 8(1).

تمت مراجعته من قبل الزملاء: Y

Page Count: 24

الواصفات: Elementary Schools, Educational Environment, Test Validity, Test Reliability, Teacher Attitudes, Test Construction, Measurement, Foreign Countries, Factor Analysis

مصطلحات جغرافية: Ethiopia

مستخلص: This study sought to devise a reliable and validated measurement scale to evaluate teachers' perceptions of school climate. The study sample consisted of 379 teachers working in Awi district public primary schools, Ethiopia. Measurement scale had five latent factors (school climate dimensions) and 26 indicators (items). The coefficient alpha values for internal consistency of items and the factor rho coefficients showed high reliability of the measurement scale. The Confirmatory Factor Analysis (CFA) was carried out to validate the measurement scale by determining the convergent and discriminant validity among five school climate dimensions. Average variance extracted (AVE) values showed adequate convergent validity of school climate dimensions. The discriminant validity across school climate dimensions was established using shared variance and heterotrait-monotrait ratio of correlations (HTMT) methods, which indicated that the five school climate dimensions are distinctively different from one another. Results revealed that the school climate is found to be a multidimensional concept with five-factor solution comprising 26 reliable and valid items that can be used to assess teachers' perceptions of school climate in different contexts. It is suggested that the future researcher can apply multi-group and multilevel confirmatory factor analysis to enhance the applicability of the measurement scale across countries.

Abstractor: As Provided

المؤلفون: Ningsih, Sri Kusuma (ORCID 0000-0002-0024-182X), Mulyono, Herri (ORCID 0000-0002-0668-0268), Ar Rahmah, Rafikah, Fitriani, Nurul Aprilia

المصدر: Cogent Education. 2021 8(1).

تمت مراجعته من قبل الزملاء: Y

Page Count: 13

الواصفات: Item Response Theory, Test Validity, English (Second Language), Second Language Learning, Language Teachers, Social Support Groups, Foreign Countries, Test Reliability, Computer Mediated Communication, Secondary School Teachers

مصطلحات جغرافية: Indonesia

مستخلص: The primary aim of the study was to examine the validity of the Indonesian version of the 23-item WhatsApp Social Support Scale (WSSC) adapted from an earlier study by Chung, Yang and Chen. A total of 214 in-service English as a foreign language (EFL) teachers across school levels in Indonesia participated in the study. Rasch statistical analyses were performed to validate the adapted questionnaire, including unidimensionality assessment, reliability analysis, Rasch model fit analysis, and differential functioning analysis. The findings of the study showed that WSSC primarily measured a single latent variable, that was, the online social support received by the English as a foreign language (EFL) teachers in the WhatsApp group. The Rasch analysis of the WSSC resulted that the scale fitted the Rasch model with high reliability levels for both person and item levels. Although redefining category 2--3 is required, an evaluation of WSSC items with DIF notes is suggested to improve the scale's reliability.

Abstractor: As Provided

المؤلفون: Grimmon, A. S., Cramer, J. (ORCID 0000-0002-4756-0043), Yazilitas, D. (ORCID 0000-0001-7098-893X), Smeets, I. (ORCID 0000-0003-1743-9493), De Bruyckere, P. (ORCID 0000-0001-9458-0947)

المصدر: Cogent Education. 2020 7(1).

تمت مراجعته من قبل الزملاء: Y

Page Count: 8

الواصفات: Foreign Countries, STEM Education, Elementary School Students, Test Construction, Low Income Students, Preadolescents, Test Validity, Test Reliability, Student Interests, Self Efficacy, Goal Orientation, Expectation

مصطلحات جغرافية: Netherlands

مستخلص: When in 2014 the "STEM Career Interest Survey" (STEM-CIS) was developed, the researchers could check this instrument with other target audiences. Also, the question remained if the instrument was applicable for both boys and girls. This article describes the development and validation of a Dutch language version of it, called the STEM-LIT instrument, an instrument to measure the interest of children aged between ten and 12 years in "Science, Technology, Engineering and Mathematics" (STEM), focusing specifically on children from families with low socio-economic status (SES). The instrument has been adapted and developed in five stages and tested among Dutch primary school pupils in groups seven and eight (ages 10-11 and 11-12). The instrument was first tested in two pilot studies, after which some amendments were made. The final version of the instrument was tested with 212 pupils, with a Cronbach's Alpha of 0.91, adding supporting evidence to the reliability of the original STEM-CIS instrument and showing that the test is as reliable for both girls and boys.

Abstractor: As Provided