Application of Mixed Sampling to Real Life Data: A Case Study on Socio-Economic Determinants by Using SEM and CFA Techniques

Shah, Muhammad Akbar Ali; Khan, Wali Ullah; Kumam, Wiyada; Chesneau, Christophe; Jamal, Farrukh; Özel, Gamze; Sleem, Hafiza Shumaila; Khan, Hidayat Ullah

doi:10.3390/math8030337

Cited by 2 publications

(1 citation statement)

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“…In this study, the assessment is focused on "a student's achievements in order to establish whether they have reached a particular standard" [12] in the dimensions measured. This study applies statistics such as: (a) Cronbach's alpha coefficient to verify the internal consistency of the instruments; (b) McDonald's omega coefficient to verify reliability; (c) a t-test; (d) exploratory factor analysis (EFA); (e) confirmatory factor analysis (CFA); (f) the Shapiro-Wilk statistic; (g) parametric contrast; (h) Kappa index and (i) the Wilcoxon signed-rank test [13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes

2021

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The purpose of this study is to assess the learning effect of a multilingual web-based argumentative writing instruction model called the Ensayo Científico Multilingüe (ECM, Multilingual Scientific Essay) adapting the didactic model called Genre-based Writing Instruction (GBWI) in an experiment conducted over three months. For this purpose, a quasi-experimental research model was applied to 150 students in the experimental group and 150 in the control group, with two measurements, pre and post-test, for three dependent variables: (a) writing metacognition and its dimensions; (b) written argumentative self-efficacy; and (c) rhetorical moves and steps of an argumentative essay. The latter variable was measured by the content analysis method. Variables (a) and (b) were both measured with instruments validated in a population of 518 university students using structural equations. The findings demonstrate the positive effect of the ECM, which combines WBWI and GBWI in argumentative written learning in the students’ mother tongue in all variables measured, applying statistics such as the Shapiro–Wilk statistic, parametric contrast, and the Wilcoxon signed-rank test. In relation to the findings, with respect to the evaluated variables, it was discovered, specifically, that the rhetorical steps in which the students showed a significant improvement were innovations, quotes/research, definitions of concepts, refutations, definitive reasons, and bibliographical references. Likewise, the rhetorical steps that did not present significant differences following the application of the ECM were discovered, and they were: reason summary, formulation of premise, and reasons for. Furthermore, it can be stated that for the ECM there was an increase, above all, in awareness of the following metacognitive dimensions: (a) writing self-regulation; (b) writing planning; and (c) writing revision, as well as argumentative self-efficacy. The novelties of this research with respect to the precedents reside in that it offers valid and concrete results on the effect of a multilingual web design integrated into a well-defined didactic model of argumentative writing on writing metacognition and its dimensions, argumentative structuring and its rhetorical steps, and argumentative self-efficacy. The related studies consider only some of these variables, but not all of them together or their complexity. These results have allowed us to establish specific didactic–technological proposals for improving the ECM that are transferable to didactic designs to guide written argumentation at higher academic levels using multilingual web technologies and integrating the metacognitive, behavioral, and motivational dimensions of writing.

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Section: Introductionmentioning

confidence: 99%

Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes

2021

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Validating the Financial Literacy Index of Hungarian SMEs during the COVID-19 Pandemic and the Russian–Ukrainian War

Tóth

Kása

Lentner

2023

Risks

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The effects of the COVID-19 pandemic and the Russian–Ukrainian war have had a significant impact on economies around the world, with pivotal implications for the activities of companies. The issue of corporate financial literacy has been within our scope of interest for a matter of years now, and this study aims at re-enforcing our previous overall theoretical and literacy-based analysis from a methodological approach. We use our own previous databases to explore and analyze the importance of corporate financial literacy, taking into account the economic factors inside and outside the organization that affect the businesses. For this, a confirmative factor analysis (CFA) model has been created. The article aims at two things with this. On the one hand, we intend to introduce the wider scope of the fit tests applicable in the CFA, thus giving a direction to other authors. It also allows for adequate verification for their models, while at the same time conducting the fit test for our corporate financial literacy model as well as a valid model framework suitable for making measurements and deductions. With the resulting model, this paper aims to examine the corporate financial literacy, the current economic challenges, and the issues faced by managers during crises. In addition to all this, with our article, we also want to make some contribution to the methodology of empirical data analysis: in the article we collect the fit tests that can be used to validate confirmatory factor models, the way they are determined, and most importantly, we try to sort out the literature approaches to the acceptable values of these tests, giving the reader a kind of guide and a reference base. The results of the research identify response measures that can contribute to increasing companies’ resilience based on the principles of financial awareness.

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Application of Mixed Sampling to Real Life Data: A Case Study on Socio-Economic Determinants by Using SEM and CFA Techniques

Cited by 2 publications

References 12 publications

Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes

Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes

Validating the Financial Literacy Index of Hungarian SMEs during the COVID-19 Pandemic and the Russian–Ukrainian War

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