Testing Models and Measurement Invariance of the Learning Gains Scale

Abstract

This study tested the construct validity, factorial validity, and measurement invariance of the learning gains scale based on survey responses of a large sample (n = 536) of undergraduate students in two colleges at a university in Ethiopia. The analyses were performed through structural equation modeling technique using the stata 13 data analysis and statistical software package. The results demonstrate a 3-factor model representing the underlying construct satisfying the different model goodness-of-fit statistics and practical indexes. The observed factor loadings of variables within each factor and the correlations between the factors provide supporting evidence of construct validity. Measurement invariance tests were also confirmed acceptable levels of measurement equivalence between groups. Implications of the 3-factor model in higher education research are discussed.

University Students’ Perspectives on Reflective Learning: Psychometric Properties of the Eight-Cultural-Forces Scale

“…To sum up, the use of this type of questionnaire is essential to strengthen reflective thinking at university. It contributes to the implementation of successful teaching and learning models [22,24,33,[46][47][48][49], that is, models that simultaneously facilitate the learning of conceptual domains and the development of cognitive skills such as thinking, language, communication, perception, comprehension and reasoning. Such models are also expected to promote the use of narrative methodologies [42] or the reflective narrative learning through writing [50,51] that expose students to real-life situations, allowing them to approach real problems, to participate in debates and to propose solutions to the given problems.…”

“…One of the limitations attributed to self-report questionnaires is the possibility of collecting biased responses based on social desirability-these types of instruments tend to measure in retrospect, not in responses collected during the process in which they are generated. Nevertheless, as Tadesse, Robyn and Campbell [47] say, "empirical evidence shows that students are credible sources of information on matters related to what they have experienced in universities and how much they have benefitted from their learning experiences" (p. 10). III.…”

The relationships between student engagement and learning outcome in the undergraduate sports science program in Ethiopia

“…It consists of a modified questionnaire containing 16 items of student engagement, 13 items of learning gains and two items measuring student satisfaction. These items are part of the results of an extensive validation work as evidenced in the CFA (SEM) study at a large university in Ethiopia (Tadesse and Gillies, 2017;Tadesse et al, 2018;Tadesse et al, 2018a). The researchers measured student engagement based on composite scores using the modified Australasian Survey of Student Engagement (AUSSE) items (Coates, 2010).…”

An innovative framework for higher education to evaluate learning gain: a case study based upon the discipline of marketing

“…In summary, whilst students may experience a personal learning journey (Sefton-Green 2017), most existing studies into learning gain (Pampaka et al 2018;Tadesse, Gillies and Campbell 2018;Wiggins et al 2017;Vermunt, Ilie and Vignoles 2018), have considered this purely using quantitative methods, and it is now apparent that there is a growing appetite across the sector to investigate more self-evaluation based reflective approaches as they are considered to be administratively less of a burden, but still have the potential to provide a helpful indication of a change in a student's own perceptions and behaviours. Such primarily differs from alternative solutions as it independently considers the dimensions of student learning in terms of Distance Travelled (explicit knowledge) and Journey Travelled (tacit understanding).…”