The adaptation and validation of the CEQ and the R‐SPQ‐2F to the Japanese tertiary environment

Fryer, Luke K.; Ginns, Paul; Walker, Richard; Nakao, Kaori

doi:10.1111/j.2044-8279.2011.02045.x

Cited by 64 publications

(101 citation statements)

References 35 publications

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“…Three of the four constructs (good teaching, generic skills and appropriate workload) broadly match scales in the extended CEQ advocated by Wilson et al (1997). In addition, they represent the CEQ scales that have been most consistently identified in previous investigations in China (Yin et al, 2014;Yin & Wang, 2015;Zhang et al, 2006), Hong Kong (Law & Meyer, 2011;Ning & Downing, 2010), Japan (Fryer et al, 2012) and Pakistan (Ullah et al, 2011). They would appear to reflect fairly universal aspects of the perceptions of students in most, if not all, educational systems around the world, although, clearly, more research is needed to confirm this notion.…”

Section: Discussionmentioning

confidence: 99%

“…Researchers and practitioners who wish to use this scale in the context of West Bengal may choose to incorporate additional items to try to increase its reliability. Poor reliability of factor-based scales measuring appropriate workload was noted previously by Law and Meyer (2011) in Hong Kong and by Fryer et al (2012) in Japan.…”

Section: Discussionmentioning

confidence: 99%

“…Such a construct has been identified in some studies carried out in non-Western countries (Fryer et al, 2012;Ning & Downing, 2010;Ullah et al, 2011;Yin et al, 2014) but not in others (Law & Meyer, 2011;Price et al, 2011;Zhang et al, 2006). In the context of West Bengal, this could be because all students are exposed almost exclusively to assessments that test their rote memory.…”

Section: Discussionmentioning

confidence: 99%

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Validating the Course Experience Questionnaire in West Bengal higher secondary education

Chakrabarty

Richardson

Sen

2016

Studies in Educational Evaluation

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AcknowledgementsWe are grateful to the schools in West Bengal who provided access to their students.West Bengal 2 ABSTRACT The Course Experience Questionnaire (CEQ) is a 36-item instrument that is intended to measure six different aspects of students' perceptions of the academic quality of their programmes. It has been widely used in Western countries, and it has also been used in nonWestern countries, including China, Hong Kong, Japan and Pakistan. Nevertheless, in the latter countries, it has sometimes not been possible to identify the full range of constructs that were supposed to be measured by the original CEQ. We translated the CEQ into Bengali and administered this to 552 science students at 15 higher secondary schools in West Bengal, India. A confirmatory factor analysis found that their responses provided a poor fit to the original six-factor model of the CEQ. An exploratory factor analysis identified just four constructs, which reflected good teaching, generic skills, student support and appropriate workload. The items with salient loadings on the four factors were used to construct four scales. The students' scores on three of the four scales showed satisfactory levels of internal consistency. A factor analysis of their scores on all four scales yielded one overarching factor that could be interpreted as a measure of perceived academic quality. A reduced version of the CEQ consisting of the 30 items that constitute these four scales can be recommended as a measure of students' perceptions of the academic quality of programmes in West Bengal.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Validating the Course Experience Questionnaire in West Bengal higher secondary education

Chakrabarty

Richardson

Sen

2016

Studies in Educational Evaluation

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“…Em relação a este aspecto, Reis et al (2014) Fryer et al (2011), pode-se concluir que, a despeito das adaptações ao contexto brasileiro e do fato de o questionário ter sido traduzido para a língua portuguesa, a estrutura fatorial subjacente aos itens apresentara aderência ao proposto pela literatura. Esse procedimento mostrou-se ainda mais necessário após a exclusão de 3 (três) itens, o que proporcionou um melhor ajustamento global do modelo -Figura 1.…”

Section: Estatística Descritivaunclassified

Percepção de qualidade do curso de ciências contábeis: a validação do Course Experience Questionaire com estudantes brasileiros

et al. 2017

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O presente estudo se propôs a validar o instrumento Course Experience Questionnaire (CEQ) para avaliação dos cursos de Ciências Contábeis do Brasil. Desse modo, a pesquisa, do tipo descritiva, foi operacionalizada por meio da aplicação da técnica multivariada de Análise Fatorial Confirmatória. O público alvo foi composto pelos discentes a partir do 5º período do Curso de Ciências Contábeis que constituíram uma amostra por conveniência de 571 alunos brasileiros. Após o tratamento inicial dos dados, com boa consistência interna das escalas do CEQ, verificou-se que os dados da estatística descritiva revelaram uma qualidade percebida pelos discentes em aproximadamente 70% das variáveis que compõem o instrumento. Os achados da pesquisa denotam que o CEQ foi validado no contexto brasileiro, indicando que o modelo apresenta um adequado ajuste para capturar a qualidade de ensino e aprendizagem percebida pelos discentes.

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“…It appears relevant to scrutinize SAL in various contexts given the current change in the higher education population around the world (Manikutty, Anuradha, & Hansen, 2007;Schendel, 2014). In addition, several researchers have called for the validation of the instrument in various cultural contexts (Fryer et al, 2012;Leung et al, 2008). Considering on the one hand the appalling deficit of studies on SAL in African French speaking countries, and on the other hand, the lack of valid instruments to engage with this framework, this paper intends to fill the gap by investigating the reliability and the validity of the R-SPQ-2F in a Democratic Republic of Congo's (DRC) setting.…”

Section: Validation and Use Of Spq And R-spq-2f In Different Contextsmentioning

confidence: 99%

Students’ Approaches to Learning: Validating Study Processes Questionnaire for Use in Congolese Setting

Kapinga-Mutatayi¹,

Mukendi²,

Elen³

et al. 2018

JAER

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Learning outcomes are mostly determined by students' approaches to learning (SAL). The Study Process Questionnaire (SPQ) is one of the most used instruments assessing SAL. Researchers from various contexts have either validated or used the SPQ. A few studies in African contexts have investigated its psychometrics properties or used it as such. However, none of them -to the best of our knowledge -stem from a French African context. The current paper fills this gap by exploring the reliability and the validity of the R-SPQ-2F (SPQ revised version) in a Congolese setting. In line with the original findings, the main scales (Deep and Surface) were found to be acceptably reliable whereas the subscales reliability was questioned. At the dimension level, the construct validity was confirmed though items-based analysis showed disappointing results. The results also revealed a positive correlation between both main scales. Findings are discussed for further investigations.

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The adaptation and validation of the CEQ and the R‐SPQ‐2F to the Japanese tertiary environment

Abstract: This study represents an initial investigation of key SLT constructs in the Japanese context. Results suggest some SLT constructs are meaningful in this context, but further scale development may be desirable before more advanced modeling is employed.

Cited by 64 publications

References 35 publications

Validating the Course Experience Questionnaire in West Bengal higher secondary education

Validating the Course Experience Questionnaire in West Bengal higher secondary education

Percepção de qualidade do curso de ciências contábeis: a validação do Course Experience Questionaire com estudantes brasileiros

Students’ Approaches to Learning: Validating Study Processes Questionnaire for Use in Congolese Setting

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