Validation of a questionnaire assessing students’ self-directed and collaborative learning with and without technology in Canadian middle school classrooms

Abstract

In the current study, the researchers examine the validity of a questionnaire assessing students’ perceptions of their self-directed learning and collaborative learning with and without technology with a group of Canadian middle school students. Lee and colleagues (2014) developed an 18-item questionnaire for use in assessing high school students’ perceptions of their learning in Singapore. Three hundred and twenty middle school students from across Alberta, Canada completed the questionnaire. The results of a confirmatory factor analysis revealed that the questionnaire did not have sufficient model fit. The researchers used a jackknifing procedure to systematically remove four items in order to achieve a psychometrically sound questionnaire. The results suggest that the reduced questionnaire is a useful self-report instrument for assessing Canadian middle school students’ perceptions of their learning.
 Dans la présente étude, les chercheurs examinent la validité d’un questionnaire évaluant les perceptions qu’ont les élèves de leur apprentissage autonome et collaboratif, avec et sans technologie, au sein d’un groupe d’élèves d’écoles intermédiaires canadiennes. Lee et ses collègues (2014) ont développé un questionnaire de 18 items pour évaluer les perceptions qu’ont des élèves d’écoles secondaires quant à leur apprentissage. Trois cent vingt élèves d’écoles intermédiaires à travers l’Alberta, au Canada, ont rempli le questionnaire. Les résultats d’une analyse factorielle confirmatoire ont révélé que le questionnaire avait été insuffisamment ajusté au modèle. Les chercheurs se sont servis d’une procédure de jackknife afin de supprimer systématiquement quatre items afin d’obtenir un questionnaire solide sur le plan psychométrique. Les résultats suggèrent que le questionnaire raccourci est un instrument utile pour l’auto-évaluation des perceptions qu’ont des élèves d’écoles intermédiaires quant à leur apprentissage.

Learning through technology in middle school classrooms: Students’ perceptions of their self-directed and collaborative learning with and without technology

“…Students’ perceptions of their SDL and CL with and without technology within ICT-supported classroom environments was assessed using a 14-item questionnaire found to be reliable and valid with middle school students in Canada (Labonté & Smith, 2019 ). The questionnaire is adapted from Lee et al ( 2014 ) who initially developed the questionnaire in order to understand high school students’ SDL and CL in ICT-supported classrooms in Singapore (Lee et al, 2014 ).…”

“…The questionnaire is adapted from Lee et al ( 2014 ) who initially developed the questionnaire in order to understand high school students’ SDL and CL in ICT-supported classrooms in Singapore (Lee et al, 2014 ). The questionnaire was selected based on its evidence of validity for use with our sample (Labonté & Smith, 2019 ) and its alignment with the purpose of the research (Lee et al, 2014 ). The questionnaire assesses students’ perceptions of their learning across four scales: self-directed learning without technology (SDL) scale; this scale is comprised of 3 items and measures students’ perceptions of the extent of their ability to direct their learning in face-to-face non-technological settings and includes items such as ‘In this class, I try to determine the best way to work on the assignments.’, collaborative learning without technology (CL) scale; this 4-item scale assesses students’ perceptions of their participation in CL opportunities such as group discussions within face-to-face non-technological settings and includes items such as ‘In this class, my classmates and I actively work together to help each other understand the material.’, self-directed learning with technology (SDLT) scale; which is made up of 4 items and measures student’s perceptions of their role in directing their learning in ICT-supported learning environments including items like ‘In this class, I use the computer to keep track of my learning progress.’, and collaborative learning with technology (CLT) scale; this 3-item scale assesses student’s perceptions of their participation in CL opportunities such as group discussions in ICT-supported learning environments and includes items such as ‘In this class, my classmates and I actively communicate via online platforms (e.g.…”