Search results

1 – 2 of 2
Open Access
Article
Publication date: 4 April 2023

Karina Mostert, Clarisse van Rensburg and Reitumetse Machaba

This study examined the psychometric properties of intention to drop out and study satisfaction measures for first-year South African students. The factorial validity, item bias…

Abstract

Purpose

This study examined the psychometric properties of intention to drop out and study satisfaction measures for first-year South African students. The factorial validity, item bias, measurement invariance and reliability were tested.

Design/methodology/approach

A cross-sectional design was used. For the study on intention to drop out, 1,820 first-year students participated, whilst 780 first-year students participated in the study on satisfaction with studies. Confirmatory factor analysis (CFA), differential item functioning (DIF), measurement invariance and internal consistency were used to test the scales.

Findings

A one-factor structure was confirmed for both scales. For the intention to drop out scale, Items 3 and 4 were identified with statistically significant item bias; however, these differences had no practical impact. Except for scalar invariance for language, sufficient measurement invariance was established. No problematic items were identified for the study satisfaction scale.

Practical implications

In essence, this study provides evidence of two short measures that are culturally sensitive that could be used as short and valid measures across contextual boundaries as practically valuable tools to measure intention to drop out and study satisfaction in diverse and multicultural contexts.

Originality/value

This study contributes to limited research on bias and invariance analyses for scales that can be used in interventions to identify students at risk of leaving the university and utilising psychometric analyses to ensure the applicability of these two scales in diverse and multicultural settings.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 4 December 2023

Stella Y. Kim and Florence Martin

The current study examined several aspects of validity evidence for the Faculty Readiness to Teaching Online (FRTO) scale.

Abstract

Purpose

The current study examined several aspects of validity evidence for the Faculty Readiness to Teaching Online (FRTO) scale.

Design/methodology/approach

Data were collected from 307 faculty in higher education. Construct validity was evidenced through an exploratory factor analysis and a reliability coefficient. Differential validity was explored using the differential item functioning analysis to explore potential bias in items due to gender and age. In addition, convergent validity was tested by correlating FRTO with years of teaching online, the primary modality of instruction and whether there is required training in online teaching by the institution.

Findings

The findings from validation showed that new factors emerged and also demonstrated differences based on instructors gender and age, as well as based on teaching experience and primary modality of teaching.

Originality/value

The findings confirmed the previous study's results (Martin et al., 2019) and provided some modifications to the instrument. The factor structure did not conform to the original four factors proposed in the instrument; instead, the newly loaded factors were course design and facilitation, course technologies, course expectations and resources and time management. The revised instrument can be presented and discussed at online teaching professional development programs to help faculty understand the core competencies they need to better instruct students.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

1 – 2 of 2