The development and validation of the student response system benefit scale.
Previous research into the benefits student response systems (SRS) that have been brought into the classroom revealed that SRS can contribute positively to student experiences. However, while the benefits of SRS have been conceptualized and operationalized into a widely cited scale, the validity of...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 2; pp. 120 - 128 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=113876952&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 113876952 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2016 vid: 32 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 113876952 113876952 113876952 10.1111/jcal.12121 113876952 ppf: 120 ppct: 8 formats: tig: atl: The development and validation of the student response system benefit scale. aug: au: Hooker, J.F. Denker, K.J. Summers, M.E. Parker, M. affil: Illinois State University, USA sug: subj: Computer-Assisted Instruction Student Attitudes Evaluation Feedback Methods Human Instrument Construction Instrument Validation Data Analysis, Statistical Reliability Midwestern United States Students, Undergraduate Male Female Chi Square Test Coefficient alpha Descriptive Statistics Data Analysis Software Exploratory Research Goodness of Fit Chi Square Test Male Female ab: Previous research into the benefits student response systems (SRS) that have been brought into the classroom revealed that SRS can contribute positively to student experiences. However, while the benefits of SRS have been conceptualized and operationalized into a widely cited scale, the validity of this scale had not been tested. Furthermore, subsequent research found the scale to be unreliable. Therefore, this project used two studies and created a reliable and valid SRS benefit scale. First, iterative exploratory factor analysis (EFA) was conducted to determine whether the stated conceptual definitions matched the operational definitions reflected in student responses to survey items. The results of this statistical analysis showed an 8-item, two-factor scale demonstrating the benefits of SRS in the large lecture classroom. Study 2 used a new sample for confirmatory factor analysis that confirmed the results of the EFA suggested a good model fit with excellent scale reliability. Implications for future assessment of the benefits of SRS were discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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