No abstract

This study re-examined, via confirmatory factor analysis (CFA) method, construct validity of PISA 2012 attitude towards mathematics scale using multiply imputed datasets. Data for this study were drawn from the Malaysian sample of PISA 2012. Specifically, 4247 students from 135 Malaysian secondary schools were used as sample in this study. Prior to conducting the CFA, missing data resulted from questionnaire rotation design were multiply imputed using predictive mean matching (PMM) method via R-package Multiple Imputation by Chained Equations (MICE). Subsequently, Mardia's multivariate normality test was performed using Rpackage MVN. Since the attitude towards Mathematics scale was hypothesized to consist of ten constructs, a ten-factor congeneric CFA model was then built using R-package lavaan.survey, which incorporate both multiply imputed data and survey weights as well as non-normality of data through its Maximum Likelihood Robust estimation. After a few series of theory-guided model specification, several items with low loadings or crossloadings, and construct with low in both Composite Reliability (CR) and Average Variance Extracted (AVE) were eliminated. Through examination of various goodness-of-fit indices, results indicated that the final nine-factor congeneric CFA model provided good fit to the data.

This paper re-examined the validity of the content coverage measure, which is a proxy for opportunity to learn (OTL), by employing a confirmatory factor analysis (CFA) on five multiply-imputed datasets. Data for this study were drawn from the PISA 2012 Malaysian sample. Specifically, we used a sample of 4247 students from 135 Malaysian national secondary schools. The PISA 2012 content coverage measure comprised four constructs, namely experience with applied mathematics tasks at school, experience with pure mathematics tasks at school, familiarity with mathematical concepts and experience with various types of problems at school. Prior to conducting the CFA, missing data resulted from student questionnaire rotation design were multiply-imputed using predictive mean matching (PMM) estimation via R-package Multivariate Imputation by Chained Equations (MICE). Subsequently, we conducted the CFA using R-package lavaan.survey that incorporates multiply-imputed data and survey weights as well as non-normality of data through its Maximum Likelihood Robust (MLR) estimation. After a few cycles of theoryguided model specification involving deletion of several items with low factor loadings, examination of various fit indices, and inspections of Composite Reliability (CR) and Average Variance Extracted (AVE) values, results showed that the final congeneric CFA model for the content coverage measure provided good fit to the data.

No abstract

This paper reports reliability analysis from the pilot study on factors affecting Library and Media Teachers (LMTs) Performance Improvement. Thirty-eight respondents involved were from the Teachers' Activities Centre (TAC) of Kapar and Telok Gadong Zone, Klang, Selangor. Respondents responded to all 153 questions on the Factors Affecting LMTs Performance Improvement (Skills and Knowledge) with motivation as the moderating factors (Commitment, Self-Efficacy, Reward, Task Complexity, Feedback) and LMTs Perception on two SRCM Courses (Basic and Intermediate) and also LMTs Performance Improvement. The 153 questions included nine questions on profiles background. The overall Cronbach's Alpha reliability on the items is 0.995, indicating that the measurement reflected high reliability. This study is specifically on research about factors (skills, knowledge, LMTs perception through Basic (35H) and Intermediate (45H) SRCM Courses), motivation as the moderator factors that affecting LMTs performance improvement. In this study, researchers used the stratified sampling method; 16 states in Malaysia as a stratum. The total population is 2392 LMTs in Malaysian secondary schools. The findings of this study will offer helpful information to the educational planners, and the suggestions and recommendations based on this study will be helpful for the general betterment of the effectiveness of the training through LMTs perception, skills, knowledge and motivation that significant effects to LMTs performance improvement. The final outcome from this research is to propose a framework that integrates the SRC and LMTs performance improvement based on research findings.