A psychometric assessment of the LPME scale for the South African skills development context.

Abstract

A thorough examination of psychometric properties of measurement scales is necessary to ensure that these scales comply with the existing scientific conventions. This article assesses the psychometric properties of the Learning Programme Management and Evaluation (LPME) scale. A quantitative, non-experimental cross-sectional survey design was used. Data were collected from a sample of 652 respondents comprising skills development practitioners and learners/apprentices. Data were analyzed using Winsteps, SPSS and AMOS computer software. The findings show that the LPME scale meets the psychometric expectations and complies with the established scientific conventions in terms of validity, reliability, fit and unidimensionality.