Evaluating Individual Students' Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relations to Educational Outcomes

Scherer, Ronny; Nilsen, Trude; Jansen, Malte

doi:10.3389/fpsyg.2016.00110

Cited by 95 publications

(100 citation statements)

References 73 publications

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“…There is long-standing controversy over whether teacher or student ratings should be used to assess instructional quality (Desimone et al 2009;Marsh et al 2012;Scherer et al 2016;Schlesinger and Jentsch 2016;Wagner et al 2015). Our results do not resolve the controversy given that they indicate that there are problems with both approaches.…”

Section: Measurementcontrasting

confidence: 75%

Final Remarks

Gustafsson

Nilsen

2016

IEA Research for Education

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Section: Measurementcontrasting

confidence: 75%

Final Remarks

Gustafsson

Nilsen

2016

IEA Research for Education

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“…The invariance issue has been studied with the use of certain statistical techniques (eg, structural equation modeling) to test and compare factor loadings, item intercepts and error variances. In the literature, four types of measurement invariance, that is, configural, metric, scalar and strict, have been discussed at length (Scherer, Nilsen, & Jansen, ). The configural invariance model is the starting point for conducting measurement invariance analyses.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In the literature, four types of measurement invariance, that is, configural, metric, scalar and strict, have been discussed at length (Scherer, Nilsen, & Jansen, 2016). The configural invariance model is the starting point for conducting measurement invariance analyses.…”

Section: Measurement Invariancementioning

confidence: 99%

Measurement invariance of the ICT engagement construct and its association with students’ performance in China and Germany: Evidence from PISA 2015 data

Meng¹,

Qiu²,

Boyd‐Wilson³

2018

Brit J Educational Tech

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The present study investigated the factor structure of and measurement invariance in the information and communication technology (ICT) engagement construct, and the relationship between ICT engagement and students’ performance on science, mathematics and reading in China and Germany. Samples were derived from the Programme for International Student Assessment (PISA) 2015 survey. Configural, metric and scalar equivalence were found in a multigroup exploratory structural equation model. In the regression model, a significantly positive association between interest in ICT and student achievement was found in China, in contrast to a significantly negative association in Germany. All achievement scores were negatively and significantly correlated with perceived ICT competence scores in China, whereas science and mathematics achievement scores were not predicted by scores on ICT competence in Germany. Similar patterns were found in China and Germany in terms of perceived autonomy in using ICT and social relatedness in using ICT to predict students’ achievement. The implications of all the findings were discussed.

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“…Students' perceptions of teacher performance have continued to be among the most important measures for evaluating teaching effectiveness [48]. Studies examining students' perceptions are new, particularly in the field of technical education.…”

Section: Students' Perception Of Teachers' Performance In Teachingmentioning

confidence: 99%

“…Studies examining students' perceptions are new, particularly in the field of technical education. Previous researches has investigated the relationship between students' perceptions of the learning environment and its impact on learning outcomes [56,31,1,28,15,2,21,23] For example, in a recent study by [48] three factors; teacher support, cognitive activation, and classroom management were studied and they identified these factors as the most fundamental in teaching quality. The study evaluates different latent variable modelling approaches (confirmatory factor analysis, exploratory structural equation modelling and bi-factor modelling), which are used to describe these individual perceptions with respect to their factor structure, measurement invariance and the relationships to selected educational outcomes (achievement, selfconcept, and motivation).…”

Section: Students' Perception Of Teachers' Performance In Teachingmentioning

confidence: 99%

Students’ Perceptions of Their Teachers’ Performance in Teaching Engineering Drawing in Nigerian Tertiary Institutions

Hassan

Alias

Saleh

et al. 2017

PoS

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Abstract. There have been concerns about the performance of Nigerian school teachers' in delivering occupational related courses. However, there are currently limited empirical data on this phenomenon -in particular with respect to the teaching of engineering drawing -to justify further actions from educational managers and policy makers. The aim of this study was to assess teachers' performance in teaching engineering drawing using students' perception as indicator of teachers' performance. The study utilized a cross-sectional research design method with the target population of technical education students drawn from four (4) Federal Colleges of education (Technical) in Northern Nigeria. Stratified proportionate sampling technique was used to arrive at the study sample of 253 technical education students. A specifically designed instrument, the Students' Perceptions of Teachers' Performance Scales (SPTPS) was used to gather data on the three performance dimensions namely contextual, task and adaptability performance. The exploratory factor analysis and confirmatory factor analysis methods were conducted to validate the performance constructs. The instrument has a high reliability of 0.90 based on the Cronbach Alpha method. The result of the analysis using estimation method indicates that students perceive their teachers' performance to be at a slightly above average level (M= 3.51 ± 0.05 at the 95% confidence level). The teachers' task performance in particular, is found to be the least developed among the three dimension of performance while their adaptability performance is the highest while still being less than excellent. The data support the conclusion that there are aspects of teachers' performance in teaching engineering drawing that is less than excellent and in need of further enhancements.

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Evaluating Individual Students' Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relations to Educational Outcomes

Cited by 95 publications

References 73 publications

Final Remarks

Final Remarks

Measurement invariance of the ICT engagement construct and its association with students’ performance in China and Germany: Evidence from PISA 2015 data

Students’ Perceptions of Their Teachers’ Performance in Teaching Engineering Drawing in Nigerian Tertiary Institutions

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