School and Teacher Information, Communication and Technology (ICT) readiness across 57 countries: The alignment optimization method

Wu, Rongxiu; Yang, Weipeng; Rifenbark, Graham G.; Wu, Quan

doi:10.1007/s10639-022-11233-y

Cited by 9 publications

(10 citation statements)

References 57 publications

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“…Turning to the intercepts, 156 (74.29%) invariant intercepts were found, which was slightly smaller than the recommended 75% threshold point. Therefore, we were confident in the trustworthiness of the latent mean estimates and comparison for the student self-student scale across countries ( Wu et al, 2022 ).…”

Section: Resultsmentioning

confidence: 98%

“…This method fits a factor analysis model on the data from one group and then compares the determined latent mean with each latent mean of other comparable groups one by one, during which three types of measurement invariance were considered. However, as the number of groups increases, both partial measurement invariance and multi-pairwise mean comparisons could become very labor-intensive and might not identify the group with the highest/lowest latent mean ( Zakariya et al, 2020 ; Wu et al, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Its most significant strength is that it only requires configural invariance rather than exact measurement invariance (i.e., scalar invariance), which significantly lowers the barrier of the group comparisons ( Asparouhov and Muthén, 2014 ). By automatically testing measurement invariance through multi-groups with expected non-invariance, the alignment method is not only able to estimate factor means, factor loadings, and item parameters across groups ( Wu et al, 2022 ). but also tests their invariance to identify the most invariant and non-invariant items ( Asparouhov and Muthén, 2014 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Alignment method has been applied effectively in testing measurement invariance across groups (e.g., Munck et al, 2018 ; Ding et al, 2022 ), creating measurement models (e.g., Tay et al, 2017 ; Glassow et al, 2021 ), and making cross-countries comparisons (e.g., Zakariya et al, 2020 ; Zakariya, 2021 ; Wu et al, 2022 ). However, after an exhaustive search of previous studies, we did not find its application in cross-country comparisons of student self-efficacy, which is a research gap this study attempts to fill.…”

Section: Literature Reviewmentioning

confidence: 99%

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What cultural values determine student self-efficacy? An empirical study for 42 countries and economies

Jin

Xia

et al. 2023

Front. Psychol.

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Self-efficacy is a vital personal characteristic for student success. However, the challenge of cross-cultural comparisons remains as scalar invariance is hard to be satisfied. Also, it is unclear how to contextually understand student self-efficacy in light of cultural values in different countries. This study implements a novel alignment optimization method to rank the latent means of student self-efficacy of 308,849 students in 11,574 schools across 42 countries and economies that participated in the 2018 Program in International Student Assessment. We then used classification and regression trees to classified countries with differential latent means of student self-efficacy into groups according to Hofstede’s six cultural dimensions theory. The results of the alignment method recovered that Albania, Colombia, and Peru had students with the highest mean self-efficacy, while Slovak Republic, Moscow Region (RUS), and Lebanon had the lowest. Moreover, the CART analysis indicated a low student self-efficacy for countries presenting three features: (1) extremely high power distance; (2) restraint; and (3) collectivism. These findings theoretically highlighted the significance of cultural values in shaping student self-efficacy across countries and practically provided concrete suggestions to educators on which countries to emulate such that student self-efficacy could be promoted and informed educators in secondary education institutes on the international expansion of academic exchanges.

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Section: Resultsmentioning

confidence: 98%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

What cultural values determine student self-efficacy? An empirical study for 42 countries and economies

Jin

Xia

et al. 2023

Front. Psychol.

Self Cite

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“…In such cases, it has been reported that computer simulations are educationally effective (Bish and Schleidt, 2008;Rutten et al, 2012). It is difficult, however, to introduce simulations in countries including Japan whose school information and communication technology readiness factor is low (Ma and Qin, 2021;Wu et al, 2023). In such countries, it is not always the case that the number of computers installed in the training room is enough for the number of students, or that all students necessarily have computers.…”

mentioning

confidence: 99%

Smartphone-enabled Web-based Simulation of Cellular Neurophysiology for Laboratory Course and its Effectiveness

Yamamoto¹,

Weitemier²,

Kurokawa³

2023

JUNE

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The introduction of computer simulations has enhanced the teaching of neurobiology. Many simulators for personal computers are available, but in countries where schools have low school information and communication technology readiness, it is difficult to introduce computer simulations. Even in such countries, however, students often have their own smartphones and are good at operating them. Therefore, we have developed five web-based simulators that cover a wide range of neurophysiology, including single and whole-cell channel currents, membrane potentials and generation and conduction of action potentials using HTML5 and JavaScript. These simulators may be run free of charge on any device, regardless of the model or OS, thereby enabling schools that have no experience in introducing simulations to introduce them easily. These simulators were especially useful in many schools during COVID-19 restrictions. In this paper, we explain the functions of the simulators we have developed and introduce some practical examples. To verify the usefulness of the simulators, we also conducted a survey in the classrooms in which the simulators were used. Understanding and motivation to learn was shown to increase significantly, indicating that these are useful for neurobiology education.

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Evaluating measurement invariance of students’ practices regarding online information questionnaire in PISA 2022: a comparative study using MGCFA and alignment method

Sözer Boz

2024

Educ Inf Technol

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International large-scale assessments provide cross-national data on students’ cognitive and non-cognitive characteristics. A critical methodological issue that often arises in comparing data from cross-national studies is ensuring measurement invariance, indicating that the construct under investigation is the same across the compared groups. This study addresses the measurement invariance of students’ practices regarding online information (ICTINFO) questionnaire across countries in the PISA 2022 cycle. Some methodological complexities have arisen when testing the measurement invariance across the presence of many groups. For testing measurement invariance, the multiple group confirmatory factor analysis (MGCFA), which is a traditional procedure, was employed first, and then a novel approach, the alignment method, was performed. This study comprised 29 OECD countries, with a total sample size of 187.614 15-year-old students. The MGCFA results revealed that metric invariance was achieved across countries, indicating comparable factor loadings while not the same for factor means. Consistent with MGCFA results, the alignment method identified noninvariant parameters exceeding the 25% cut-off criteria across countries. Monte Carlo simulation validated the reliability of the alignment results. This study contributes to international assessments by providing a detailed examination of measurement invariance and comparing the findings from various methodologies for improving assessment accuracy. The results provide evidence-based recommendations for policymakers to ensure fair and equitable evaluations of student performance across different countries, thereby contributing to more reliable and valid international assessments.

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School and Teacher Information, Communication and Technology (ICT) readiness across 57 countries: The alignment optimization method

Cited by 9 publications

References 57 publications

What cultural values determine student self-efficacy? An empirical study for 42 countries and economies

What cultural values determine student self-efficacy? An empirical study for 42 countries and economies

Smartphone-enabled Web-based Simulation of Cellular Neurophysiology for Laboratory Course and its Effectiveness

Evaluating measurement invariance of students’ practices regarding online information questionnaire in PISA 2022: a comparative study using MGCFA and alignment method

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