Testing robustness, model fit, and measurement invariance of the Student Engagement Scale in an African university context

Tadesse, Tefera; Gillies, Robyn M.

doi:10.1177/1038416217724172

Cited by 3 publications

(3 citation statements)

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“…These findings lend some empirical support for the results reported in the higher education literature on this field. Research reported comparable extent of engagement behavior and learning outcome but with some variations (Tadesse and Gillies, 2017;Wilson et al, 2015). This implies that not all students experience undergraduate education uniformly.…”

Section: Discussionmentioning

confidence: 96%

“…It consists of a modified questionnaire containing 16 items of student engagement, 13 items of learning gains and two items measuring student satisfaction. These items are part of the results of an extensive validation work as evidenced in the CFA (SEM) study at a large university in Ethiopia (Tadesse and Gillies, 2017;Tadesse et al, 2018;Tadesse et al, 2018a). The researchers measured student engagement based on composite scores using the modified Australasian Survey of Student Engagement (AUSSE) items (Coates, 2010).…”

Section: Methodsmentioning

confidence: 99%

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The relationships between student engagement and learning outcome in the undergraduate sports science program in Ethiopia

Tadesse¹,

Edo²

2020

JARHE

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PurposeWhereas the influence of engagement on learning outcomes has been extensively investigated, this has not been studied for undergraduate students of sports science major field. The objective of this study was to measure the extent of student engagement and learning outcomes and further examine their relationships in the context of a sports science program in the Ethiopian public higher education system.Design/methodology/approachThe study used a cross-sectional survey design collecting quantitative data from a random sample (n=83) of volunteered undergraduate sports science students from four public universities in Ethiopia. The student engagement theories were used as guiding frameworks.FindingsFindings reveal above-average levels of engagement and learning outcome scores and low to moderate relations between the scores of engagement and outcomes measured. Both independently and interdependently, the student engagement factors reveal statistically significant relationships with all the measured outcomes, adjusted R2 ranging between 17 and 50 percent (p < 0.001).Research limitations/implicationsBecause of disciplinary focus on sports science and small sample size, generalization is limited in scope.Practical implicationsHigher education teachers and administrators who work with undergraduates of sports science major should take into consideration the contexts and the relevance of student engagement for greater learning outcomes, especially student-teacher relationships. Hence, mandating instructional interventions to promote engagement through authentic faculty development and increasing academic rigor should be serious concerns.Originality/valueUndergraduate students of sports science major field have received little attention in the higher education research literature, and discipline-based education research is a growing field of inquiry. This study addresses this gap.

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Section: Discussionmentioning

confidence: 96%

Section: Methodsmentioning

confidence: 99%

The relationships between student engagement and learning outcome in the undergraduate sports science program in Ethiopia

Tadesse¹,

Edo²

2020

JARHE

Self Cite

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“…Some levels of distinctiveness and modifications have been suggested by validation studies of student engagement surveys when used for two years and four year college students [6]. There is also evidence that suggests structural modification for the student engagement scale when used in a single institution study as opposed to large scale study [7][8][9]. Regardless of this, however, in higher education research, development and validation of student engagement and self-reported gains scales and cross-cultural comparisons have been rarely studied [10].…”

Section: Introductionmentioning

confidence: 99%

Testing Models and Measurement Invariance of the Learning Gains Scale

Tadesse

Gillies

2018

Education Sciences

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This study tested the construct validity, factorial validity, and measurement invariance of the learning gains scale based on survey responses of a large sample (n = 536) of undergraduate students in two colleges at a university in Ethiopia. The analyses were performed through structural equation modeling technique using the stata 13 data analysis and statistical software package. The results demonstrate a 3-factor model representing the underlying construct satisfying the different model goodness-of-fit statistics and practical indexes. The observed factor loadings of variables within each factor and the correlations between the factors provide supporting evidence of construct validity. Measurement invariance tests were also confirmed acceptable levels of measurement equivalence between groups. Implications of the 3-factor model in higher education research are discussed.

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Teachers’ Pedagogical Practices and Students’ Learning Experiences in an Ethiopian University Setting

Tadesse

Manathunga

Gillies

2020

AJUE

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There is a growing interest among higher education (HE) researchers regarding the relevance of measuring quality via the lived experiences of teachers and students. However, relatively few studies have examined more broadly the pedagogical practices and student learning experiences in HE. In addition, there is a minimal study that compared students’ perceptions of learning behaviors with that of their teachers. The current study explores students’ and teachers’ perceptions about the existing pedagogical practices and learning experiences by analyzing each group’s responses and examining similarities and differences between their perspectives. For this, undergraduate students (n = 536) and teachers (n =89) at Jimma University, Ethiopia voluntarily participated in filling out two separate questionnaires. The findings show that university teaching and student learning in Ethiopia face considerable challenges that originated from different sources of influences, including input, process, and outcome dimensions. As the study participants reported, they faced high challenges in teaching and learning mainly due to the shortage of required inputs and processes. The role of pedagogical practices and learning experiences within universities' quality measurement and developing strategies to use such data for continuous quality improvement are discussed.

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Testing robustness, model fit, and measurement invariance of the Student Engagement Scale in an African university context

Cited by 3 publications

References 39 publications

The relationships between student engagement and learning outcome in the undergraduate sports science program in Ethiopia

The relationships between student engagement and learning outcome in the undergraduate sports science program in Ethiopia

Testing Models and Measurement Invariance of the Learning Gains Scale

Teachers’ Pedagogical Practices and Students’ Learning Experiences in an Ethiopian University Setting

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