Validation of a modified version of the Experiences of Teaching and Learning Questionnaire

Utriainen, Jukka; Tynjälä, Päivi; Kallio, Eeva; Marttunen, Miika

doi:10.1016/j.stueduc.2017.12.007

Cited by 16 publications

(25 citation statements)

References 35 publications

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“…After analyzing the effect of 105 variables on academic achievement, they found that the variable of teacher “availability and help” occupied the eleventh position, and “being friendly and respectful” with students occupied position 30. However, the present study shows that specific regulatory practices of teachers would have a positive impact on academic behavioral confidence, on reducing procrastination and on increasing students’ academic achievement, and can guide educational practice ( Vermunt, 1989 ; Willcoxson et al, 2011 ; Villasana et al, 2016 ; Utriainen et al, 2018 ).…”

Section: Resultsmentioning

confidence: 68%

Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

et al. 2021

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The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed.

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Section: Resultsmentioning

confidence: 68%

Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

et al. 2021

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“…Traditionally, the internal structure of a questionnaire is evaluated via Confirmatory Factor Analysis [2; 21; 29-31], 'which MODERNIZATION OF EDUCATION tests the theoretically justified measurement model against the data collected with the questionnaire' [32].…”

Section: Questionnairs Usedmentioning

confidence: 99%

Assessing the Teaching Quality of Economics Programme: Instructor Course Evaluations

Hysa

Rehman

2019

IntegrEdu

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Introduction.In recent years, measuring the efficiency and effectiveness of higher education has become a major issue. Most developed countries are using national surveys to measure teaching and assessment as key determinants of students’ approaches to learning which have direct effect on the quality of their learning outcomes. In less developed countries, there does not exist a national survey. This paper aims to propose an original questionnaire assessing the teaching quality. The specifics of this questionnaire, termed as the Instructor Course Evaluation Survey, is that it addresses three main dimensions, such as: Learning Resources, Teaching Effectiveness, and Student Support. Materials and Methods. The paper opted for an analytic study using 3,776 completed questionnaires. This is a case study applied to the students enrolled in economics program in a private university in Albania. The Instructor Course Evaluation Survey design was supported by the literature review, identifying the three main dimensions included in the questionnaire. The reliability was tested with Cronbach’s alpha and with Confirmatory Factor Analysis. The use of Confirmatory Factor Analysis helps in identifying issues of multi-dimensionality in scales. Results. The paper provides empirical insights into the assessing methodology and brings a new model of it. The finding suggests that Learning Resources, Teaching Effectiveness and Student Support increase the quality of teaching. Because of the chosen research target group, students from economics program, the research results may not be generalizable. Therefore, researchers are encouraged to test the proposed statements further. Discussion and Conclussion.The paper includes implications for the development of a simple and useful questionnaire assessing the quality of teaching. Although Instructor Course Evaluation Survey was applied specifically to economics program, the proposed questionnaire can be broadly applied. This paper fulfills an identified need to propose an original and simple questionnaire to be used from different universities and programs to measure the quality of teaching.

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“…Such information can be used to develop efficient programs and improve learning methods [ 12 ]. Diverse tools are available to examine the feedback and experiences of students with a learning environment and teaching – learning process in particular [ 1 , 13 , 14 ]. One of these tools is Entwistle et al’s (2003) experience of teaching–learning questionnaire (ETLQ), which was first developed in English [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Assessment of psychometric properties of the modified experiences of teaching–learning questionnaire in Iranian nursing students

2022

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Background Universities are in charge of training, educating, and preparing students for their future. Teaching and learning methods have a profound role in fulfilling this responsibility by universities. Examining teaching–learning experiences needs a proper tool to collect the information needed. The aim of this study was to collect validity evidence of the modified experiences of teaching–learning questionnaire (ETLQ) in Iranian nursing students. Methods The validation process was started by securing the required permissions from the designer of the tool. Then the tool was translated into Farsi using forward–backward method. After preparing a Farsi version of the tool, the content, response process, and internal structure assessment were checked and supported using qualified methods. To examine internal structure, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted for three sections of the scale with the participation of 278 nursing students. To examine the reliability of the tool, test–retest method was used and internal correlation was examined using Cronbach’s alpha. Results The EFA and CFA results confirmed the tool with three domains, seven factors and 33 items. The R2-index of the model was obtained equal to 0.99, which indicates that 99% of the changes in teaching–learning experiences are explained by the tool (33 items). The main indices in CFA were higher than 0.9, which indicates the goodness of fit of the model. Pearson correlation between the items and the subscales was significantly and directly related to the whole scale. Moreover, with Cronbach’s alpha equal to 0.944 and test–retest result equal to 0.88, reliability of the Farsi version of modified ETLQ was supported. Conclusion The results showed that the Farsi version of modified ETLQ had acceptable and applied indices to measure teaching–learning experiences in nursing students. The tool can be used as a valid tool in different fields of education in medical sciences.

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Validation of a modified version of the Experiences of Teaching and Learning Questionnaire

Abstract: This is a self-archived version of an original article. This version may differ from the original in pagination and typographic details.

Cited by 16 publications

References 35 publications

Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

Assessing the Teaching Quality of Economics Programme: Instructor Course Evaluations

Assessment of psychometric properties of the modified experiences of teaching–learning questionnaire in Iranian nursing students

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