Validity and reliability of a questionnaire developed to explore quality assurance components for teaching and learning in vocational and technical education

Wafudu, Satumari John; Kamin, Yusri; Marcel, Daniel

doi:10.1057/s41599-022-01306-1

Cited by 9 publications

(5 citation statements)

References 34 publications

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“…Cronbach's Alpha is used to measure reliability capabilities (Ford et al, 2015). Cronbach's alpha (α) assesses the internal consistency and reliability of the test instrument (Wafudu et al, 2022). Cronbach's alpha is recommended to have very good reliability if it ranges between 0.7 and 0.8 (Cheung et al, 2023;Derakhshan et al, 2023;Filho et al, 2021;Kullan et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Comparative Test of Cronbach's Alpha Reliability Coefficient, Kr-20, Kr-21, And Split-Half Method

Hari Sugiharto Setyaedhi

2024

JERE

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Final semester exams have an essential role in measuring student learning outcomes. Therefore, the tests must be of good quality. The problem is that lecturers must use reliable measuring tools to measure learning outcomes. This research aims to compare various reliability coefficients to determine which method has the highest reliability. The data collection methods in this research are observation, interviews, and tests based on student responses to the final semester exams. The data analysis technique uses the reliability of the Alpha Cronbach formula, Kuder Richardson 20, 21, and the split-half method consisting of Spearman-Brown, Flanagan, Rulon, and Hoyt. This type of research uses quantitative description. Comparative research designs are ex post facto. The research subjects were 90 undergraduate students. The research results provide several conclusions: first, the odd-even Rulon method has the highest reliability coefficient, namely 0.86; second, all reliable methods have a coefficient above 0.7 as the minimum requirement for acceptance; and third. All reliability methods have relatively the same reliability coefficient, namely around 0.8. fourth, all reliable techniques are suitable for measuring tools in the final semester exam. This research implies that lecturers are advised to use the odd-even Rulon reliability coefficient when measuring learning outcomes.

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Section: Discussionmentioning

confidence: 99%

Comparative Test of Cronbach's Alpha Reliability Coefficient, Kr-20, Kr-21, And Split-Half Method

Hari Sugiharto Setyaedhi

2024

JERE

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“…Wafudu et al [26] have presented validity with dependability of questionnaire advanced to search quality assurance components for teaching with learning in vocational with technical education. Here, aims to create and validate a quality assurance questionnaire for teaching with learning in vocational, technical education.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Management System for Higher Vocational and Technical Education Using Wasserstein Generative Adversarial Network Optimized by Fire Hawk Optimization

Jinxiu Wu

2024

jes

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The vocational education system is currently undergoing purposeful reform and innovation, recognizing the importance of vocational training in the entire educational framework. Assessing and improving teaching quality in vocational education is critical, and addressing this challenge necessitates. The utilize of AI technology, primarily deep learning, is particularly effective in addressing the diverse and sophisticated aspects of evaluating and improving teaching quality. In this research work, Teaching Management System for Higher Vocational and Technical Education Using Wasserstein Generative Adversarial Network Optimized by Fire Hawk Optimization (TMS-WGAN-FHO) is proposed. The input data are gathered from School database (Educational data),then, input data are pre-processed using Square Root Cubature Kalman Filter for cleaning data. Then, pre-processed data are given to Wasserstein Generative Adversarial Network (WGAN) for evaluating and improving the teaching quality for Higher Vocational and Technical Education. In general, WGAN does not express some adoption of optimization strategies for determining optimal parameters to evaluating, improving quality of teaching management system. Hence Fire Hawk Optimization Algorithm (FHOA) is proposed to optimize WGAN classifier which precisely evaluates the teaching quality Higher Vocational and Technical Education. The proposed TMS-WGAN-FHO method is implemented in MATLAB, and it assessed with several performance metrics likes accuracy, cross validation scores, recall, F1-score, ROC. The results show TMS-WGAN-FHO attains 25.8%, 28.5%, and 21.6% higher Accuracy, 15.1%, 17.2%, and 32.8%higher Precision, 27.5%, 24.6% and 22.3% higher Recall are analysed with existing methods such as, evaluation of the vocational education teaching reform's quality using deep learning (EVE-TRQ-DL), art higher vocational education curriculum design incorporating AI-aided virtual reality technology (AHVE-DIAI-VRT), integrating big data analysis with higher vocational education approaches to educate entrepreneurship and innovation (IBDA-HVE-EEV) methods respectively.

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“…For higher education institutions to remain competitive, they must meet and exceed the expectations and needs of their students at all levels (Khosravi et al, 2013). The improvement of workforce skills through teaching and learning is a potential driver of economic growth as well (Wafudu et al, 2022). Thus, universities must improve the quality of their teaching and learning to boost student satisfaction.…”

Section: Introductionmentioning

confidence: 99%

Education quality and student satisfaction nexus using instructional material, support, classroom facilities, equipment and growth: Higher education perspective of Pakistan

Ikram

Kenayathulla

2023

Front. Educ.

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PurposeThe primary purpose is to examine the impact between education quality (EQ) and student satisfaction (SS) in terms of instructional materials, support, classroom facilities and equipment, and growth in Pakistani private higher education institutes.Design/methodology/approachThis study utilized correlation-focused quantitative research by randomly distributing a 54-item questionnaire to 440 postgraduate students in Pakistan’s private higher education institutions (HEIs). SPSS (V.23) and PLS-SEM (V.3.3.3) were employed to investigate the data.FindingsThe findings demonstrate that EQ has a direct and significant positive effect on student satisfaction with instructional materials, support, classroom facilities and equipment, and growth in private higher education institutions.Research implicationsThe current study will help policymakers, the Higher Education Commission (HEC), and institutions to pay greater attention to the significance of education quality indicators in making a difference in higher education, which may contribute to student satisfaction. In addition, their efforts will significantly contribute to the nation’s progress. Furthermore, it will contribute to the betterment of the world by accomplishing the sustainable development goal of quality education set by the United Nations. The recent findings will also have far-reaching advantages for society, demonstrating the positive effects that high-quality education may have on a nation’s progress by creating competent and productive students.LimitationsOnly private universities in Pakistan’s higher education sector were considered for this study, and students enrolled in post-graduate degrees were the subjects of this investigation. This study was restricted to testing in only one province, Punjab, Pakistan. Another limitation of this study is that it is based on a research framework deduced from previous underpinnings and literature.OriginalityThese findings contribute to the existing area of research on the direct and significant effects of EQ on SS in HEIs. These findings may positively impact student satisfaction in private higher education institutions. The findings can guide higher education institutions (HEIs) regarding the importance of EQ in achieving desirable student satisfaction (SS). Because the Higher Education Commission (HEC) efforts will contribute considerably to the growth of higher education institutions (HEIs) and the nation, this study is vital for policymakers and practitioners working in higher education.

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Validity and reliability of a questionnaire developed to explore quality assurance components for teaching and learning in vocational and technical education

Cited by 9 publications

References 34 publications

Comparative Test of Cronbach's Alpha Reliability Coefficient, Kr-20, Kr-21, And Split-Half Method

Comparative Test of Cronbach's Alpha Reliability Coefficient, Kr-20, Kr-21, And Split-Half Method

Teaching Management System for Higher Vocational and Technical Education Using Wasserstein Generative Adversarial Network Optimized by Fire Hawk Optimization

Education quality and student satisfaction nexus using instructional material, support, classroom facilities, equipment and growth: Higher education perspective of Pakistan

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