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  • Testing Models and Measurement Invariance of the Learning Gains Scale

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    Campbell159921.pdf (382.8Kb)
    Author(s)
    Tadesse, Tefera
    Gillies, Robyn M
    Campbell, Chris
    Griffith University Author(s)
    Campbell, Chris
    Year published
    2018
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    Abstract
    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 ...
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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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    Journal Title
    Education Sciences
    Volume
    8
    Issue
    4
    DOI
    https://doi.org/10.3390/educsci8040192
    Copyright Statement
    © 2018 by the authors. Licensee MDPI, Basel, Switzerland. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
    Subject
    Education Systems
    Curriculum and Pedagogy
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/383000
    Collection
    • Journal articles

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