Pub Date : 2023-11-14DOI: 10.33423/jhetp.v23i17.6535
Alex Milovic, Rebecca Dingus
The importance of prospecting cannot be overstated in the sales discipline. The authors introduce an exercise that allows students to develop this skill by identifying and developing a detailed prospecting list with data gleaned from real-world contact information. This project can be executed both stand-alone or as an introduction to a larger-scale sales project. Additionally, this project can be delivered beyond the classroom in a workshop-style format to assist student organizations/clubs achieve their goals (e.g., fundraising, corporate outreach). Empirical results are shared, as well as qualitative student feedback, to demonstrate the exercise’s effectiveness for teaching this vital concept.
{"title":"Making a List: Teaching Prospecting in Sales Courses","authors":"Alex Milovic, Rebecca Dingus","doi":"10.33423/jhetp.v23i17.6535","DOIUrl":"https://doi.org/10.33423/jhetp.v23i17.6535","url":null,"abstract":"The importance of prospecting cannot be overstated in the sales discipline. The authors introduce an exercise that allows students to develop this skill by identifying and developing a detailed prospecting list with data gleaned from real-world contact information. This project can be executed both stand-alone or as an introduction to a larger-scale sales project. Additionally, this project can be delivered beyond the classroom in a workshop-style format to assist student organizations/clubs achieve their goals (e.g., fundraising, corporate outreach). Empirical results are shared, as well as qualitative student feedback, to demonstrate the exercise’s effectiveness for teaching this vital concept.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136229852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.33423/jhetp.v23i17.6539
Mosab I. Tabash, Ibtehal M. Aburezeq, Bayan Habis Alnaimat
Social-emotional knowledge illustrates many abilities and attributes that are essential for today’s students who intend to work globally. Students who are emotionally intelligent have higher levels of creativity, work performance, stress tolerance, and interpersonal skills. However, studies on the impact of students-teachers-peers’ EI on academic achievement of students are limited. The main purpose of this study to propose a framework in order to investigate the impact of students-teachers-peers’ EI on students’ academic achievement. The objectives were three-fold; First, to investigate whether the impact of teacher’s emotional intelligence on students’ academic achievement is different for male and female students studying dissimilar disciplines across New Zealand’s educational institutes; Second, to determine the impact of near-seated peers’ EI on students’ academic achievement; Third, to investigate the moderating impact of teachers and peers’ EI on the relationship between students’ EI and academic achievement. This study contributes to existing literature by proposing a framework of the impact of Students-Teachers-Peers’ Emotional Intelligence on Students’ Academic Achievement (AA) that has neither been empirically explored nor conceptually presented.
{"title":"Impact of Students-Teachers-Peers’ Emotional Intelligence (EI) on Students’ Academic Achievement (AA): A Conceptual Framework","authors":"Mosab I. Tabash, Ibtehal M. Aburezeq, Bayan Habis Alnaimat","doi":"10.33423/jhetp.v23i17.6539","DOIUrl":"https://doi.org/10.33423/jhetp.v23i17.6539","url":null,"abstract":"Social-emotional knowledge illustrates many abilities and attributes that are essential for today’s students who intend to work globally. Students who are emotionally intelligent have higher levels of creativity, work performance, stress tolerance, and interpersonal skills. However, studies on the impact of students-teachers-peers’ EI on academic achievement of students are limited. The main purpose of this study to propose a framework in order to investigate the impact of students-teachers-peers’ EI on students’ academic achievement. The objectives were three-fold; First, to investigate whether the impact of teacher’s emotional intelligence on students’ academic achievement is different for male and female students studying dissimilar disciplines across New Zealand’s educational institutes; Second, to determine the impact of near-seated peers’ EI on students’ academic achievement; Third, to investigate the moderating impact of teachers and peers’ EI on the relationship between students’ EI and academic achievement. This study contributes to existing literature by proposing a framework of the impact of Students-Teachers-Peers’ Emotional Intelligence on Students’ Academic Achievement (AA) that has neither been empirically explored nor conceptually presented.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"51 20","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.33423/jhetp.v23i17.6542
David Greenburg, Dimitra Michalaka, Susan Huntington, Tyler Miner
A graduate course was implemented to teach the fundamentals of Agile project management as part of the MS Technical Project Management curriculum. The course was designed to provide a solid foundation in Agile methodologies for project management practice to enable graduates to execute appropriate Agile techniques to plan, and deliver quality results that frequently deliver value to customers. During the course students are introduced to Agile processes which include developing user stories and story maps, estimate and plan for sprints, track project execution and releases using burn-down charts and conduct retrospective sessions. This paper discusses how a graduate student was able to successfully apply the Agile principles and processes learned in the graduate program to an Independent Study project designed to provide students with the opportunity to apply their knowledge and experience gained during the curriculum to addressing and solving a real business problem. The student chose to develop and implement an Agile framework solution to a software implementation and performance problem his business organization was facing.
{"title":"Applying Agile Business Solutions as a Graduate Capstone Project","authors":"David Greenburg, Dimitra Michalaka, Susan Huntington, Tyler Miner","doi":"10.33423/jhetp.v23i17.6542","DOIUrl":"https://doi.org/10.33423/jhetp.v23i17.6542","url":null,"abstract":"A graduate course was implemented to teach the fundamentals of Agile project management as part of the MS Technical Project Management curriculum. The course was designed to provide a solid foundation in Agile methodologies for project management practice to enable graduates to execute appropriate Agile techniques to plan, and deliver quality results that frequently deliver value to customers. During the course students are introduced to Agile processes which include developing user stories and story maps, estimate and plan for sprints, track project execution and releases using burn-down charts and conduct retrospective sessions. This paper discusses how a graduate student was able to successfully apply the Agile principles and processes learned in the graduate program to an Independent Study project designed to provide students with the opportunity to apply their knowledge and experience gained during the curriculum to addressing and solving a real business problem. The student chose to develop and implement an Agile framework solution to a software implementation and performance problem his business organization was facing.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"51 18","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.33423/jhetp.v23i17.6541
Patrick J. Flink, Timothy Leonard
The objective of this study was to investigate experiences that students with disabilities have while attending a two-year commuter college, with a focus on understanding the skills, strategies, and dispositions that contribute to their academic success. A phenomenological research method was utilized for this study. Data collection method for this study involved using qualitative, open-ended, semi-structured interviews. The results of this study illustrate that students with disabilities at the community college level often face a variety of social, emotional, and academic challenges. The findings of this study suggest that students with disabilities on campus benefited from social support, family advocacy, and goal setting. Students with disabilities often have more challenges on campus experiences than their non-disabled peers. The findings of this research add to the limited research focusing on factors of success as it relates to students with disabilities. It is suggested that programs are designed and provided with the intention of supporting the emotional, social, and academic needs of students with disabilities on campus.
{"title":"Students With Disabilities: Skills, Strategies, and Dispositions for Success at a Community College","authors":"Patrick J. Flink, Timothy Leonard","doi":"10.33423/jhetp.v23i17.6541","DOIUrl":"https://doi.org/10.33423/jhetp.v23i17.6541","url":null,"abstract":"The objective of this study was to investigate experiences that students with disabilities have while attending a two-year commuter college, with a focus on understanding the skills, strategies, and dispositions that contribute to their academic success. A phenomenological research method was utilized for this study. Data collection method for this study involved using qualitative, open-ended, semi-structured interviews. The results of this study illustrate that students with disabilities at the community college level often face a variety of social, emotional, and academic challenges. The findings of this study suggest that students with disabilities on campus benefited from social support, family advocacy, and goal setting. Students with disabilities often have more challenges on campus experiences than their non-disabled peers. The findings of this research add to the limited research focusing on factors of success as it relates to students with disabilities. It is suggested that programs are designed and provided with the intention of supporting the emotional, social, and academic needs of students with disabilities on campus.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"51 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.33423/jhetp.v23i17.6531
Bo Pan, Fatmawati Binti Latada, Yubo Shao
The hybrid model of SPOC (Small Private Online Course) may have an impact on the effectiveness of deep learning. Nevertheless, few studies have validated the relationship between SPOC and deep learning effectiveness. This systematic review focuses on exploring the impact of the blended model of SPOC on deep learning effectiveness. The article delves into the three major SPOC categories in deep learning and the effects of deep learning in SPOC mode. In addition, the article explores various factors that influence the effectiveness of SPOC on deep learning. To accomplish this, an exhaustive review of the relevant literature was conducted to reveal potential connections and interactions between the SPOC blended model and deep learning effectiveness. This study provides educators and researchers with insights on how to more effectively combine SPOC and deep learning to optimize teaching and learning experiences.
{"title":"The Effect of SPOC Hybrid Model on Deep Learning Effectiveness: A Systematic Literature Review","authors":"Bo Pan, Fatmawati Binti Latada, Yubo Shao","doi":"10.33423/jhetp.v23i17.6531","DOIUrl":"https://doi.org/10.33423/jhetp.v23i17.6531","url":null,"abstract":"The hybrid model of SPOC (Small Private Online Course) may have an impact on the effectiveness of deep learning. Nevertheless, few studies have validated the relationship between SPOC and deep learning effectiveness. This systematic review focuses on exploring the impact of the blended model of SPOC on deep learning effectiveness. The article delves into the three major SPOC categories in deep learning and the effects of deep learning in SPOC mode. In addition, the article explores various factors that influence the effectiveness of SPOC on deep learning. To accomplish this, an exhaustive review of the relevant literature was conducted to reveal potential connections and interactions between the SPOC blended model and deep learning effectiveness. This study provides educators and researchers with insights on how to more effectively combine SPOC and deep learning to optimize teaching and learning experiences.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"51 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.33423/jhetp.v23i17.6545
Diego Bonilla Jurado, Cesar Guevara, Alba Jordan Jordan, Danny Pérez Castillo
This quasi-experimental study aimed to evaluate the impact of a discovery strategy on the English listening skills of 56 tenth grade students of the Glenn Doman Educational Unit. The participants were divided into an experimental group and a control group, with 28 students in each. The standardized PET B1 level English test was used as the evaluation instrument, which assesses four language skills: listening comprehension, reading comprehension, writing and speaking. The results indicated that, after two months of implementation of the discovery strategy in the experimental group, there was a significant improvement in listening skills, with an increase from 3% to 29% in the percentage of students with a very good level. While in the control group an improvement was also observed, although less pronounced. These findings suggest that the discovery strategy is effective in improving students' English listening skills. For future studies, it would be relevant to explore the long-term impact of this strategy on students' language skills, as well as its effectiveness in different educational and cultural contexts.
{"title":"Auditory Skills in English Language Learning and the Use of Technological Devices as Strategies","authors":"Diego Bonilla Jurado, Cesar Guevara, Alba Jordan Jordan, Danny Pérez Castillo","doi":"10.33423/jhetp.v23i17.6545","DOIUrl":"https://doi.org/10.33423/jhetp.v23i17.6545","url":null,"abstract":"This quasi-experimental study aimed to evaluate the impact of a discovery strategy on the English listening skills of 56 tenth grade students of the Glenn Doman Educational Unit. The participants were divided into an experimental group and a control group, with 28 students in each. The standardized PET B1 level English test was used as the evaluation instrument, which assesses four language skills: listening comprehension, reading comprehension, writing and speaking. The results indicated that, after two months of implementation of the discovery strategy in the experimental group, there was a significant improvement in listening skills, with an increase from 3% to 29% in the percentage of students with a very good level. While in the control group an improvement was also observed, although less pronounced. These findings suggest that the discovery strategy is effective in improving students' English listening skills. For future studies, it would be relevant to explore the long-term impact of this strategy on students' language skills, as well as its effectiveness in different educational and cultural contexts.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"52 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.33423/jhetp.v23i17.6544
Suci Rohayati, Budi Eko Soetjipto, Agung Haryono, Hari Wahyono, Albrian Fiky Prakoso, Mohamad Arief Rafsanjani
This study aims to develop a financial management model for micro and small businesses and develop a financial management assistance module for micro and small businesses. This study uses a development research design. For model development, the Design Based Research method was used with 4 stages of design-based research development developed by Reeves and modified by Cotton. W, Lockyer. L, Brickell. G. To test the model using action research techniques with action planning cycles, action implementation, and action reflection/evaluation. The research subjects were micro and small business actors in Surabaya, totaling 20 business actors. The results of the development of this model focuses on simple financial recording or bookkeeping, such as receiving money, spending money, purchasing and selling to make a profit. The guideline modules produced for each financial management model are also different, this is because the modules are prepared according to the needs of business actors and the material presented therein.
{"title":"Financial Management Model for Micro and Small Enterprises Owner in Surabaya","authors":"Suci Rohayati, Budi Eko Soetjipto, Agung Haryono, Hari Wahyono, Albrian Fiky Prakoso, Mohamad Arief Rafsanjani","doi":"10.33423/jhetp.v23i17.6544","DOIUrl":"https://doi.org/10.33423/jhetp.v23i17.6544","url":null,"abstract":"This study aims to develop a financial management model for micro and small businesses and develop a financial management assistance module for micro and small businesses. This study uses a development research design. For model development, the Design Based Research method was used with 4 stages of design-based research development developed by Reeves and modified by Cotton. W, Lockyer. L, Brickell. G. To test the model using action research techniques with action planning cycles, action implementation, and action reflection/evaluation. The research subjects were micro and small business actors in Surabaya, totaling 20 business actors. The results of the development of this model focuses on simple financial recording or bookkeeping, such as receiving money, spending money, purchasing and selling to make a profit. The guideline modules produced for each financial management model are also different, this is because the modules are prepared according to the needs of business actors and the material presented therein.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"51 24","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The difficulties experienced by students in studying derivative material are difficulties understanding the definition of derivatives and representations of these derivatives. Derivatives are a material that is quite difficult to develop mathematical creative abilities because they have many functions and symbols. This difficulty indicates a barrier to thinking in students. This research is descriptive qualitative research with five research subjects of Tadris Mathematics at the Curup State Islamic Institute. Each student can think creatively mathematically on the indicators of flexibility, fluency, and originality, but the levels are different. The level of mathematical creative thinking ability can depend on the questions or problems and the material being studied. However, one of the indicators of the ability to think creatively mathematically, which is very weak for students, is originality because students seem rigid with what they have obtained from lecturers and books. Students find it difficult to come up with ideas in solving problems. Barriers to thinking creatively mathematically can occur due to several factors, including 1) due to a lack of prior knowledge of students in understanding problems and determining ideas in planning solutions; 2) a lack of strong concepts possessed by students. One way for lecturers to overcome these obstacles is to provide scaffolding. The provision of scaffolding is carried out using Treffinger learning with several stages, namely basic tools, practice with process, and working with real problems. In practice with process stage, students solve problems by using analogical reasoning to develop their mathematical creative thinking abilities. The stages of analogical reasoning used to consist of the stages of recognition, representation, structuring, mapping, applying, and verifying. This study's findings are that two new stages are added to the early stages of analogical reasoning, namely the stages of recognition and representation.
{"title":"Students’ Mathematical Creative Thinking Obstacle and Scaffolding in Solving Derivative Problems","authors":"None Mutia, None Kartono, None Dwijanto, Kristina Wijayanti","doi":"10.33423/jhetp.v23i17.6540","DOIUrl":"https://doi.org/10.33423/jhetp.v23i17.6540","url":null,"abstract":"The difficulties experienced by students in studying derivative material are difficulties understanding the definition of derivatives and representations of these derivatives. Derivatives are a material that is quite difficult to develop mathematical creative abilities because they have many functions and symbols. This difficulty indicates a barrier to thinking in students. This research is descriptive qualitative research with five research subjects of Tadris Mathematics at the Curup State Islamic Institute. Each student can think creatively mathematically on the indicators of flexibility, fluency, and originality, but the levels are different. The level of mathematical creative thinking ability can depend on the questions or problems and the material being studied. However, one of the indicators of the ability to think creatively mathematically, which is very weak for students, is originality because students seem rigid with what they have obtained from lecturers and books. Students find it difficult to come up with ideas in solving problems. Barriers to thinking creatively mathematically can occur due to several factors, including 1) due to a lack of prior knowledge of students in understanding problems and determining ideas in planning solutions; 2) a lack of strong concepts possessed by students. One way for lecturers to overcome these obstacles is to provide scaffolding. The provision of scaffolding is carried out using Treffinger learning with several stages, namely basic tools, practice with process, and working with real problems. In practice with process stage, students solve problems by using analogical reasoning to develop their mathematical creative thinking abilities. The stages of analogical reasoning used to consist of the stages of recognition, representation, structuring, mapping, applying, and verifying. This study's findings are that two new stages are added to the early stages of analogical reasoning, namely the stages of recognition and representation.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"52 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.33423/jhetp.v23i17.6538
Sri Solihah, None Kartono, Scolastika Mariani, None Dwijanto
An in-depth examination of the topic using the reflective cognitive style can answer questions regarding one’s capacity for creative thought. It is accomplished through preparation, intuition, incubation, and verification. The stages of incubation and illumination are carried out once the verification stage has been completed. During the verification phase, they are coding on the shape of the flat side. Process of reflective student intuition according to characteristics of students who apply the appropriate completion strategy. Students who act without thinking first have yet to answer questions requiring creative thinking successfully. It can be seen from the preparation process, which needs to be more thorough to produce correct answers.
{"title":"Analysis of Students’ Mathematical Creative Thinking Process Based on Cognitive Style","authors":"Sri Solihah, None Kartono, Scolastika Mariani, None Dwijanto","doi":"10.33423/jhetp.v23i17.6538","DOIUrl":"https://doi.org/10.33423/jhetp.v23i17.6538","url":null,"abstract":"An in-depth examination of the topic using the reflective cognitive style can answer questions regarding one’s capacity for creative thought. It is accomplished through preparation, intuition, incubation, and verification. The stages of incubation and illumination are carried out once the verification stage has been completed. During the verification phase, they are coding on the shape of the flat side. Process of reflective student intuition according to characteristics of students who apply the appropriate completion strategy. Students who act without thinking first have yet to answer questions requiring creative thinking successfully. It can be seen from the preparation process, which needs to be more thorough to produce correct answers.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"51 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.33423/jhetp.v23i17.6534
Oluwaseyi Aina Gbolade Opesemowo
The study developed a scale to measure the quality of education in Oyo State secondary schools. It also determined the scale’s factor structure, construct validity, and reliability. The population comprised all secondary school teachers in Oyo State, from which a sample of 630 teachers participated. Relevant items were generated from the literature and assembled after professional moderation. An instrument titled “Quality of Education Questionnaire” was used to elicit data from the teachers. Data collected were analyzed using Principal Component Analysis and other psychometric methods. The results revealed three factors: school facilities and management, students’/staff development and school policy, and students’ engagement. In all, 27 items were retained using Horn’s (1965) parallel analysis of the item reduction procedure. McDonald Omega and Cronbach Alpha coefficients for the final scale items were 0.78 and 0.79, respectively. The study demonstrated that the instrument possesses adequate psychometric properties that are appropriate and capable of measuring the quality of education in Oyo State secondary schools.
{"title":"Development and Validation of a Scale to Measure Quality Education in Oyo State Secondary School","authors":"Oluwaseyi Aina Gbolade Opesemowo","doi":"10.33423/jhetp.v23i17.6534","DOIUrl":"https://doi.org/10.33423/jhetp.v23i17.6534","url":null,"abstract":"The study developed a scale to measure the quality of education in Oyo State secondary schools. It also determined the scale’s factor structure, construct validity, and reliability. The population comprised all secondary school teachers in Oyo State, from which a sample of 630 teachers participated. Relevant items were generated from the literature and assembled after professional moderation. An instrument titled “Quality of Education Questionnaire” was used to elicit data from the teachers. Data collected were analyzed using Principal Component Analysis and other psychometric methods. The results revealed three factors: school facilities and management, students’/staff development and school policy, and students’ engagement. In all, 27 items were retained using Horn’s (1965) parallel analysis of the item reduction procedure. McDonald Omega and Cronbach Alpha coefficients for the final scale items were 0.78 and 0.79, respectively. The study demonstrated that the instrument possesses adequate psychometric properties that are appropriate and capable of measuring the quality of education in Oyo State secondary schools.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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