Zenodo (CERN European Organization for Nuclear Research), Nov 23, 2022
This study identified and validated the six (6) learning domains for Alternative Learning System ... more This study identified and validated the six (6) learning domains for Alternative Learning System (ALS) that can be used as input to the assessment of the ALS implementers' competence in communication skills, scientific and critical thinking skills, mathematical and problem-solving skills, life and career skills, understanding the self and society, and Digital Citizenship in the ALS K-12 curriculum. A developmental-evaluative design was conducted to identify and validate the learning domains for ALS through item identification and creation of items, ensuring the content is correct, questions pre-testing, survey administration, and sample size, item reduction, extraction of factors, dimensionality testing, and reliability testing. The 789 items for Junior High School competencies were reduced to 218 items based on the expert panel review. Psychometric properties of the preliminary questionnaire were assessed as follows: self-efficacy theory, factor analysis, exploratory factor analysis, confirmatory factor analysis, and Cronbach's alpha. Factor analysis yielded six factors: communication skills (52 items); scientific and critical thinking skills (32 items); mathematics & problem-solving skill (44 items); life and career skills (38) understanding of self and society (38 items); and digital citizenship (14 items). Factor Analysis results were adequate, and the Confirmatory factor analysis confirmed that the model's excellent fit to the data and the fit indices are well within their cutoff values. Cronbach Alpha indicated strong internal reliability in both the instrument and the sub-dimensions.
CERN European Organization for Nuclear Research - Zenodo, Dec 7, 2022
The challenges of school monitoring and evaluation (M&E) implementation and the scarcity of liter... more The challenges of school monitoring and evaluation (M&E) implementation and the scarcity of literature discussing factors of successful SMEA implementation prompted this initiative to devise a model illustrating how SMEA factors were directly influencing the efficiency of school improvement processes. Using a sequential exploratory design to generate indicators and components of SMEA from the implementers' perspective, an exploratory factor analysis (EFA) was utilized to extract and group the factors to determine the emerging components. Cronbach's alpha was used to assess the reliability of the instrument. The model depicting interrelationship among SMEA components was costumed fit using a structural equation modeling and was interpreted using Cohen's effect size strength of association. Five factors derived from varying perspectives of SMEA implementation were extracted and were categorized as (1) the implementers' appreciation of SMEA benefits, (2) school engagement towards good SMEA practices, (3) SMEA's support to quality instruction, (4) SMEA challenges and limitations, and (5) knowledge and skills of SMEA implementers. Among these, four components emerged as significantly interrelated and were contributory to successful SMEA implementation. This strength of positive correlation was illustrated in a model which described how the implementers' appreciation of SMEA benefits supported the enhanced appraisal of the quality of the teaching and learning process. Hence, extensive research is recommended for deepening each component to sustain and refine the system.
Zenodo (CERN European Organization for Nuclear Research), Nov 23, 2022
This study identified and validated the six (6) learning domains for Alternative Learning System ... more This study identified and validated the six (6) learning domains for Alternative Learning System (ALS) that can be used as input to the assessment of the ALS implementers' competence in communication skills, scientific and critical thinking skills, mathematical and problem-solving skills, life and career skills, understanding the self and society, and Digital Citizenship in the ALS K-12 curriculum. A developmental-evaluative design was conducted to identify and validate the learning domains for ALS through item identification and creation of items, ensuring the content is correct, questions pre-testing, survey administration, and sample size, item reduction, extraction of factors, dimensionality testing, and reliability testing. The 789 items for Junior High School competencies were reduced to 218 items based on the expert panel review. Psychometric properties of the preliminary questionnaire were assessed as follows: self-efficacy theory, factor analysis, exploratory factor analysis, confirmatory factor analysis, and Cronbach's alpha. Factor analysis yielded six factors: communication skills (52 items); scientific and critical thinking skills (32 items); mathematics & problem-solving skill (44 items); life and career skills (38) understanding of self and society (38 items); and digital citizenship (14 items). Factor Analysis results were adequate, and the Confirmatory factor analysis confirmed that the model's excellent fit to the data and the fit indices are well within their cutoff values. Cronbach Alpha indicated strong internal reliability in both the instrument and the sub-dimensions.
CERN European Organization for Nuclear Research - Zenodo, Dec 7, 2022
The challenges of school monitoring and evaluation (M&E) implementation and the scarcity of liter... more The challenges of school monitoring and evaluation (M&E) implementation and the scarcity of literature discussing factors of successful SMEA implementation prompted this initiative to devise a model illustrating how SMEA factors were directly influencing the efficiency of school improvement processes. Using a sequential exploratory design to generate indicators and components of SMEA from the implementers' perspective, an exploratory factor analysis (EFA) was utilized to extract and group the factors to determine the emerging components. Cronbach's alpha was used to assess the reliability of the instrument. The model depicting interrelationship among SMEA components was costumed fit using a structural equation modeling and was interpreted using Cohen's effect size strength of association. Five factors derived from varying perspectives of SMEA implementation were extracted and were categorized as (1) the implementers' appreciation of SMEA benefits, (2) school engagement towards good SMEA practices, (3) SMEA's support to quality instruction, (4) SMEA challenges and limitations, and (5) knowledge and skills of SMEA implementers. Among these, four components emerged as significantly interrelated and were contributory to successful SMEA implementation. This strength of positive correlation was illustrated in a model which described how the implementers' appreciation of SMEA benefits supported the enhanced appraisal of the quality of the teaching and learning process. Hence, extensive research is recommended for deepening each component to sustain and refine the system.
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