Self-Directed Learning and Collaborative Learning in Canadian Junior High Classrooms: Validation of a Questionnaire Assessing Students’ Learning with and without Technology

  • Author / Creator
    Labonté, Chantal
  • The present study examines the use of a questionnaire for the assessment of students’ perceptions of their self-directed learning and collaborative learning with and without technology with a group of Canadian junior high school students. The questionnaire was developed by Lee and colleagues (2014) and found to be valid for use with high school students in Singapore. The 18-item questionnaire assesses students’ perceptions of their learning across four scales: 1) self-directed learning, 2) self-directed learning with technology, 3) collaborative learning, and 4) collaborative learning with technology. Three hundred and twenty junior high school students from across Alberta, Canada participated in the study by completing the questionnaire. Exploratory factor analysis confirmed that a four-factor structure was present within the sample. A confirmatory factor analysis revealed that the questionnaire did not have sufficient model fit, and demonstrated convergent and discriminant validity across only two of the four scales. A jackknifing procedure was used to systematically remove four items to achieve a psychometrically sound questionnaire with adequate validity and reliability. An examination of the students’ perceptions of their learning with and without technology with the reduced questionnaire revealed that Canadian junior high school students readily engage in self-directed, collaborative learning, and self-directed learning with technology. Students reported less engagement in collaborative activities with technology.

  • Subjects / Keywords
  • Graduation date
    2017-06:Spring 2017
  • Type of Item
  • Degree
    Master of Education
  • DOI
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
  • Institution
    University of Alberta
  • Degree level
  • Department
    • Department of Educational Psychology
  • Specialization
    • School and Clinical Child Psychology
  • Supervisor / co-supervisor and their department(s)
    • Smith, Veronica ( Educational Psychology)
  • Examining committee members and their departments
    • Cutumisu, Maria (Educational Psychology)
    • Buck, George (Educational Psychology)