Confirmatory Factor Analysis of the Short Revised Experiences of Teaching and Learning Questionnaire (SR-ETL-Q): Examining the Internal Structure within a Canadian Undergraduate Population

• Author / Creator

  Luhanga, Ulemu

• To ensure academic quality within the Canadian undergraduate education
  context, there is a need for student evaluation questionnaires that help to enhance
  students’ teaching-learning environments. The Experiences of Teaching and
  Learning Questionnaire (ETL-Q) and the Short Revised Experiences of Teaching
  and Learning Questionnaire (SR-ETL-Q) were designed to meet a similar need in
  undergraduate courses in UK. Though studies have examined the utility of these
  questionnaires across different countries, the utility of these tools has yet to be
  ascertained in Canadian undergraduate populations. Hence, the goal of this study
  was to examine the structure of SR-ETL-Q responses within a Canadian sample.
  This goal was achieved by comparing the fit of two competing models, a six-
  factor versus a five-factor model using confirmatory factor analyses. Results
  indicate that the theorized six-factor model provided a better fit for the Canadian
  sample. Implications of these results and recommendations for future research are
  also discussed.

• Subjects / Keywords

  • Internal structure
  • Short Revised Experiences of Teaching and Learning Questionnaire
  • Canada
  • Undergraduate

• Graduation date

  Fall 2012

• Type of Item

  Thesis

• Degree

  Master of Education

• DOI

  https://doi.org/10.7939/R3RH7H

• 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.