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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
  • Graduation date
    2012-11
  • 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.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Master's
  • Department
    • Department of Educational Psychology
  • Specialization
    • Measurement, Evaluation and Cognition
  • Supervisor / co-supervisor and their department(s)
    • Poth, Cheryl (Educational Psychology)
    • Leighton, Jacqueline (Educational Psychology)
  • Examining committee members and their departments
    • Gauthier, Geneviève (Educational Psychology)
    • Newton, Paul (Educational Policy Studies)