Validating learning environment model using factor analytical procedures

Nurulhuda Md Hassan, Tajulashikin Jumahat, Saemah Rahman

Research output: Contribution to journalArticle

Abstract

The roles of learning environment in supporting students’ learning were extensively discussed by previous researchers. The findings of past studies suggested four dimensions that should be taken into account in designing learning environment to optimize student learning, namely; learner-centered, knowledge-centered, assessment-centered, and community-centered learning environments. This paper discusses the validation of learning environment measurement model using factor analysis procedures. A questionnaire consisting of 23 items were distributed to 483 Form 4 students in Malaysian education system. The validity of the instrument was analyzed by employing exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). In EFA mode, four factors were extracted from principal axis factoring procedure with promax rotation. The factors were labeled as learner-centered, knowledge-centered, assessment-centered, and community-centered as suggested by the literature. The results of exploratory factor analysis indicated that 18 items can be retained. These viable factors and items were subjected to CFA procedure in the subsequent analysis. A good fitting model was obtained from the intended 4-factor measurement model of learning environment for both first order and second order factor. Practical implications in relation to application of the learning environment construct are discussed in light of these findings.

Original languageEnglish
Pages (from-to)2226-2229
Number of pages4
JournalAdvanced Science Letters
Volume21
Issue number7
DOIs
Publication statusPublished - 1 Jul 2015

Fingerprint

Learning Environment
Factor analysis
factor analysis
learning environment
learning
Learning
Statistical Factor Analysis
Exploratory Factor Analysis
Confirmatory Factor Analysis
analysis procedure
Student Learning
Students
student
Model
factoring
Model Fitting
Factoring
model analysis
Factor Analysis
Model Analysis

Keywords

  • Confirmatory factor analysis
  • Exploratory factor analysis
  • First order factor
  • Learning environment
  • Mathematics education
  • Second order factor

ASJC Scopus subject areas

  • Engineering(all)
  • Environmental Science(all)
  • Computer Science(all)
  • Energy(all)
  • Mathematics(all)
  • Health(social science)
  • Education

Cite this

Validating learning environment model using factor analytical procedures. / Hassan, Nurulhuda Md; Jumahat, Tajulashikin; Rahman, Saemah.

In: Advanced Science Letters, Vol. 21, No. 7, 01.07.2015, p. 2226-2229.

Research output: Contribution to journalArticle

Hassan, Nurulhuda Md ; Jumahat, Tajulashikin ; Rahman, Saemah. / Validating learning environment model using factor analytical procedures. In: Advanced Science Letters. 2015 ; Vol. 21, No. 7. pp. 2226-2229.
@article{7dc1e5246f8f463194d8416af2b61be0,
title = "Validating learning environment model using factor analytical procedures",
abstract = "The roles of learning environment in supporting students’ learning were extensively discussed by previous researchers. The findings of past studies suggested four dimensions that should be taken into account in designing learning environment to optimize student learning, namely; learner-centered, knowledge-centered, assessment-centered, and community-centered learning environments. This paper discusses the validation of learning environment measurement model using factor analysis procedures. A questionnaire consisting of 23 items were distributed to 483 Form 4 students in Malaysian education system. The validity of the instrument was analyzed by employing exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). In EFA mode, four factors were extracted from principal axis factoring procedure with promax rotation. The factors were labeled as learner-centered, knowledge-centered, assessment-centered, and community-centered as suggested by the literature. The results of exploratory factor analysis indicated that 18 items can be retained. These viable factors and items were subjected to CFA procedure in the subsequent analysis. A good fitting model was obtained from the intended 4-factor measurement model of learning environment for both first order and second order factor. Practical implications in relation to application of the learning environment construct are discussed in light of these findings.",
keywords = "Confirmatory factor analysis, Exploratory factor analysis, First order factor, Learning environment, Mathematics education, Second order factor",
author = "Hassan, {Nurulhuda Md} and Tajulashikin Jumahat and Saemah Rahman",
year = "2015",
month = "7",
day = "1",
doi = "10.1166/asl.2015.6295",
language = "English",
volume = "21",
pages = "2226--2229",
journal = "Advanced Science Letters",
issn = "1936-6612",
publisher = "American Scientific Publishers",
number = "7",

}

TY - JOUR

T1 - Validating learning environment model using factor analytical procedures

AU - Hassan, Nurulhuda Md

AU - Jumahat, Tajulashikin

AU - Rahman, Saemah

PY - 2015/7/1

Y1 - 2015/7/1

N2 - The roles of learning environment in supporting students’ learning were extensively discussed by previous researchers. The findings of past studies suggested four dimensions that should be taken into account in designing learning environment to optimize student learning, namely; learner-centered, knowledge-centered, assessment-centered, and community-centered learning environments. This paper discusses the validation of learning environment measurement model using factor analysis procedures. A questionnaire consisting of 23 items were distributed to 483 Form 4 students in Malaysian education system. The validity of the instrument was analyzed by employing exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). In EFA mode, four factors were extracted from principal axis factoring procedure with promax rotation. The factors were labeled as learner-centered, knowledge-centered, assessment-centered, and community-centered as suggested by the literature. The results of exploratory factor analysis indicated that 18 items can be retained. These viable factors and items were subjected to CFA procedure in the subsequent analysis. A good fitting model was obtained from the intended 4-factor measurement model of learning environment for both first order and second order factor. Practical implications in relation to application of the learning environment construct are discussed in light of these findings.

AB - The roles of learning environment in supporting students’ learning were extensively discussed by previous researchers. The findings of past studies suggested four dimensions that should be taken into account in designing learning environment to optimize student learning, namely; learner-centered, knowledge-centered, assessment-centered, and community-centered learning environments. This paper discusses the validation of learning environment measurement model using factor analysis procedures. A questionnaire consisting of 23 items were distributed to 483 Form 4 students in Malaysian education system. The validity of the instrument was analyzed by employing exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). In EFA mode, four factors were extracted from principal axis factoring procedure with promax rotation. The factors were labeled as learner-centered, knowledge-centered, assessment-centered, and community-centered as suggested by the literature. The results of exploratory factor analysis indicated that 18 items can be retained. These viable factors and items were subjected to CFA procedure in the subsequent analysis. A good fitting model was obtained from the intended 4-factor measurement model of learning environment for both first order and second order factor. Practical implications in relation to application of the learning environment construct are discussed in light of these findings.

KW - Confirmatory factor analysis

KW - Exploratory factor analysis

KW - First order factor

KW - Learning environment

KW - Mathematics education

KW - Second order factor

UR - http://www.scopus.com/inward/record.url?scp=84946915367&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84946915367&partnerID=8YFLogxK

U2 - 10.1166/asl.2015.6295

DO - 10.1166/asl.2015.6295

M3 - Article

VL - 21

SP - 2226

EP - 2229

JO - Advanced Science Letters

JF - Advanced Science Letters

SN - 1936-6612

IS - 7

ER -