Results, Analysis and Discussion Evaluation of the Existing Tool

Initially, the ILP questionnaire was analyzed using a 6 factor structure based on the existing domains or groups. The 6-factor solution accounted for 50.23% of the total variance in the ILP scores. Many of the items in the 6-factor solution mapped closely to the existing sections of the ILP, indicating that the intuitive sectioning of the questionnaire had been relatively logical. There were a limited number of questions/items that appeared or loaded in a different factor during analysis, indicating that questionnaire could be made more stable if some questions were re-located in an alternative group. The items loading in factor 5 were identical to those in the original Time Management section Information Technology section emerged as factor 1. Speaking and Listening emerged clearly in factor 6. However, item 1e (fifth question in the original Section 1: Speaking and Listening) correlated more highly on factor 3 and factor 4 than it did on factor 6, which included most of the other Speaking and Listening items. Item 1f loaded on factor 5 (same as the original Time Management section) and not on factor 6, which mapped closely to the original Speaking and Listening section. The Numeracy section was also clearly present in factor 2. Item 6g, from Section 6: IT also loaded unexpectedly but had a higher loading in factor 1. However, Section 2: Reading and Researching, and Section 3:Writing did not emerge clearly, items from these sections were spread across factors 3 and 4, indicating that these sections could be more stable if items were re-grouped.

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المزيد

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المزيد

مواضيع ذات صلة

Online Collaborative Learning and Assessment (OCLA)

Online Collaborative Learning and Assessment Rationale, aim and method of study

Mapping Self-Assessment to Achievement Conclusion

Results, Analysis and Discussion

Stage 4: Determine the predictive validity of the ILP questionnaire, with retention progression, academic outcome and 1st destinations as dependent variables Method

Results, Analysis and Discussion

Stage 2: Determining causal relationships between previous academic qualifications, age, gender, motivation and ILP scores Preliminary analysis Method

Development of Revised Tool

Internal Consistency and Split-half Reliability of Existing Factors

Stage 1: Evaluating the reliability, stability and validity of the ILP questionnaire Method

Mapping Self-Assessment to Achievement

Introducing Computer-Aided Peer Assessment (CAPA) in Engineering Conclusions