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Maurice Y. Mongkuo , Meya Y. Mongkuo (2017). Testing the Factorial Equivalence of the Collegiate Learning Assessment Performation Task Diagnostic Instrument Across Lower Class and Upper Class Predominantly Black College Students. International Journal of Education and Practice, 5(6): 95-103. DOI: 10.18488/journal.61.2017.56.95.103
Objective: This study was aimed at determining the external validity of the psychometric properties of a two-factor Collegiate Learning Assessment Performance Task Diagnostic Instrument (CLAPTDI) for use in assessing learning skills among predominantly black college students. The construct validity of the two factors CLAPTDI had been established in a previous study exploratory and confirmatory factor analyses. Establishing the external validity involved conducting a multi-group test of the measurement instrument’s factorial scores equivalence across panels of lower class and upper class students from a predominantly black college. Method: The study relied on a strict test of equivalence categorization by focusing on tests for invariance across the two groups with respect to factor loadings, intercepts, and error factor loadings by estimating the difference in chi-square goodness-of-fit statistic and comparative fit index (CFI). Sets of measurement and structural parameters were put to the test in a logically ordered and increasingly restrictive manner. Results: The analyses found that the CLAPTDI scale’s factorial measurement structure was invariant across lower class and upper class PBC students. Conclusion: The collegiate learning assessment performance task diagnostic instrument with two latent factors and five observed variables is a valid measurement scale for assessing the level of analytic reasoning and problem solving learning among predominantly black college students.
The study is one of very few studies which have investigated the external validity of the psychometric properties of a two-factor Collegiate Learning Assessment Performance Task Diagnostic Instrument (CLAPTDI) for use in assessing learning skills among predominantly black college students.
Do Preschool Teachers' Education Affect their Classroom Practices and Career Paths?
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Subadrah Madhawa Nair , Zahyah Hanafi , Sopia Md Yassin (2017). Do Preschool Teachers' Education Affect their Classroom Practices and Career Paths?. International Journal of Education and Practice, 5(6): 88-94. DOI: 10.18488/journal.61.2017.56.88.94
Studies by leading educators and researchers indicate that ECCE teachers’ level of education affect their classroom practices and career paths. This paper is based on a descriptive study carried out among 296 preschool teachers in Peninsula Malaysia. The objective of the study is to investigate the effects of preschool teachers’ education on their classroom practices and career paths. Questionnaires were used as instrument (instruments) to collect the data. The data were analyzed using one-way ANOVA and Tukey HSD. The findings indicated that preschool teachers with higher levels of education (diploma and above) significantly have better classroom practices than their counterparts with lower levels of education (below diploma). Similarly preschool teachers with higher levels of education have significantly better career paths than those with lower levels of education. The findings have crucial pedagogical and practical implications towards early childhood education in Malaysia. In terms of pedagogical implications, the findings suggest that a diploma should be the minimum educational qualification for preschool teachers because the results indicated that better educated teachers are more effective in their classroom practices. In terms of practical implications, policy makers should look into this matter seriously and take the necessary steps to enhance preschool teachers’ level of education and skills.
This study is one of the few studies which has investigated the effect of preschool teachers’ education on their classroom practices and career path in Peninsula Malaysia. Hope this study will shed some light to the Ministry of Education to enhance preschool teachers’ knowledge and skills on their best practices.