Latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry
Pedagogical practitioners who emphasise active learning in undergraduate chemistry courses widely use the Student Assessment of Learning Gains (SALG) instrument to measure students' perceptions of their gains in knowledge and skills in chemistry. Although numerous studies have reported SALG res...
| Main Authors: | , , , |
|---|---|
| Format: | Journal Article |
| Published: |
2016
|
| Online Access: | http://hdl.handle.net/20.500.11937/21468 |
| _version_ | 1848750598839599104 |
|---|---|
| author | Vishnumolakala, Venkat Southam, Daniel Treagust, David Mocerino, Mauro |
| author_facet | Vishnumolakala, Venkat Southam, Daniel Treagust, David Mocerino, Mauro |
| author_sort | Vishnumolakala, Venkat |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Pedagogical practitioners who emphasise active learning in undergraduate chemistry courses widely use the Student Assessment of Learning Gains (SALG) instrument to measure students' perceptions of their gains in knowledge and skills in chemistry. Although numerous studies have reported SALG results in support of successful pedagogical interventions, a comprehensive construct-verified version measuring students' perceptions of their chemistry learning is lacking. This paper aims to identify latent constructs of the SALG instrument that was administered in Process Oriented Guided Inquiry Learning (POGIL) classes by using exploratory and confirmatory factor analyses. When the SALG was administered on two separate occasions with two different groups of students following four weeks of instruction on topics in stereochemistry, the results revealed a four-factor structure consisting of 32 items that included Active Learning, Concept Learning, Resources, and Process Skills. These findings demonstrate an approach to collect evidence to support the match between intended constructs and measured variables in light of a targeted pedagogical intervention. |
| first_indexed | 2025-11-14T07:39:23Z |
| format | Journal Article |
| id | curtin-20.500.11937-21468 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:39:23Z |
| publishDate | 2016 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-214682017-09-13T13:52:23Z Latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry Vishnumolakala, Venkat Southam, Daniel Treagust, David Mocerino, Mauro Pedagogical practitioners who emphasise active learning in undergraduate chemistry courses widely use the Student Assessment of Learning Gains (SALG) instrument to measure students' perceptions of their gains in knowledge and skills in chemistry. Although numerous studies have reported SALG results in support of successful pedagogical interventions, a comprehensive construct-verified version measuring students' perceptions of their chemistry learning is lacking. This paper aims to identify latent constructs of the SALG instrument that was administered in Process Oriented Guided Inquiry Learning (POGIL) classes by using exploratory and confirmatory factor analyses. When the SALG was administered on two separate occasions with two different groups of students following four weeks of instruction on topics in stereochemistry, the results revealed a four-factor structure consisting of 32 items that included Active Learning, Concept Learning, Resources, and Process Skills. These findings demonstrate an approach to collect evidence to support the match between intended constructs and measured variables in light of a targeted pedagogical intervention. 2016 Journal Article http://hdl.handle.net/20.500.11937/21468 10.1039/C5RP00214A restricted |
| spellingShingle | Vishnumolakala, Venkat Southam, Daniel Treagust, David Mocerino, Mauro Latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry |
| title | Latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry |
| title_full | Latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry |
| title_fullStr | Latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry |
| title_full_unstemmed | Latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry |
| title_short | Latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry |
| title_sort | latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry |
| url | http://hdl.handle.net/20.500.11937/21468 |