ABSTRACT
The purpose of this dissertation was to validate scores for a new survey tool, The Virtual Learning Assessment. This 53-item measure was designed with the intent that if scores are validated it could provide a means in which student-teacher relationships and the attributes that enhance those relationships in a remote setting could be assessed. To test the validity of the this newly designed measure 532 Middle School students were asked to rate the level of impact specific teacher actions had on middle school student's relationship with a teacher while in a remote learning environment. This survey was developed during the COVID-19 pandemic, and the survey was distributed electronically during students first semester back in face-to-face learning. Results revealed a 2-factor solution, these two factors were named, teachers' support for students' social-emotional well-being (factor 1) and personalized learning for students (factor 2). Confirmatory Factor Analysis revealed an acceptable-to questionable fit, with the data based on the guidelines provided by Dimitrov (2012) and Schreiber et al. (2006), CMIN, chi2 (323) = 770.01, p < .001, chi2/df = 2.38;CFI = .88;RMSEA = .07, 90% CI (.06, .07);and SRMR = .05. In addition, the 2-factor solution indicated a Normative Fit Index (NFI = .81), Tucker-Lewis Index (TLI = .87). Values for this statistic range between 0 and 1 with Bentler and Bonnet (1980) recommending values greater than .90 indicating a good fit (Hooper & Mullen, 2008). The preliminary attempt to validate scores on the Virtual Learning Assessment suggests that while a true latent structure does exist amongst the data set with a 2-factor solution, further refinement of the survey items is necessary before further use of the measure in conducting research. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The purpose of this dissertation was to validate scores for a new survey tool, The Virtual Learning Assessment. This 53-item measure was designed with the intent that if scores are validated it could provide a means in which student-teacher relationships and the attributes that enhance those relationships in a remote setting could be assessed. To test the validity of the this newly designed measure 532 Middle School students were asked to rate the level of impact specific teacher actions had on middle school student's relationship with a teacher while in a remote learning environment. This survey was developed during the COVID-19 pandemic, and the survey was distributed electronically during students first semester back in face-to-face learning. Results revealed a 2-factor solution, these two factors were named, teachers' support for students' social-emotional well-being (factor 1) and personalized learning for students (factor 2). Confirmatory Factor Analysis revealed an acceptable-to questionable fit, with the data based on the guidelines provided by Dimitrov (2012) and Schreiber et al. (2006), CMIN, chi2 (323) = 770.01, p < .001, chi2/df = 2.38;CFI = .88;RMSEA = .07, 90% CI (.06, .07);and SRMR = .05. In addition, the 2-factor solution indicated a Normative Fit Index (NFI = .81), Tucker-Lewis Index (TLI = .87). Values for this statistic range between 0 and 1 with Bentler and Bonnet (1980) recommending values greater than .90 indicating a good fit (Hooper & Mullen, 2008). The preliminary attempt to validate scores on the Virtual Learning Assessment suggests that while a true latent structure does exist amongst the data set with a 2-factor solution, further refinement of the survey items is necessary before further use of the measure in conducting research. (PsycInfo Database Record (c) 2023 APA, all rights reserved)