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Educ. Sci. 2018, 8(4), 192; https://doi.org/10.3390/educsci8040192

Testing Models and Measurement Invariance of the Learning Gains Scale

1
Department of Teacher Education and Curriculum Studies, Jimma University, Jimma 5110, Ethiopia
2
Faculty of Humanities and Social Sciences, School of Education, The University of Queensland, Brisbane 4072, Australia
3
Centre for Learning Futures, Griffith Institute for Educational Research, Griffith University, Brisbane 4122, Australia
*
Author to whom correspondence should be addressed.
Received: 16 August 2018 / Revised: 22 October 2018 / Accepted: 23 October 2018 / Published: 31 October 2018
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Abstract

This study tested the construct validity, factorial validity, and measurement invariance of the learning gains scale based on survey responses of a large sample (n = 536) of undergraduate students in two colleges at a university in Ethiopia. The analyses were performed through structural equation modeling technique using the stata 13 data analysis and statistical software package. The results demonstrate a 3-factor model representing the underlying construct satisfying the different model goodness-of-fit statistics and practical indexes. The observed factor loadings of variables within each factor and the correlations between the factors provide supporting evidence of construct validity. Measurement invariance tests were also confirmed acceptable levels of measurement equivalence between groups. Implications of the 3-factor model in higher education research are discussed. View Full-Text
Keywords: higher education; Structural Equation Modelling; psychometric property; self-reported gain; Ethiopia; learning gains scale higher education; Structural Equation Modelling; psychometric property; self-reported gain; Ethiopia; learning gains scale
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Tadesse, T.; Gillies, R.M.; Campbell, C. Testing Models and Measurement Invariance of the Learning Gains Scale. Educ. Sci. 2018, 8, 192.

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