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ERIC Number: EJ1101796
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0973-0559
Technology Engineering Online Learner Metrics to Analyze Instructional Efficacy
Osler, James Edward; Mansaray, Mahmud A.
Journal of Educational Technology, v10 n2 p43-59 Jul-Sep 2013
The online deployment of Technology Engineered online Student Ratings of Instruction (SRIs) by colleges and universities in the United States has dynamically changed the deployment of course evaluation. This research investigation is the fourth part of a post hoc study that analytically and psychometrically examines the design, reliability, and validity of the items used in the delivery of an SRI instrument online during the 2012 Spring Semester at a United States Historical Black College and University (HBCU). The sample under analysis consisted of 7,919 distributed Student Ratings Instruments with a Grand Total of 56,451 analyzed instrument items. The application of several statistical measures was used to validate the Technologically Engineered SRI instrument used in the study. Results of the study included: a Cronbach's Alpha Test that yielded an extraordinarily high internal consistency of the student rejoinders to the items on the rating scale; and a Tri-Squared Test supported the research findings attributed to the Cronbach's Alpha Test results. This research is the continuation of in-depth investigations into Technology Engineering as discussed in i-manager's "Journal on School Educational Technology", further explored in i-manager's "Journal of Educational Technology", and data analyzed with the Tri-Squared statistical measure first introduced in i-manager's "Journal on Mathematics."
i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A