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ERIC Number: EJ1106321
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1812-9129
EISSN: N/A
How and Why Students Learn: Development and Validation of the Learner Awareness Levels Questionnaire for Higher Education Students
Choy, S. Chee; Goh, Pauline Swee Choo; Sedhu, Daljeet Singh
International Journal of Teaching and Learning in Higher Education, v28 n1 p94-101 2016
The development of the 21-item Learner Awareness Levels Questionnaire (LALQ) was carried out using data from three separate studies. The LALQ is a self-reporting questionnaire assessing how and why students learn. Study 1 refined the initial pool of items to 21 using exploratory factor analysis. In Study 2, the analysis showed evidence for a four-factor solution (Survival, Establishing Stability, Approval, and Love of Learning). Results of the structural equation modelling and confirmatory factor analysis in Study 3 provided further support for the results obtained from Study 2 and also indicated a higher order Learner Awareness factor. Internal consistency for the four factors was within an acceptable range. The results of Study 3 showed that the questionnaire appeared to be a reliable instrument to measure how and why students learned because the structural equation model fit the questionnaire data well and the confirmatory factor analysis had good fit indices within an acceptable range.
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A