Development of Revised Tool

The factor analysis indicated that the structure of the questionnaire could be improved. Therefore the exercise was repeated in order to identify the most convincing factor structure. In the first stage, item analysis, items were removed if they failed to discriminate between individual students, this included items where more than 65% of participants responded at one end of the scale (e.g. they all agreed with the item being presented). Items 2g, 6b and 6j were removed.

The amended data was subjected to Principal Components Factor Analysis, on this occasion without a pre-determined number of factors. A scree plot indicated the optimum factor structure and again a 6 factor solution emerged. The emergent factors were as follows:

Factor 1: Numeracy, mapping to the Numeracy section of the original ILP questionnaire.

Factor 2: Higher Level Academic Skills. Factor 2 was less clear to interpret as items included those from Section 1: Speaking and Listening, Section 2: Reading and Researching, and Section 3: Writing of the existing ILP. The research group felt that these items could usefully be grouped under the heading Higher Academic Skills -see Table 1.

Factor 3: Information Technology. This factor maps directly to the IT section of the original ILP questionnaire.

Factor 4: Basic Academic Skills. Factor 4 again combines items from the Reading and Researching and Writing sections of the original ILP. The team entitled this section Basic Academic Skills (see Table 2).

Factor 5: Verbal Communication. Factor 5 comprised the majority of items from Section 1: Speaking and Listening of the existing ILP and one item from Section 2: Reading and Researching (see Table 3). This factor clearly identifies confidence in verbal communication skills.

Factor 6: Time Management. The time management section of the existing ILP was fully replicated in factor 6.

All factors show excellent internal consistency and split-half reliability (above 6 factors in all cases).

Clearly then, the psychometric analysis indicates that the structure of the original ILP is robust with strong internal reliability and consistency. The grouping of questions is borne out in the statistical analysis. However, this analysis also revealed where improvements could be made to the factor structure of the ILP (in other words the way in which questions are grouped and thus scored) by re-grouping a number of items in 6 new sections: Verbal Communication, Basic Academic Skills, Higher Academic Skills, Time Management, Numeracy and IT. The research team considered that the reference to academic learning in the new structure be more persuasive when convincing academic staff and students about the value of engaging in PDP activities.

اخر الاخبار

اخبار العتبة العباسية المقدسة

ملتقى الكوثر الثالث يشهد عرض مشهد حواري بعنوان شريك العمر أم شريك الفكر؟

إقامة مسابقة (مرفأ النور) العلمية للمشاركات في فعاليات ملتقى الكوثر بنسخته الثالثة

ضمن ملتقى الكوثر الثالث.. ورشة تسلط الضوء على بناء الوعي القرآني لدى النساء

شعبة فاطمة بنت أسد (عليها السلام): ملتقى الكوثر منصةً لتحقيق وعي أسري مستند للقرآن الكريم

المزيد

الآخبار الصحية

نظام غذائي شائع قد يؤدي إلى ارتفاع الكوليسترول الضار

تحذيرات هامة من عواقب تناول "أيبوبروفين" مع أدوية شائعة

علامات مبكرة للإيبولا يمكن الخلط بينها وبين الإنفلونزا

خبراء: الفيروسات مثل هانتا وإيبولا أصبحت أكثر شيوعا وفتكاً

المزيد

الآخبار التكنلوجية

الليلة.. هلال القمر يلتقي كوكبي الزهرة والمشتري

إيلون ماسك يخسر دعواه القضائية أمام أوبن إيه.آي

مهمة فضائية "أوروبية صينية" لكشف أسرار الرياح الشمسية

انتهاء رحلة "السفينة الموبوءة".. وهذا مصير من بقي على متنها

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998