Reliability and Validity of the Instrument Assessing the Effectiveness of Online and Regular Classroom Lessons

Dušan J. Ranđelović; Dragana Đ. Lazarević; Miljana S. Pavićević

doi:10.5937/zrffp52-40673

Dušan J. Ranđelović University of Priština in Kosovska Mitrovica, Faculty of Philosophy, Department of Psychology
Dragana Đ. Lazarević University of Priština in Kosovska Mitrovica, Faculty of Philosophy, Department of Psychology
Miljana S. Pavićević University of Priština in Kosovska Mitrovica, Faculty of Philosophy, Department of Psychology

DOI: https://doi.org/10.5937/zrffp52-40673

Keywords: reliability, validity, online teaching, regular classroom teaching, students, teachers

Abstract

In order to propose a new instrument for evaluating the efficiency of teaching process, this paper presents the recently designed tool called Online and Classroom Teaching Efficiency Scales – OCTES. It strives to examine reliability and validity of the OCTES scale on a sample of students (N1=100) and teachers (N2=100). The instrument used to evaluate the effectiveness of three aspects of teaching in two teaching scenarios—classroom teaching and online teaching— includes 3 scales related to cognitive, conative, and affective aspects of teaching. The results indicated that all scales have high reliability (over .80 Cronbach’s alpha) on both the teacher subsample and the student subsample. The construct validity was verified by exploratory factor analysis. The results have confirmed that one-factor solutions are acceptable for all measured scales, with the explained variation ranging from 41.13% during the assessment of the affective component of classroom teaching, to 64% during the assessment of conative aspects of classroom teaching. It can be inferred that the final version of the 30-item scale showed good psychometric properties reflected in high reliability of all assessed aspects of teaching efficiency and solid validity seen through one-factor structure of all scales.

References

Arkorful, V. & Abaidoo, N. (2014). The Role of E-Learning, Advantages and Disadvantages of Its Adoption in Higher Education. International Journal of Instructional Technology and Distance Learning, 12(1), 397–410.

Arsenijević, J. (2021). Sistemi upravljanja u obrazovanju. Kikinda: Visoka škola strukovnih studija za obrazovanje vaspitača u Kikindi.

Bear, G. G., Manning, M. A., Izard, C. E. (2003). Responsible Behavior: The Importance of Social Cognition and Emotion. School Psychology Quarterly, 18(2), 140–157.

Bloom, B. (1976). Human Characteristics and School Learning. New York: McGraw Hill.

Castronova, J. A. (2002). Discovery Learning for the 21st Century: What Is It and How Does It Compare to Traditional Learning in Effectiveness in the 21st Century. Action Research Exchange, 1(1), 1–12.

Ćukušić, M. i Jadrić, M. (2012). E-učenje: koncept i primjenа. Zagreb: Školska knjiga.

De Smul , M., Heirweg , S., Van Keer, H., Devos , G., Vandevelde, S. (2018). How Competent Do Teachers Feel Instructing Self-Regulated Learning Strategies? Development and Validation of the Teacher Self-Efficacy Scale to Implement Self-Regulated Learning. Teaching and Teacher Education, 71, 214–225.

Drucker, P. (2006). The Effective Executive: The Definitive Guide to Getting the Right Things Done. New York: Collins.

Jakšić, A, Mitrović, K., Ćurčić, J., Gračanin, D. (2021). Tradicionalna vs. onlajn nastava: prednosti i izazovi. U: V. Katić (ur.), On-line nastava na univerzitetima (181–184). Novi Sad: Univerzitet u Novom Sadu, Fakultet tehničkih nauka.

Jovanović, D. (2017). Liderski stil nastavnika i efektivnost nastave (odbranjena doktorska disertacija). Filozofski fakultet, Beograd.

Kolak, A. & Majcen, M. (2011). Emocionalne reakcije učenika u nastavnom procesu kao poticaj u razvoju kreativnosti. U: G. Gojkov (ur.), Daroviti u procesu globalizacije (337–360). Vršac: Viša škola strukovnih studija za obrazovanje vaspitača „Mihajlo Palov“.

Kostić, P. (2007). Psihometrija – konstrukcija, rekonstrukcija i upotreba psiholoških mernih instrumenata. Kosovska Mitrovica: Filozofski fakultet.

Krstić, D. (1988). Psihološki rečnik. Beograd: „Vuk Karadžić“.

Lockheed, M. E. & Hanushek, E. A. (1994). Concepts of Educational Efficiency and Effectiveness. In: T. Husen & N. Postlethwaite (Eds.), International Encyclopedia of Education (1779–1784). Oxford: Pergamon.

Luteršek, N. & Backović, A. (2014). Pedagoško-psihološki aspekti nastave. Podgorica: Zavod za školstvo.

Meyer, D. K. & Turner, J. C. (2002). Discovering Emotion in Classroom Motivation Research. Educational Psychologist, 37(2), 107–114.

Milojević, V., Selaković, Ž., Radosavljević, K., Vukajlović, Z. (2020). Onlajn nastava u mlađim razredima osnovne škole. Beograd – Arilje: OŠ „Stevan Čolović“ – OŠ „Veljko Dugošević“.

Miržić-Namet, D. & Surdučki, T. (2020). Učenje na daljinu iz ugla nastavnika, učenika i roditelja. Pedagoška stvarnost, 4 (2), 169–178.

Momirović, K., Wolf, B., Popović, D. A. (1999). Uvod u teoriju merenja i interne metrijske karakteristike kompozitnih mernih instrumenata. Priština: Fakultet za fizičku kulturu.

Novaković, A. (2021). Funkcionalnost elektronskih interaktivnih platformi u onlajn nastavi. Nastava i vaspitanje, 70 (1), 105–125.

Petrović-Bjekić, D. (2000). Uspešnost u nastavi i empatija nastavnika. Psihologija, 33 (3–4), 499–520.

Poljak V. (1977). Nastavni sistemi. Zagreb: Pedagoško-književni zbornik.

Rapanta, C., Botturi, L., Goodyear, P. Guardia, L., Koole, M. (2020). Online University Teaching during and after the COVID-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital Science and Education, 2, 923–945.

Rowbotham, М. & Schmitz, G. S. (2013). Development and Validation of a Student Self-Efficacy Scale. Journal of Nursing & Care, 2(1), 1–6.

Simić, K. (2015). Osnove metodike nastave. Brčko: Evropski univerzitet Brčko distrikta.

Taylor, J. C. (2001). Fifth Generation Distance Education. E-Journal of Instructional Science and Technology (e-JIST), 4(1), 1–14.

Yavuzalp, N. & Bahcivan, E. (2019). The Online Learning Self-Efficacy Scale: Its Adaptation into Turkish and Interpretation According to Various Variables. Turkish Online Journal of Distance Education, 21(1), 31–44.

Ранђеловић, Д. (2017). Ефикасност и психолошке основе наставе путем решавања проблема увиђањем. Косовска Митровица: Филозофски факултет.

Ранђеловић, Д. & Михајловић, Р. (2021). Емоције у образовном контексту и процена квалитета постојећих платформи за онлајн наставу на територији Косова и Метохије. Баштина, 31 (55), 297–322.