Psychometric properties of an instrument to assess teachers’ practice of differentiated instruction (IATPDI): a confirmatory factor analysis on Bhutanese teachers’ data
IntroductionWe developed the IATPDI questionnaire, comprising seven scales for assessing teachers’ implementation of assessment methods, content, process, and product differentiation, familiarity with and use of various differentiated instruction (DI) strategies, factors influencing DI implementatio...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2024-11-01
|
| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1445865/full |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850191293800513536 |
|---|---|
| author | Tshering Dorji Pelden Nima |
| author_facet | Tshering Dorji Pelden Nima |
| author_sort | Tshering Dorji |
| collection | DOAJ |
| description | IntroductionWe developed the IATPDI questionnaire, comprising seven scales for assessing teachers’ implementation of assessment methods, content, process, and product differentiation, familiarity with and use of various differentiated instruction (DI) strategies, factors influencing DI implementation, and resources used to enhance DI efficacy. This study examined the psychometric properties of the initial four scales with 35 items.MethodsThe questionnaire was administered to a sample of 237 Bhutanese teachers (66.2% male, 33.8% female), and confirmatory factor analysis (CFA) was used for psychometric evaluation.ResultsCFA supported the hypothesized four scales (CFI = 0.911, TLI = 0.903, SRMR = 0.052, RMSEA = 0.059, χ2/df = 1.58). Cronbach’s alpha coefficients ranged from 0.83 to 0.92, and Composite reliability (CR) ranged from 0.86 to 0.92, indicating high internal consistency reliability. Inter-factor correlations supported discriminant validity for most factor pairs, but correlations exceeding 0.85 between some pairs suggested potential overlap, prompting further investigation. Average Variance Extracted (AVE) values for assessment, content, process, and product factors were 0.50, 0.41, 0.53, and 0.51, respectively. While AVE for process and product factors surpassed the commonly accepted threshold (0.50) for convergent validity, the assessment factor approached the threshold and the content factor fell below it, indicating the need for further refinement of its indicators. However, all standardized factor loadings were significant (p < 0.05), confirming convergent validity.DiscussionThese results indicate that the proposed four scales of the IATPDI questionnaire are reliable and valid in measuring the intended constructs. Nevertheless, they also highlight the need for further refinement in identified areas to enhance the tool. |
| format | Article |
| id | doaj-art-e3d936731e54494bb88b6a34d8970fae |
| institution | OA Journals |
| issn | 2504-284X |
| language | English |
| publishDate | 2024-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-e3d936731e54494bb88b6a34d8970fae2025-08-20T02:14:57ZengFrontiers Media S.A.Frontiers in Education2504-284X2024-11-01910.3389/feduc.2024.14458651445865Psychometric properties of an instrument to assess teachers’ practice of differentiated instruction (IATPDI): a confirmatory factor analysis on Bhutanese teachers’ dataTshering Dorji0Pelden Nima1Department of Science, Ministry of Education and Skills Development, Shari Higher Secondary School, Paro, BhutanDepartment of Science, Ministry of Education and Skills Development, Wangbama Central School, Thimphu, BhutanIntroductionWe developed the IATPDI questionnaire, comprising seven scales for assessing teachers’ implementation of assessment methods, content, process, and product differentiation, familiarity with and use of various differentiated instruction (DI) strategies, factors influencing DI implementation, and resources used to enhance DI efficacy. This study examined the psychometric properties of the initial four scales with 35 items.MethodsThe questionnaire was administered to a sample of 237 Bhutanese teachers (66.2% male, 33.8% female), and confirmatory factor analysis (CFA) was used for psychometric evaluation.ResultsCFA supported the hypothesized four scales (CFI = 0.911, TLI = 0.903, SRMR = 0.052, RMSEA = 0.059, χ2/df = 1.58). Cronbach’s alpha coefficients ranged from 0.83 to 0.92, and Composite reliability (CR) ranged from 0.86 to 0.92, indicating high internal consistency reliability. Inter-factor correlations supported discriminant validity for most factor pairs, but correlations exceeding 0.85 between some pairs suggested potential overlap, prompting further investigation. Average Variance Extracted (AVE) values for assessment, content, process, and product factors were 0.50, 0.41, 0.53, and 0.51, respectively. While AVE for process and product factors surpassed the commonly accepted threshold (0.50) for convergent validity, the assessment factor approached the threshold and the content factor fell below it, indicating the need for further refinement of its indicators. However, all standardized factor loadings were significant (p < 0.05), confirming convergent validity.DiscussionThese results indicate that the proposed four scales of the IATPDI questionnaire are reliable and valid in measuring the intended constructs. Nevertheless, they also highlight the need for further refinement in identified areas to enhance the tool.https://www.frontiersin.org/articles/10.3389/feduc.2024.1445865/fulldifferentiated instructionconfirmatory factor analysiscontent validity indexBhutanese teachersDI instrumenteducation |
| spellingShingle | Tshering Dorji Pelden Nima Psychometric properties of an instrument to assess teachers’ practice of differentiated instruction (IATPDI): a confirmatory factor analysis on Bhutanese teachers’ data Frontiers in Education differentiated instruction confirmatory factor analysis content validity index Bhutanese teachers DI instrument education |
| title | Psychometric properties of an instrument to assess teachers’ practice of differentiated instruction (IATPDI): a confirmatory factor analysis on Bhutanese teachers’ data |
| title_full | Psychometric properties of an instrument to assess teachers’ practice of differentiated instruction (IATPDI): a confirmatory factor analysis on Bhutanese teachers’ data |
| title_fullStr | Psychometric properties of an instrument to assess teachers’ practice of differentiated instruction (IATPDI): a confirmatory factor analysis on Bhutanese teachers’ data |
| title_full_unstemmed | Psychometric properties of an instrument to assess teachers’ practice of differentiated instruction (IATPDI): a confirmatory factor analysis on Bhutanese teachers’ data |
| title_short | Psychometric properties of an instrument to assess teachers’ practice of differentiated instruction (IATPDI): a confirmatory factor analysis on Bhutanese teachers’ data |
| title_sort | psychometric properties of an instrument to assess teachers practice of differentiated instruction iatpdi a confirmatory factor analysis on bhutanese teachers data |
| topic | differentiated instruction confirmatory factor analysis content validity index Bhutanese teachers DI instrument education |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1445865/full |
| work_keys_str_mv | AT tsheringdorji psychometricpropertiesofaninstrumenttoassessteacherspracticeofdifferentiatedinstructioniatpdiaconfirmatoryfactoranalysisonbhutaneseteachersdata AT peldennima psychometricpropertiesofaninstrumenttoassessteacherspracticeofdifferentiatedinstructioniatpdiaconfirmatoryfactoranalysisonbhutaneseteachersdata |