The investigation psychometric properties of Trigwell, s teacher approach to teaching revised- questionnaire

Document Type : Scientific Articles

Authors

1 Assistant Professor, Department of Psychology and Educational Sciences, Azad University, Bandar Lengeh Branch, Iran

2 Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran.

3 Assistant Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran.

10.22111/jeps.2020.5694

Abstract

The main purpose of this article is investigation of psychometric properties Trigwell, approach to teaching- revised 22 Items questionnaire. Questionnaires were distributed between teachers, of Asalouyeh, Parsian and Shibkooh cities in south zone (Hormozgan and Bushehr) of Iran. From 501 teachers selected with randomized stratified sampling. 298 men and 203 women responded to questionnaire. Exploratory factor analysis (EFA) is done with principal components and rotated with varimax method. Two factors is earned consist informational transformation-teacher focused and conceptual change- student focused and There are 11 Items on each factor . Loading factors was than 0/30 and none of items is omitted. Result of confirmatory factor analysis (CFA) also showed that two factors questionnaire were good fit of the data to the hypothesized model. Reliability of teachers’ approach to teaching questionnaire is earned with Alpha Cronbach’s Coefficient method. Alpha Cronbach’s coefficient dimensions of teachers’ approach to teaching questionnaire consist informational transformation- teacher focused and conceptual change- student focused is obtained 0/858 and 0/862. The result showed that the two factors of approach to teaching questionnaire has acceptable validity and, reliability. This questionnaire can be used in instructional and psychological research for Iranian teachers of middle and high school course . Results of this research is generalized with caution to primary school teachers and university teachers.

Keywords

References

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Journal of Educational Psychology Studies
Volume 17, Issue 39
October 2020
Pages 76-53

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