Confirmatory factor analysis : Collaborative learning scale for nursing students
Keywords:
the collaborative learning scale, nursing studentsAbstract
The purpose of this study was to analyze the confirmatory factors of collaborative learning scale. The participants were the 2nd, 3rd and 4th year of nursing students from nursing colleges under the Ministry of Defense and the Royal Thai Police Headquarters. Two hundred and forty nursing students were recruited by simple random sampling. The research instruments were demographic data form and the collaborative learning scale. Data were analyzed by using 1) descriptive statistics including frequency, percentage, mean, standard deviation, and 2) confirmatory factor analysis (CFA).
The study findings revealed that the collaborative learning scale was to analyze CFA. It was developed from literature review and consisted of 21 indicators which divided into 3 dimensions including: 1) emotional, thoughts, and beliefs in collaborative learning (6 indicators), 2) collaborative learning ability (6 indicators), and 3) collaborative learning behavior (9 indicators). The Cronbach's alpha coefficient of the collaborative learning scale was .958 and each dimension was .892, 892, and .920, respectively. In the process of conducting CFA, the collaborative learning measurement model was fitted to the empirical data and statistically significant (chi-square (df = 171, n = 240) = 310.486, p = .000; χ2/df=1.816; CFI = .959, TFI = .950; SRMR = .053, RMSEA = .058).
Suggestions: Nursing instructors could utilize the collaborative learning scale as a learning assessment among nursing students to obtain information that leads to develop the suitable teaching and learning activities for nursing education.
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