Confirmatory Factor Analysis of the Short Revised Experiences of Teaching and Learning Questionnaire (SR-ETL-Q): Examining the Internal Structure within a Canadian Undergraduate Population Open Access

[摘要] To ensure academic quality within the Canadian undergraduate education context, there is a need for student evaluation questionnaires that help to enhance students’ teaching-learning environments. The Experiences of Teaching and Learning Questionnaire (ETL-Q) and the Short Revised Experiences of Teaching and Learning Questionnaire (SR-ETL-Q) were designed to meet a similar need in undergraduate courses in UK. Though studies have examined the utility of these questionnaires across different countries, the utility of these tools has yet to be ascertained in Canadian undergraduate populations. Hence, the goal of this study was to examine the structure of SR-ETL-Q responses within a Canadian sample. This goal was achieved by comparing the fit of two competing models, a six- factor versus a five-factor model using confirmatory factor analyses. Results indicate that the theorized six-factor model provided a better fit for the Canadian sample. Implications of these results and recommendations for future research are also discussed.

[发布机构] University of Alberta

[效力级别] Canada