%0 Journal Article %1 demonbrun2017creating %A DeMonbrun, Matt %A Finelli, Cynthia J. %A Prince, Michael %A Borrego, Maura %A Shekhar, Prateek %A Henderson, Charles %A Waters, Cindy %D 2017 %J Journal of Engineering Education %K InstructionalPractice StudentResponse %N 2 %T Creating an Instrument to Measure Student Response to Instructional Practices %V 106 %X Background: Research has provided evidence on the benefits of active learning on student learning and success in the engineering classroom. Yet the adoption of such types of instruction has been slow. Prior research has suggested that students' responses may have a significant effect on instructors' willingness to adopt different types of instruction. Purpose: We describe our method for creating an instrument to measure the effects of several variables on student response to instructional practices. We discuss the step-by-step process for creating this instrument from the initial development process through multiple stages of validity and reliability testing. Design/Method: The process for instrument development consisted of six steps: item generation and construct development, validity testing, implementation, exploratory factor analysis, confirmatory factor analysis, and instrument modification and replication. We discuss the pilot testing of the initial instrument (n=362) as well as construct development and validation using exploratory and confirmatory factor analyses. Results: This process resulted in the creation of 49 items measuring three parts of our framework. Types of instruction separated into four factors (interactive, constructive, active, and passive); strategies for using in-class activities into two factors (explanation and facilitation); and student responses to instruction into five factors (value, positivity, participation, distraction, and evaluation). Conclusions: This study describes the design process and final results. for an instrument to measure Student Response to Instructional Practices, a useful tool for understanding the relationship between the type of instruction used and students' response.

@article{demonbrun2017creating, abstract = {Background: Research has provided evidence on the benefits of active learning on student learning and success in the engineering classroom. Yet the adoption of such types of instruction has been slow. Prior research has suggested that students' responses may have a significant effect on instructors' willingness to adopt different types of instruction. Purpose: We describe our method for creating an instrument to measure the effects of several variables on student response to instructional practices. We discuss the step-by-step process for creating this instrument from the initial development process through multiple stages of validity and reliability testing. Design/Method: The process for instrument development consisted of six steps: item generation and construct development, validity testing, implementation, exploratory factor analysis, confirmatory factor analysis, and instrument modification and replication. We discuss the pilot testing of the initial instrument (n=362) as well as construct development and validation using exploratory and confirmatory factor analyses. Results: This process resulted in the creation of 49 items measuring three parts of our framework. Types of instruction separated into four factors (interactive, constructive, active, and passive); strategies for using in-class activities into two factors (explanation and facilitation); and student responses to instruction into five factors (value, positivity, participation, distraction, and evaluation). Conclusions: This study describes the design process and final results. for an instrument to measure Student Response to Instructional Practices, a useful tool for understanding the relationship between the type of instruction used and students' response.}, added-at = {2016-12-23T21:44:48.000+0100}, author = {DeMonbrun, Matt and Finelli, Cynthia J. and Prince, Michael and Borrego, Maura and Shekhar, Prateek and Henderson, Charles and Waters, Cindy}, biburl = {https://www.bibsonomy.org/bibtex/21b7779d9e848f07d8183488981cd04d8/vngudivada}, interhash = {7dc777b0afbe44d199c666e8c8cef303}, intrahash = {1b7779d9e848f07d8183488981cd04d8}, journal = {Journal of Engineering Education}, keywords = {InstructionalPractice StudentResponse}, month = {april}, number = 2, timestamp = {2019-03-25T17:10:56.000+0100}, title = {Creating an Instrument to Measure Student Response to Instructional Practices}, volume = 106, year = 2017 }