Well being, Student engagement, Reliability, Evaluation research, Rasch model, Academic persistence, Interpersonal relationship, Factor analysis, Online surveys, Attendance, Secondary education
The second component of the trial of the Engagement Matrix (EM) seeks to examine empirically the reliability, validity and dimensionality of the EM by way of various analyses, particularly Rasch modelling. Responses to an online survey of more than 300 ICAN/FLO staff and teachers were analysed to ascertain whether the statements a) could be grouped together along the three assumed underlying dimensions (Relationships, Involvement in learning and Well-being) and if these dimensions were related to a common underlying trait, namely Engagement, b) measured these dimensions reliably, c) could differentiate between students with different levels of engagement and d) worked to describe five levels of engagement. In addition, an analysis of construct validity was conducted whereby expectations of case managers regarding the likely amount of time young people would be involved in ICAN/FLO activities were related to subsequent EM ratings of these young people.
Lietz, P., & Tobin, M. (2011). Trial of the Engagement Matrix Component 2: The reliability and validity of the Engagement Matrix. Report. Australian Council for Educational Research (ACER). https://research.acer.edu.au/learning_processes/17
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Copyright Government of South Australia. Department of Education and Children's Services, 2011
Place of Publication
Adelaide, South Australia
Australian Council for Educational Research (ACER)