Content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale in the context of the flipped classroom in higher education

Author:

Alqahtani Turki MesferORCID,Yusop Farrah DinaORCID,Halili Siti Hajar

Abstract

AbstractDuring the COVID-19 pandemic, the flipped classroom (FC) approach has been a prominent teaching and learning strategy. Despite its popularity, few studies have been undertaken to effectively measure student learning experiences in an FC learning environment. The purpose of this study is to assess the content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale, which is used to measure student learning experiences in a flipped classroom (FC) in the Saudi Arabian higher education environment. The content validity of the eight-dimension scale was examined using the three-tier methodology, including the content validity ratio (CVR) technique, based on the evaluations of selected experts in the field and factor analysis methodology. The results showed that 31 of the 32 items were accepted, with only one item being denied. The findings suggested that this instrument has a strong potential for usage as a valid scale to evaluate the quality of FC teaching and learning among higher education students.

Publisher

Springer Science and Business Media LLC

Subject

General Economics, Econometrics and Finance,General Psychology,General Social Sciences,General Arts and Humanities,General Business, Management and Accounting

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