Teaching Quality in South Texas: Examining the Factor Structures of the Modified Principles of Adult Learning Scale for Students at a Four-Year, Hispanic Serving Institution
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| Title: | Teaching Quality in South Texas: Examining the Factor Structures of the Modified Principles of Adult Learning Scale for Students at a Four-Year, Hispanic Serving Institution |
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| Language: | English |
| Authors: | Tejeda, Armando Roel |
| Source: | ProQuest LLC. 2023Ph.D. Dissertation, University of the Incarnate Word. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 92 |
| Publication Date: | 2023 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Effectiveness, Educational Quality, Hispanic American Students, Minority Serving Institutions, College Students, Student Attitudes, Student Evaluation of Teacher Performance, Rating Scales, Factor Structure |
| Geographic Terms: | Texas |
| Assessment and Survey Identifiers: | Principles of Adult Learning Scale |
| ISBN: | 979-83-7974-174-7 |
| Abstract: | The purpose of this survey study was to explore the factor structure of a newly adapted survey called the Modified Principles of Adult Learning Scale (MPALS) with students at a 4-year Hispanic Serving Institution. The examination of the factor structure of the new instrument was done in order to analyze student perception of professor's instructional approach (i.e., application of constructivist Learning Theory). The MPALS is a 44-item questionnaire that upon analysis yielded three factors, titled Student Centered, Subject Centered, and Teacher Centered, which supports its use as a student measure of instructional approach consistent with constructivist Learning Theory. The experience of engaging this tool may provide respondents with a framework for insight into their own opinions about teaching and learning as students and affect how they will teach and their personal philosophy of education and instruction. Faculty might benefit from utilizing this instrument to examine student perceptions about the nature of instruction. Administrators and other educators may explore the use of the MPALS as a tool to predict student success based on the match between student perspective of instruction and instructor practice (or perspective). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30319164 |
| Accession Number: | ED635321 |
| Database: | ERIC |
| Abstract: | The purpose of this survey study was to explore the factor structure of a newly adapted survey called the Modified Principles of Adult Learning Scale (MPALS) with students at a 4-year Hispanic Serving Institution. The examination of the factor structure of the new instrument was done in order to analyze student perception of professor's instructional approach (i.e., application of constructivist Learning Theory). The MPALS is a 44-item questionnaire that upon analysis yielded three factors, titled Student Centered, Subject Centered, and Teacher Centered, which supports its use as a student measure of instructional approach consistent with constructivist Learning Theory. The experience of engaging this tool may provide respondents with a framework for insight into their own opinions about teaching and learning as students and affect how they will teach and their personal philosophy of education and instruction. Faculty might benefit from utilizing this instrument to examine student perceptions about the nature of instruction. Administrators and other educators may explore the use of the MPALS as a tool to predict student success based on the match between student perspective of instruction and instructor practice (or perspective). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-83-7974-174-7 |
