Development and Psychometric Validation of the Learner Awareness Questionnaire

The aim of this paper is to discuss the development and psychometric validation of the Learner Awareness Questionnaire (LALQ) using exploratory factor analysis and correlation studies with the Revised Two Factor Study Process Questionnaire (R-SPQ-2F) and Revised Achievement Goal Questionnaire (AGQ-R). This instrument assesses the approaches students take to learn and why they learn. The purpose for developing the LALQ is to provide an easy to administer student approaches to learning questionnaire that is designed specifically for Malaysian students that is comparable in terms of reliability and validity to other more establish instruments like to R-SPQ-2F and the AGQ-R. An initial set of 36 items of the LALQ were derived from the data collected from a phenomenological study and existing literature on student learning. A process of testing and refinement, using 172 randomly selected undergraduate students from various faculties of a university in Malaysia, resulted in four learner awareness scales, with 9 items for Survival, 4 items for Establishing Stability, 4 items for Approval and 4 items for Loving to Learn. A fresh sample of 331 randomly selected undergraduate students from the same university was used to test the final version of the LALQ which had acceptable Cronbach alpha values for scale reliabilities. The LALQ was then validated using discriminant and convergent validation with two well established instruments the R-SPQ-2F and the AGQ-R. The overall results show that the LALQ is a reliable and valid tool to measure student learning and is easy for students to relate to and complete. This instrument is also significantly correlated to the R-SPQ-2F and the AGQ-R. The LALQ is a simple self-reporting questionnaire that teachers and students can use to evaluate the learning that takes place in the classroom. It is also aimed at providing teacher with a relevant tool to use for evaluation and research in their classroom. 

The aim of this paper is to discuss the development and psychometric validation of the Learner Awareness Questionnaire (LALQ) using exploratory factor analysis and correlation studies with the Revised Two Factor Study Process Questionnaire (R-SPQ-2F) and Revised Achievement Goal Questionnaire (AGQ-R). This instrument assesses the approaches students take to learn and why they learn. The purpose for developing the LALQ is to provide an easy to administer student approaches to learning questionnaire that is designed specifically for Malaysian students that is comparable in terms of reliability and validity to other more establish instruments like to R-SPQ-2F and the AGQ-R. An initial set of 36 items of the LALQ were derived from the data collected from a phenomenological study and existing literature on student learning. A process of testing and refinement, using 172 randomly selected undergraduate students from various faculties of a university in Malaysia, resulted in four learner awareness scales, with 9 items for Survival, 4 items for Establishing Stability, 4 items for Approval and 4 items for Loving to Learn. A fresh sample of 331 randomly selected undergraduate students from the same university was used to test the final version of the LALQ which had acceptable Cronbach alpha values for scale reliabilities. The LALQ was then validated using discriminant and convergent validation with two well established instruments the R-SPQ-2F and the AGQ-R. The overall results show that the LALQ is a reliable and valid tool to measure student learning and is easy for students to relate to and complete. This instrument is also significantly correlated to the R-SPQ-2F and the AGQ-R. The LALQ is a simple self-reporting questionnaire that teachers and students can use to evaluate the learning that takes place in the classroom. It is also aimed at providing teacher with a relevant tool to use for evaluation and research in their classroom.