Refinement and Validation of Research Instrument for Assessing Executive Functioning Skills in the Post-Pandemic Education: The MEASURE Approach

Marlon Villaver
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Abstract

This paper describes the development and validation of an instrument for measuring and assessing the executive functioning skills of learners with special educational needs towards academic achievement. Based on the comprehensive review of related literature and thorough study of the researcher, the instrument was carefully constructed and examined among learners with special educational needs (N=26). The data was randomly divided into 5 variables (organization, planning, time-management, self-control, and metacognition). A preliminary study of the 26 non-respondents in the questionnaire produced a Cronbach alpha value of 0.820 (Organization), 0.852 (Planning), 0.896 (Time-Management), 0.885 (Self-Control), 0.814 (Metacognition) to test the internal consistency and reliability of the questionnaire. The results show that 5 variables could be distinguished as reliable and have a credible construct with a dependability score of at least 0.80. Thus, the results regarding the validity of the instrument were acceptable.
大流行后教育执行功能技能评估研究工具的完善与验证:MEASURE 方法
本文介绍了一种用于测量和评估有特殊教育需要的学习者学习成绩的执行功能技能的工具的开发和验证情况。基于对相关文献的全面回顾和研究人员的深入研究,该工具经过精心设计,并在有特殊教育需求的学习者(N=26)中进行了测试。数据被随机分为 5 个变量(组织、计划、时间管理、自我控制和元认知)。对问卷中 26 名未作答者进行了初步研究,得出了 0.820(组织)、0.852(计划)、0.896(时间管理)、0.885(自我控制)、0.814(元认知)的 Cronbach alpha 值,以检验问卷的内部一致性和可靠性。结果表明,有 5 个变量是可靠的,具有可信的建构,可靠度得分至少为 0.80。因此,该工具的有效性结果是可以接受的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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