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Development and Validation of Psychometric Properties of the 10 IB Learner Profile Instrument (10IBLP-I): A Combination of the Rasch and Classical Measurement Model

Kamaruddin M, Mohd Matore MEE

Int J Environ Res Public Health, 2021 Jun 15;18(12).
PMID: 34203683 DOI: 10.3390/ijerph18126455

BACKGROUND: The International Baccalaureate Middle Years Programme (IBMYP) aims to produce a holistic transformation with creative and critically minded students. However, very little attention has been paid to the development of an instrument to measure the IB learner profile with good psychometric properties.
PURPOSE: This study aims to develop an instrument with good psychometric properties, based on the Rasch measurement model and confirmatory factor analysis.
METHODS: The study consists of two phases of pilot and field studies involving 597 year four students from IBWS MOE.
RESULTS: The findings from the Rasch measurement model analysis have shown that 54 items meet the criteria of the item fit, unidimensionality, and reliability index. Meanwhile, confirmatory factor analysis found that 44 items have shown a valid item fit index.
CONCLUSIONS: The combination of both analyses has shown the strength of 10IBLP-I psychometric properties that cover the aspects of validity and reliability. The findings also provide an implication to the theory, with empirical evidence that the IB learner profile consists of 10 constructs. Besides, the evidenced 10IBLP-I comprises good psychometric properties, which can be used to measure the level of IB learner profile among IBWS MOE students to assess the effectiveness of the implementation of IBMYP in Malaysia.
The Influence of Teachers' Self-Efficacy and School Leaders' Transformational Leadership Practices on Teachers' Innovative Behaviour

Zainal MA, Mohd Matore MEE

Int J Environ Res Public Health, 2021 Jun 14;18(12).
PMID: 34198506 DOI: 10.3390/ijerph18126423

BACKGROUND: The current rapid development demands educators to possess innovative behaviour. Presently, in the environment of rapid technological growth and borderless global communication, teachers with innovative behaviour are capable of facing each painful challenge that confronts the education system; therefore, it is essential to understand the factors influencing the innovative behaviour of teachers.
PURPOSE: To identify the influence of teachers' self-efficacy and school administrators' transformational leadership practices on teachers' innovative behaviour.
METHOD: A quantitative approach using a cross-sectional survey design with a sample of 1415 teachers from four states in Malaysia, and the data were statistically analysed using SPSS® version 26.0 for Windows™ (IBM Corporation, New York, NY, USA).
RESULT: Multiple Regression Analysis found that teachers' self-efficacy and school administrators' transformational leadership practices both had a significant influence on teachers' innovative behaviour by contributing 47.0% of the variance in teachers' innovative behaviour.
CONCLUSION: The findings suggested that teachers' self-efficacy and school administrators' transformational leadership practices both play a role in influencing teachers' innovative behaviour. Therefore, the stakeholders need to consider the aspects of self-efficacy and transformational leadership practices of school administrators in drafting policies and related programmes to improve teachers' innovative behaviour.
Fulltext The relationship of Grasha-Riechmann Teaching Styles with teaching experience of National-Type Chinese Primary Schools Mathematics Teacher

Sim SH, Mohd Matore MEE

Front Psychol, 2022;13:1028145.
PMID: 36337560 DOI: 10.3389/fpsyg.2022.1028145

Grasha-Riechmann Teaching Styles have a high potential to be applied in Mathematics especially to help increase teacher educators' knowledge. However, very little attention has been paid to the study of identifying the teaching style patterns of Mathematics teachers at the primary school National-Type Chinese Primary Schools or Sekolah Jenis Kebangsaan Cina SJKC. There is increasing concern about how this teaching style related to the teaching experience. This study aims to identify the patterns of Grasha-Riechmann Teaching Styles among primary school Mathematics teachers and the relationship between Grasha-Riechmann Teaching Styles with teaching experience. The quantitative approach through a survey was applied to 97 Mathematics teachers of SJKC Kepong, Kuala Lumpur using the simple random sampling method. The instrument was adapted from the Grasha-Riechmann Teaching Styles Questionnaire (1996), which measures five teaching styles such as Personal Model Teaching Style, Expert Teaching Style, Formal Authority Teaching Style, Delegator Teaching Style, and Facilitator Teaching Style. The patterns showed that the Personal Model Teaching Style is the most dominant, and the Facilitator Teaching as the least dominant style. The Spearman's Rho Correlation also reported a very weak significant correlation between Grasha-Riechmann Teaching Styles with the teachers' Mathematics teaching experience, specifically for Expert, Formal Authority, and Facilitator Teaching Styles. The study provides practical implications for educators' professional development to diversify the training of teachers by experience and adapt them to the needs of student learning in primary school. These findings trigger ideas to get a better understanding by other demographic variables such as gender, age, and complexity of Mathematics subject.
Fulltext The influence of learning styles on academic procrastination among students in mathematics

Wan Hussin WAS, Mohd Matore MEE

Front Psychol, 2023;14:1239933.
PMID: 37954184 DOI: 10.3389/fpsyg.2023.1239933

INTRODUCTION: Procrastination is a complex psychological and behavioral construct that is strongly influenced by certain personality traits. In mathematics learning, students find it difficult to master the concepts because of less exposure to learning styles. Poor knowledge of mathematical concepts leads to academic procrastination in the subject of Mathematics among students. Therefore, this study aims to identify students' learning styles in Mathematics, identify the stages of students' academic procrastination in Mathematics, and determine whether there is a significant influence of learning styles (visual, auditory, and kinesthetic) on academic procrastination among secondary school students in Mathematics.
METHODS: A quantitative approach with a survey was applied. A total of 500 Form Two and Form Four students in five national secondary schools in the Kota Bharu district, Kelantan, were selected using simple random sampling. The duration of data gathering started from 4 October 2022 until 31 January 2023. The Learning Styles Questionnaire and the Academic Procrastination Questionnaire were adapted and verified by eight experts in psychology and counseling. Descriptive and multiple regression tests were carried out using IBM SPSS version 26.0.
RESULTS: The results revealed that the visual learning style was the most dominant learning style among students in the subject of Mathematics, followed by auditory and kinesthetic. The level of students' academic procrastination in Mathematics was low. Besides, multiple regression showed that visual and kinesthetic learning styles were significant contributors or predictors, which amounted to 14.1% of the variation in students' academic procrastination in Mathematics.
DISCUSSION: The implications of this study highlight the possibility to improve programs in schools by exposing students to suitable learning styles so that they can practice effective learning styles in Mathematics and consequently overcome academic procrastination. Further research can be carried out by identifying other factors that encourage academic procrastination in the subject of Mathematics in order to increase students' motivation and self-efficacy.
Fulltext Rater severity differences in English language as a second language speaking assessment based on rating experience, training experience, and teaching experience through many-faceted Rasch measurement analysis

Mohd Noh MF, Mohd Matore MEE

Front Psychol, 2022;13:941084.
PMID: 35936278 DOI: 10.3389/fpsyg.2022.941084

Evaluating candidates' answers in speaking skill is difficult and rarely explored. This task is challenging and can bring inconsistency in the rating quality among raters, especially in speaking assessments. Severe raters will bring more harm than good to the results that candidates receive. Many-faceted Rasch measurement (MFRM) was used to explore the differences in teachers' rating severity based on their rating experience, training experience, and teaching experience. The research uses a quantitative approach and a survey method to enlist 164 English teachers who teach lower secondary school pupils, who were chosen through a multistage clustered sampling procedure. All the facets involving teachers, candidates, items, and domains were calibrated using MFRM. Every teacher scored six candidates' responses in a speaking test consisting of three question items, and they were evaluated across three domains, namely vocabulary, grammar, and communicative competence. Results highlight that the rating quality was different in terms of teachers' rating experience and teaching experience. However, training experience did not bring any difference to teachers' rating quality on speaking test. The evidence from this study suggests that the two main factors of teaching and rating experience must be considered when appointing raters for the speaking test. The quality of training must be improved to produce a rater with good professional judgment. Raters need to be supplied with answer samples with varied levels of candidates' performance to practice before becoming a good rater. Further research might explore any other rater bias that may impact the psychological well-being of certain groups of students.
Fulltext Broad vs. narrow traits: a scoping review of measuring personality traits in teacher selection using the situational judgment test

Nadmilail AI, Mohd Matore MEE, Maat SM, Sheridan L

Front Psychol, 2023;14:1217321.
PMID: 37842695 DOI: 10.3389/fpsyg.2023.1217321

Situational Judgment Tests (SJTs) have gained popularity and are commonly used as a measurement technique in a variety of professions, particularly those that include hiring, promoting, and professional development. In various educational sectors around the world, SJTs are being utilized as a measure by which to choose individuals who possess the requisite non-academic attributes for the profession. The objective of this review is to identify and analyze the traits that are measured in teacher selection using SJTs, in terms of both broad and narrow traits. This review uses a scoping review approach comprising five stages which are: identifying the research question, identifying relevant studies, selecting the studies, charting the data and reporting the results. Seven empirical research studies on teacher selection using SJTs were identified in which broad and narrow traits are used differently in selection. In the studies, a broad trait-conscientiousness-and seven narrow traits-organization and planning; empathy and communication; adaptability and resilience; mindset; emotional regulation; professional ethics; and enthusiasm and motivation-were recognized. Analysis revealed, in line with other prior studies, that the traits discovered tended to be used as the foundation for teacher selection criteria. The use of broad and narrow traits as the basis for teacher selection criteria has implications for the selection of the "best" teacher candidates because both broad and narrow traits generally do not accurately measure the precise characteristics needed. Future studies should focus on measuring more precise characteristics without overlap between the targeted characteristics, in light of the conclusions from this review.