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

Education

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

T. M. Alqahtani, F. D. Yusop, et al.

This study, conducted by Turki Mesfer Alqahtani, Farrah Dina Yusop, and Siti Hajar Halili, reveals the impressive content validity of the CLHES scale, designed to capture student learning experiences in Saudi Arabian flipped classrooms. With 31 out of 32 items accepted, this research highlights the scale's strong potential to enhance understanding of effective teaching and learning in higher education.

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Playback language: English
Abstract
This study assesses the content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale for measuring student learning experiences in a flipped classroom (FC) environment within Saudi Arabian higher education. Using a three-tier methodology involving content validity ratio (CVR) and factor analysis, the researchers evaluated the eight-dimension scale. Results showed 31 of 32 items were accepted, indicating strong potential for the CLHES scale as a valid instrument for evaluating FC teaching and learning.
Publisher
Humanities & Social Sciences Communications
Published On
May 30, 2023
Authors
Turki Mesfer Alqahtani, Farrah Dina Yusop, Siti Hajar Halili
Tags
Constructivist Learning
Higher Education
Flipped Classroom
Content Validity
Student Learning Experiences
Saudi Arabia

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