Assessing How Students Learn in Team-Based Learning: Validation of the Knowledge Re-Consolidation Inventory
Purpose: The purpose of the present study was to establish the construct validity of a new instrument to measure psychological learning processes associated with Team-based learning (TBL), the Knowledge Re-Consolidation Inventory (KRCI). The instrument was designed to measure six factors: (1) self-g...
| Main Authors: | , , , , , |
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| Format: | Journal Article |
| Language: | English |
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2018
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| Online Access: | https://hdl.handle.net/10356/87042 http://hdl.handle.net/10220/44283 |
| _version_ | 1826114318334164992 |
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| author | Ahn, Hyun Seon Rotgans, Jerome Ingmar Rajalingam, Preman Lee, Rebekah Jian Jia Koh, Juliana Ying Yun Low-Beer, Naomi |
| author2 | Lee Kong Chian School of Medicine (LKCMedicine) |
| author_facet | Lee Kong Chian School of Medicine (LKCMedicine) Ahn, Hyun Seon Rotgans, Jerome Ingmar Rajalingam, Preman Lee, Rebekah Jian Jia Koh, Juliana Ying Yun Low-Beer, Naomi |
| author_sort | Ahn, Hyun Seon |
| collection | NTU |
| description | Purpose: The purpose of the present study was to establish the construct validity of a new instrument to measure psychological learning processes associated with Team-based learning (TBL), the Knowledge Re-Consolidation Inventory (KRCI). The instrument was designed to measure six factors: (1) self-guided preparation, (2) knowledge consolidation, (3) retrieval practice, (4) peer elaboration, (5) feedback, and (6) transfer of knowledge. Method: Two samples were taken, consisting in total of 197 first- and second-year medical students from Singapore. To establish the construct validity of the KRCI, two confirmatory factor analyses were conducted (CFA). First, an exploration sample (N=90) was taken from the second-year medical students to conduct a preliminary CFA, and it resulted in elimination of items with poor psychometric properties. A confirmatory sample (N=107) was then taken from the first-year medical students to conduct a second CFA to cross-validate the KRCI with reduced items. Results: From the original 38 items, 16 remained. The resulting model fitted the data well. The second CFA with the cross-validation sample replicated the findings of the first analysis and supported the factorial structure of the hypothesised six-factor model. Tests of factorial invariance demonstrate that the factorial structure of the KRCI was stable across measurements. Discussion: The results of the study suggest that the KRCI is a valid and reliable instrument capable of measuring the six psychological mechanisms underlying TBL. |
| first_indexed | 2024-10-01T03:37:32Z |
| format | Journal Article |
| id | ntu-10356/87042 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T03:37:32Z |
| publishDate | 2018 |
| record_format | dspace |
| spelling | ntu-10356/870422020-11-01T05:14:47Z Assessing How Students Learn in Team-Based Learning: Validation of the Knowledge Re-Consolidation Inventory Ahn, Hyun Seon Rotgans, Jerome Ingmar Rajalingam, Preman Lee, Rebekah Jian Jia Koh, Juliana Ying Yun Low-Beer, Naomi Lee Kong Chian School of Medicine (LKCMedicine) Construct Validity Confirmatory Factor Analysis Purpose: The purpose of the present study was to establish the construct validity of a new instrument to measure psychological learning processes associated with Team-based learning (TBL), the Knowledge Re-Consolidation Inventory (KRCI). The instrument was designed to measure six factors: (1) self-guided preparation, (2) knowledge consolidation, (3) retrieval practice, (4) peer elaboration, (5) feedback, and (6) transfer of knowledge. Method: Two samples were taken, consisting in total of 197 first- and second-year medical students from Singapore. To establish the construct validity of the KRCI, two confirmatory factor analyses were conducted (CFA). First, an exploration sample (N=90) was taken from the second-year medical students to conduct a preliminary CFA, and it resulted in elimination of items with poor psychometric properties. A confirmatory sample (N=107) was then taken from the first-year medical students to conduct a second CFA to cross-validate the KRCI with reduced items. Results: From the original 38 items, 16 remained. The resulting model fitted the data well. The second CFA with the cross-validation sample replicated the findings of the first analysis and supported the factorial structure of the hypothesised six-factor model. Tests of factorial invariance demonstrate that the factorial structure of the KRCI was stable across measurements. Discussion: The results of the study suggest that the KRCI is a valid and reliable instrument capable of measuring the six psychological mechanisms underlying TBL. Published version 2018-01-09T08:27:15Z 2019-12-06T16:33:51Z 2018-01-09T08:27:15Z 2019-12-06T16:33:51Z 2017 Journal Article Ahn, H. S., Rotgans, J. I., Rajalingam, P., Lee, R. J. J., Koh, J. Y. Y., & Low-Beer, N. (2017). Assessing How Students Learn in Team-Based Learning: Validation of the Knowledge Re-Consolidation Inventory. Health Professions Education, 3(2), 118-127. https://hdl.handle.net/10356/87042 http://hdl.handle.net/10220/44283 10.1016/j.hpe.2017.10.001 en Health Professions Education © 2017 King Saud bin Abdulaziz University for Health Sciences. Production and hosting by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). 10 p. application/pdf |
| spellingShingle | Construct Validity Confirmatory Factor Analysis Ahn, Hyun Seon Rotgans, Jerome Ingmar Rajalingam, Preman Lee, Rebekah Jian Jia Koh, Juliana Ying Yun Low-Beer, Naomi Assessing How Students Learn in Team-Based Learning: Validation of the Knowledge Re-Consolidation Inventory |
| title | Assessing How Students Learn in Team-Based Learning: Validation of the Knowledge Re-Consolidation Inventory |
| title_full | Assessing How Students Learn in Team-Based Learning: Validation of the Knowledge Re-Consolidation Inventory |
| title_fullStr | Assessing How Students Learn in Team-Based Learning: Validation of the Knowledge Re-Consolidation Inventory |
| title_full_unstemmed | Assessing How Students Learn in Team-Based Learning: Validation of the Knowledge Re-Consolidation Inventory |
| title_short | Assessing How Students Learn in Team-Based Learning: Validation of the Knowledge Re-Consolidation Inventory |
| title_sort | assessing how students learn in team based learning validation of the knowledge re consolidation inventory |
| topic | Construct Validity Confirmatory Factor Analysis |
| url | https://hdl.handle.net/10356/87042 http://hdl.handle.net/10220/44283 |
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