Timothy Teo

TL;DR: The use of Structural Equation Modeling (SEM) in research has increased in psychology, sociology, education, and economics since it was first conceived by Wright (1918), a biometrician who was credited with the development of path analysis to analyze genetic theory in biology as discussed by the authors.

Abstract: Cronbach’s coefficient alpha has been widely known and used in educational research. Many education research practitioners, however, may not be aware of the potential issues when the main assumptions for coefficient alpha are violated in research practice. This paper provides a brief discussion about two assumptions that may make the use and interpretation of coefficient alpha less appropriate in education research: violations of the tau-equivalence model assumption and the error independence assumption. Violation of either or both of these assumptions will have negative effects on the precision of coefficient alpha as reliability estimate. The paper further presents two alternative reliability estimates without the assumptions of tau-equivalence or error independence. Research practitioners may consider these and other alternatives, when measurement data may not satisfy the assumptions for coefficient alpha.

TL;DR: The research revealed that perceptions of MOOC performance were represented by two attribute-level qualities, knowledge transmission quality and interaction quality, whereas a habit of choosing MOOCs as a learning mode was found to significantly increase continuance intention.

TL;DR: The revised 12-item CAMYS was piloted with 256 students aged 10-12 with a mean of 11.9 years (SD=0.31), and several statistical analyses were performed to assess the reliability and validity of the measure.

TL;DR: The TAM‐based model developed in this research evidences the influence of the second‐order barriers in the adoption of mobile technologies among secondary preservice teachers and suggests the need to continue studying the effect of new factors on the technology adoption process.