DEVELOPING LEARNING INDEX, MEASUREMENT INSTRUMENT, AND GUIDELINES FOR ENHANCING STUDENT LEARNING: MACRO- AND MICRO-LEVEL STUDIES IN CAMBODIA

Abstract

This research aimed to 1) develop instruments to measure students’ learning and determine the learning index of students, 2) analyze the learning index of Cambodian students and explain the learning index profiles with selected school backgrounds at the macro level, and 3) develop guidelines for enhancing the learning index of students by analyzing lessons learnt from classroom practices of teachers at the micro level. The research sample for the macro level consisted of 1,619 high school students selected by using a multistage random sampling technique, while 24 students were selected for the micro level study. The research instrument was a 5-point rating scale. Data were analyzed by descriptive statistics, correlation analysis, t-test analysis, confirmatory factor analysis, multiple regression, content analysis, reliability analysis, objectivity analysis, uncertainty analysis, and norms development for the learning index interpretation, using R version 3.2.2 and Mplus version 7. Key research findings were summarized as follows: 1. The instrument to measure student learning consisted of two main components: Learning to Know and Learning to Do. Each component was composed of two sub-components: processes and outcomes of learning. Each sub-component was measured by three indicators. The qualities of the instrument based on the six of psychometric properties were examined. The instrument had content validity (IOC ranged between .50-1.00). The objectivity and uncertainty analyses also showed acceptable results. In addition, the instrument had a high level of construct validity (X2(15, N=1619) = 22.32, p = .10, CFI = 1.00, TLI = .99, SRMSR = .01, RMSEA= .02), highly reliable (Cronbach’s α = .83-.94), and acceptable criterion-related valid as examined by using the known-group technique. For the learning index interpretation, this study proposed two approaches: criterion-referenced and norm-referenced. Employing the norm-referenced interpretation, this study classified Cambodian students’ learning index into 4 levels: low (.000 - .062), moderate (.063 - .375), relatively high (.376 - .680), and high (.681 – 1.000). This study also calculated the percentile rank of Cambodian students’ learning index. 2. At the macro level, the average of Cambodian students’ learning index was .649. The learning index of Cambodian students could be explained by the backgrounds of students and school contexts. It was found that gender and family incomes of students, academic stream, school jurisdictions, school contexts (competing/non-competing schools), and school internet access accounted for 3% of the learning variation. 3. At the micro level, the results of Kampong Chueteal High School as the case study of this research indicated that student learning index was higher after implementing the teacher-designed activities to enhance student learning based on their learning index. Lessons learned from the study, for example interactive instructional activities between teachers and students, were developed to create guidelines for enhancing student learning.