An investigation of the internal structure of the Meaningful Learning in the Laboratory Instrument
Disciplines
Applied Statistics | Multivariate Analysis | Science and Mathematics Education | Statistical Models
Abstract (300 words maximum)
The Meaningful Learning in the Laboratory Instrument (MLLI) has been widely used to measure the impacts of laboratory instruction on students learning. The MLLI was originally developed with a theoretical foundation of meaningful learning occurring within the cognitive, affective and psychomotor domains. The developers of the MLLI developed items specifically with the intent of measuring the cognitive, affective, and combined cognitive-affective domains and studies have reported the data based on these construct sub-scores. However, no study to date has tested whether this theoretical construct holds in the data that is collected from the MLLI nor how the model holds in diverse populations. As part of a larger study looking at laboratory instruction across the chemistry curriculum, the MLLI was administered to all students enrolled in a chemistry laboratory in the spring of 2022 at a large metropolitan university with a diverse student population. This presentation will present the results of a confirmatory factor analysis using the theoretical model presented by the original developers of the MLLI.
Academic department under which the project should be listed
CCSE - Data Science and Analytics
Primary Investigator (PI) Name
Gita Taasoobshirazi
Additional Faculty
Kimberly Cortes, Chemistry, klinenbe@kennesaw.edu Michelle Head, Chemistry, mhead24@kennesaw.edu
An investigation of the internal structure of the Meaningful Learning in the Laboratory Instrument
The Meaningful Learning in the Laboratory Instrument (MLLI) has been widely used to measure the impacts of laboratory instruction on students learning. The MLLI was originally developed with a theoretical foundation of meaningful learning occurring within the cognitive, affective and psychomotor domains. The developers of the MLLI developed items specifically with the intent of measuring the cognitive, affective, and combined cognitive-affective domains and studies have reported the data based on these construct sub-scores. However, no study to date has tested whether this theoretical construct holds in the data that is collected from the MLLI nor how the model holds in diverse populations. As part of a larger study looking at laboratory instruction across the chemistry curriculum, the MLLI was administered to all students enrolled in a chemistry laboratory in the spring of 2022 at a large metropolitan university with a diverse student population. This presentation will present the results of a confirmatory factor analysis using the theoretical model presented by the original developers of the MLLI.