Measurement Model of Leadership Elements for Integration of Blended Learning into Technology Education Programme
Abubakar Shuaibu Chiroma1, Mohd Safarin Bin Nordin2, Mike Cyril Ubale3
1Abubakar Shuaibu Chiroma, Department of Technology Education, School of Technology and Science Education, Modibbo Adama University of Technology Yola, Nigeria.
2Mohd Safarin Bin Nordin, Department of Technical, Vocational and Training, Universiti Teknologi Malaysia (UTM), Hohor, Malaysia.
3Mike Cyril Ubale, Department of Technology Education, School of Technology and Science Education, Modibbo Adama University of Technology, Yola, Nigeria.
Manuscript received on 02 September 2019 | Revised Manuscript received on 12 September 2019 | Manuscript Published on 23 September 2019 | PP: 1298-1301 | Volume-8 Issue-5C, May 2019 | Retrieval Number: E11840585C19/19©BEIESP | DOI: 10.35940/ijeat.E1184.0585C19
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Abstract: This study was conducted to empirically validate a Leadership Element in Blended Learning Scale (LEBLAS) for the Leadership Element of blended learning for integration into teaching and learning of Automobile Technology Programmes in Nigerian tertiary institutions. A cross-sectional survey design was employed with a sample of 360 technical teacher educators in Nigeria. The developed initial a Leadership Element contained 6 items was administered to the sample. The responses were organized coded and use as data for the analysis. Structural Equation modelling was used to analyses the data using Confirmatory Factor Analysis after varying the data for normality. The results revealed a valid and reliable instrument with 43 items. Findings of the study showed that the measurement model indicated that, LEBLAS satisfied the absolute fit, incremental fit, and parsimonious fit requirement of SEM. The measurement model was able to achieve a Chi-square value with a degree of freedom at p=0.000. The indices used in measuring the absolute fit are: Standardized Root Mean Square Residual (SRMR) and RMSEA having achieved a value. Similarly, the measurement model has achieved a CFI value and TLI value. Therefore, with the satisfaction of all the measurement requirements, the developed LEBLAS validated in this study can be used to assess the Leadership Element of Blended learning implementation in the instructional strategies of Nigerian tertiary institutions’ Automobile Technology Programmes.
Keywords: Leadership Element, Blended Learning, Technology Education.
Scope of the Article: Measurement & Performance Analysis