The Development of Measurement Instrument and Latent Transition Model for Undergraduate Student Teachers’ Collaboration Skills
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Abstract
The purposes of this research were to 1) develop and examine the quality of an instrument to measure collaborative skills of undergraduate student teachers, and 2) analyze latent transition of collaborative skills of undergraduate student teachers. The research sample consisted of 209 first-year undergraduate students from the Faculty of Education in the academic year 2023, obtained through multi-stage random sampling. Data were collected using a 5-level rating scale instrument measuring collaborative skills of student teachers with 21 items covering 4 components of collaborative skills. Data were analyzed using mean, standard deviation, factor analysis, latent class analysis, and latent transition analysis.
The results revealed that 1) The collaborative skills measurement instrument comprised 4 aspects with 21 items: 1) Setting collaborative goals (3 items), 2) Flexibility in collaboration (6 items), 3) Ability to collaborate (6 items), and 4) Responsibility in collaboration (6 items). All items had an IOC index between .60 - 1.00, a discrimination value between .292 - .653, construct validity with factor loadings between .186 - .770 which were statistically significant at the .05 level, and a reliability of .889. 2) The latent transition of collaborative skills measured over 3 time points found that at the 1st measurement, the largest proportion (37.3%) of student teachers were in latent class 1. At the 2nd measurement, the largest proportion (43.0%) were in latent class 3. At the 3rd measurement, the largest proportion (43.9%) were in latent class 1.
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