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Establishing reliability and validity of an instrument to measure digital literacy practices and perceptions in higher education

https://doi.org/10.32517/0234-0453-2021-36-1-33-37

Abstract

The purpose of this study was to develop a reliable and valid instrument to explore the perceptions and practices of university professors and instructors with regards to digital literacy practices in the field of education. The Exploratory Factor Analysis (EFA) revealed four factors with eigenvalues greater than one. The 20-item instrument explained 65.08 % of the variance in relationship patterns among items: 36.49 % — F1: “Digital literacies help me teach”, 11.02 % — F2: “I have digital literacy competency and resources”, 8.99 % — F3: “Digital literacies support student learning”, and 8.58 % — F4: “Students are competent with digital literacy”. The instrument was deemed as reliable in determining faculty perceptions and practices.

About the Authors

B. Braktia
Sam Houston State University
United States

Bahia Braktia, Ed.D., Research Assistant at the Department of Educational Leadership, Huntsville, TX 77341, United States



L. E. Haas
Sam Houston State University
United States

Lory E. Haas, Ed.D., Assistant Professor, Coordinator, Field II Experience & Undergraduate Reading Program, School of Teaching and Learning, College of Education, Huntsville, TX 77341, United States



A. M. Montenegro Sanchez
University of Costa Rica
Costa Rica

Ana Marcela Montenegro Sanchez, Ed.D., Professor at the Department of Modern Languages, San Pedro Montes de Oca, San José, 11501, The Republic of Costa Rica



A. V. Koptelov
Sam Houston State University
United States

Andrey V. Koptelov, Ph.D., Associate Professor, Director of the Center for International Education, School of Teaching and Learning, College of Education, Huntsville, TX 77341, United States



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Review

For citations:


Braktia B., Haas L.E., Montenegro Sanchez A.M., Koptelov A.V. Establishing reliability and validity of an instrument to measure digital literacy practices and perceptions in higher education. Informatics and education. 2021;(1):33-37. (In Russ.) https://doi.org/10.32517/0234-0453-2021-36-1-33-37

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ISSN 0234-0453 (Print)
ISSN 2658-7769 (Online)