Developing a Scale to Measure Implementation of a Pedagogy

Abstract

Teachers’ pedagogy is critically important in the educational experience of students. This investigation verified the constructs embedded in the themes that emerged in the students’ responses on the implementation of a pedagogy used by private institutions in the Philippines. This pedagogy is anchored on the four components namely: constructivism (Piaget, 1970), elements of understanding by design (Wiggins and McTighe, 2011), differentiated instruction (Tomlinson, 2000) and the 4-pronged approach covering the integration of Ignacian core and related values, contemporary social realities, concepts across subject boundaries and Biblical texts reflection in relation to the concepts taught (Guillano, 2014). The study involves two phases. The first phase is qualitative in nature, involving 414 college participants. The responses on the effects of the implementation of the pedagogy are organized into the following themes: collaborative learning; self-regulation; active involvement; deeper understanding of the lesson; formation of character; and participation in social transformation. The second phase of this investigation utilizes a quantitative design where the items under the foregoing themes were administered to another set of 465 participants. Using exploratory factor analysis, the items loaded into four factors namely Participation in Social Transformation, Values Formation, Active Engagement and Collaboration, and Deep Understanding of the Concept and its Interrelatedness with Life’s Realities. To further validate the structures of the items in the scale, the researchers endorse the need for confirmatory factor analysis.