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In the current study, the researchers examine the validity of a questionnaire assessing students’ perceptions of their self-directed learning and collaborative learning with and without technology with a group of Canadian middle school students. Lee and colleagues (2014) developed an 18-item questionnaire for use in assessing high school students’ perceptions of their learning in Singapore. Three hundred and twenty middle school students from across Alberta, Canada completed the questionnaire. The results of a confirmatory factor analysis revealed that the questionnaire did not have sufficient model fit. The researchers used a jackknifing procedure to systematically remove four items in order to achieve a psychometrically sound questionnaire. The results suggest that the reduced questionnaire is a useful self-report instrument for assessing Canadian middle school students’ perceptions of their learning. Dans la presente etude, les chercheurs examinent la validite d’un questionnaire evaluant les perceptions qu’ont les eleves de leur apprentissage autonome et collaboratif, avec et sans technologie, au sein d’un groupe d’eleves d’ecoles intermediaires canadiennes. Lee et ses collegues (2014) ont developpe un questionnaire de 18 items pour evaluer les perceptions qu’ont des eleves d’ecoles secondaires quant a leur apprentissage. Trois cent vingt eleves d’ecoles intermediaires a travers l’Alberta, au Canada, ont rempli le questionnaire. Les resultats d’une analyse factorielle confirmatoire ont revele que le questionnaire avait ete insuffisamment ajuste au modele. Les chercheurs se sont servis d’une procedure de jackknife afin de supprimer systematiquement quatre items afin d’obtenir un questionnaire solide sur le plan psychometrique. Les resultats suggerent que le questionnaire raccourci est un instrument utile pour l’auto-evaluation des perceptions qu’ont des eleves d’ecoles intermediaires quant a leur apprentissage.

canadian journal of learning and technology

Validation of a questionnaire assessing students’ self-directed and collaborative learning with and without technology in Canadian middle school classrooms