Exploratory factor analysis of the participation style scale yields four Why factors and four How factors explaining over 53% of variance in each dimension¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? EFA on 450 participants produced a four-factor structure in both the Why and How dimensions, with the Why dimension explaining 53.58% and the How dimension explaining 54.31% of total variance. → Pala Ferhat Kadir 2020

Evidence¶

Pala Ferhat Kadir 2020¶

Pala Ferhat Kadir, Erdem Mukaddes. (2020). Development of a participation style scale for online instructional discussions. Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09817-x

q2 · i? · design · r3

Exploratory factor analysis with 450 participants using principal component analysis with varimax rotation found "Four-factor structures were formed in both dimensions," with the Why dimension explaining 53.58% and the How dimension explaining 54.31% of total variance. No effect size is printed for this finding.

"In the EFA, principal component analysis was applied with the varimax rotation method (Osborne 2015) with the eigenvalue of the items over 1. Four-factor structures were formed in both dimensions. According to the findings of the EFA, the Why dimension explained 53.58% of the total variance, whereas the How dimension explained 54.31% of the total variance."

Discussion¶

Related Claims¶

• The scale's internal consistency is acceptable, with Cronbach's alpha of 0.89 for the full scale and 0.70–0.85 for its four style factors
• Focus group interviews with active and non-participating (lurking) students indicated that reasons for participation form a determinant dimension of online participation
• Confirmatory factor analysis supports a second-level participation style model with four combined styles and acceptable fit indices