Psychometric properties of a newly developed learning difficulties scale in the Omani society

Ibrahim A. Al-Qaryout, Maher M. Abu-Hilal, Humaira Alsulaimani

Research output: Contribution to journalArticle

Abstract

Introduction. Learning difficulties (LD) is a recent construct. It has been agreed that the individual who suffers from learning difficulty has a disorder in one or more of the basic psychological processes, including attention, cognition, formation of concepts, memory, problem solving, understanding or reading, speaking or writing, or computing. Method. This study was designed to test the construct (convergent and discriminate) validity of this conception of LD with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Also, responses of normal students were compared to responses of students identified as having learning difficulty. The sample comprised 410 children from Muscat School Zone, who were rated by their teachers (30) teachers based on the newly questionnaire. The questionnaire is composed by six domains and each measures one component of difficulties. These components are difficulties in: perception, attention, memory, writing, arithmetic and reading. Results. Reliability analysis and factor analysis revealed that the measure possesses both reliability and factorial validity. Discussion and conclusion. The CFA confirmed the structure of the measure. ANOVA revealed significant differences between normal and LD children on most of the LD components, the providing further support to its construct validity.

Original languageEnglish
Pages (from-to)771-786
Number of pages16
JournalElectronic Journal of Research in Educational Psychology
Volume11
Issue number3
DOIs
Publication statusPublished - Dec 2013

Fingerprint

learning disorder
Psychometrics
psychometrics
Learning
Statistical Factor Analysis
factor analysis
Reading
Concept Formation
Oman
Students
questionnaire
teacher
construct validity
Reproducibility of Results
Cognition
Society
speaking
cognition
Analysis of Variance
student

Keywords

  • Factor analysis
  • Learning difficulties
  • Oman
  • Psychometric

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

@article{cfabb8bcac4441e6bf7c3bc04f4c464c,
title = "Psychometric properties of a newly developed learning difficulties scale in the Omani society",
abstract = "Introduction. Learning difficulties (LD) is a recent construct. It has been agreed that the individual who suffers from learning difficulty has a disorder in one or more of the basic psychological processes, including attention, cognition, formation of concepts, memory, problem solving, understanding or reading, speaking or writing, or computing. Method. This study was designed to test the construct (convergent and discriminate) validity of this conception of LD with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Also, responses of normal students were compared to responses of students identified as having learning difficulty. The sample comprised 410 children from Muscat School Zone, who were rated by their teachers (30) teachers based on the newly questionnaire. The questionnaire is composed by six domains and each measures one component of difficulties. These components are difficulties in: perception, attention, memory, writing, arithmetic and reading. Results. Reliability analysis and factor analysis revealed that the measure possesses both reliability and factorial validity. Discussion and conclusion. The CFA confirmed the structure of the measure. ANOVA revealed significant differences between normal and LD children on most of the LD components, the providing further support to its construct validity.",
keywords = "Factor analysis, Learning difficulties, Oman, Psychometric",
author = "Al-Qaryout, {Ibrahim A.} and Abu-Hilal, {Maher M.} and Humaira Alsulaimani",
year = "2013",
month = "12",
doi = "10.14204/ejrep.31.13039",
language = "English",
volume = "11",
pages = "771--786",
journal = "Electronic Journal of Research in Educational Psychology",
issn = "1699-5880",
publisher = "Universidad de Almeria",
number = "3",

}

TY - JOUR

T1 - Psychometric properties of a newly developed learning difficulties scale in the Omani society

AU - Al-Qaryout, Ibrahim A.

AU - Abu-Hilal, Maher M.

AU - Alsulaimani, Humaira

PY - 2013/12

Y1 - 2013/12

N2 - Introduction. Learning difficulties (LD) is a recent construct. It has been agreed that the individual who suffers from learning difficulty has a disorder in one or more of the basic psychological processes, including attention, cognition, formation of concepts, memory, problem solving, understanding or reading, speaking or writing, or computing. Method. This study was designed to test the construct (convergent and discriminate) validity of this conception of LD with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Also, responses of normal students were compared to responses of students identified as having learning difficulty. The sample comprised 410 children from Muscat School Zone, who were rated by their teachers (30) teachers based on the newly questionnaire. The questionnaire is composed by six domains and each measures one component of difficulties. These components are difficulties in: perception, attention, memory, writing, arithmetic and reading. Results. Reliability analysis and factor analysis revealed that the measure possesses both reliability and factorial validity. Discussion and conclusion. The CFA confirmed the structure of the measure. ANOVA revealed significant differences between normal and LD children on most of the LD components, the providing further support to its construct validity.

AB - Introduction. Learning difficulties (LD) is a recent construct. It has been agreed that the individual who suffers from learning difficulty has a disorder in one or more of the basic psychological processes, including attention, cognition, formation of concepts, memory, problem solving, understanding or reading, speaking or writing, or computing. Method. This study was designed to test the construct (convergent and discriminate) validity of this conception of LD with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Also, responses of normal students were compared to responses of students identified as having learning difficulty. The sample comprised 410 children from Muscat School Zone, who were rated by their teachers (30) teachers based on the newly questionnaire. The questionnaire is composed by six domains and each measures one component of difficulties. These components are difficulties in: perception, attention, memory, writing, arithmetic and reading. Results. Reliability analysis and factor analysis revealed that the measure possesses both reliability and factorial validity. Discussion and conclusion. The CFA confirmed the structure of the measure. ANOVA revealed significant differences between normal and LD children on most of the LD components, the providing further support to its construct validity.

KW - Factor analysis

KW - Learning difficulties

KW - Oman

KW - Psychometric

UR - http://www.scopus.com/inward/record.url?scp=84890328047&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84890328047&partnerID=8YFLogxK

U2 - 10.14204/ejrep.31.13039

DO - 10.14204/ejrep.31.13039

M3 - Article

VL - 11

SP - 771

EP - 786

JO - Electronic Journal of Research in Educational Psychology

JF - Electronic Journal of Research in Educational Psychology

SN - 1699-5880

IS - 3

ER -