DEVELOPING AND VALIDATING THE ELEMENTARY STUDENT LEARNING AGILITY SCALE (ESLAS) FOR MEASURING KEY LEARNING TRAITS IN ELEMENTARY EDUCATION
Abstract
This study aimed to develop elementary student learning agility scale (ESLAS) to measure elementary school students’ perseverance, tenacity, interest, and independence in accomplishing learning process. This study also focused on examining translational validity and internal consistency reliability to construct a valid and reliable scale. There were 90 elementary students chosen using voluntary random sampling as the respondents and five experts invited as the validators. The study developed ESLAS using a five-point Likert’s scaling method with twenty items measured. Data obtained from ESLAS were used to examine internal consistency reliability while data from validation sheet were used to judge content validity index (CVI) and content validity ratio (CVR). Results showed that the developed ESLAS was considered very valid by the validators (CVI = +1.00, CVR = 1.00) and was categorized in a very high reliability (Cronbach’s α = .879). Another result depicted that there was no negative value in inter-item correlation, meaning that all items measured similar construct. The results implied that the developed ESLAS is considered as a valid and reliable scale to measure elementary students’ learning agility.
References
Abramovich, S., Grinshpan, A. Z., & Milligan, D. L. (2019). Teaching mathematics through concept motivation and action learning. Education Research International, 2019(1), 3745406.
Asún, R. A., Rdz-Navarro, K., & Alvarado, J. M. (2016). Developing multidimensional Likert scales using item factor analysis: The case of four-point items. Sociological Methods & Research, 45(1), 109-133.
Barkley, E. F., & Major, C. H. (2020). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.
Bouland-van Dam, S. I., Oostrom, J. K., & Jansen, P. G. (2022). Development and validation of the leadership learning agility scale. Frontiers in Psychology, 13, 991299.
Chowdhury, M. (2018). Emphasizing morals, values, ethics, and character education in science education and science teaching. MOJES: Malaysian Online Journal of Educational Sciences, 4(2), 1-16.
De Meuse, K. P., & Harvey, V. S. (2021). Learning agility. The age of agility: Building learning agile leaders and organizations, 1.
De Meuse, K. P., Dai, G., Eichinger, R. W., Page, R. C., Clark, L. P., & Zewdie, S. (2011, January). The development and validation of a self assessment of learning agility. In Society for Industrial and Organizational Psychology Conference, Chicago, Illinois.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087.
Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic tenacity: Mindsets and skills that promote long-term learning. Bill & Melinda Gates Foundation.
Eichinger, R. W., & Lombardo, M. M. (2004). Learning agility as a prime indicator of potential. People and Strategy, 27(4), 12.
Ekeh, M. C., & Venketsamy, R. (2023). Enhancing Early Grade Learners' Critical Thinking Skills for Self-Reliance. Profesi Pendidikan Dasar, 72-81.
Ellala, Z. K., Attiyeh, J. H. A., Alnoaim, J. A., Alsalhi, N. R., Alqudah, H., Al-Qatawneh, S., ... & Abdelkader, A. F. (2022). The Role of Students’ Agility and Students’ Interest in the Linguistic Intelligence among Gifted Students in Higher Education Institutions. Eurasian Journal of Educational Research, 100(100), 206-221.
Ernawati, M. D. W., Asrial, A., Perdana, R., Septi, S. E., Rohana, S., & Nawahdani, A. M. (2022). Evaluation of Students' Interest, Attitudes, and Science Process Skills in Science Subjects. Journal of Education Research and Evaluation, 6(1), 181-194.
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and social studies, 10(4), 16-37.
Galés, N. L., & Gallon, R. (2019). Educational agility. Rethinking Teacher Education for the 21st Century. Trends, Challenges and New Directions, 98-111.
Ghosh, S., Muduli, A., & Pingle, S. (2021). Role of e-learning technology and culture on learning agility: An empirical evidence. Human systems management, 40(2), 235-248.
Harvey, V. S., & De Meuse, K. P. (2021). The age of agility: Building learning agile leaders and organizations. Oxford University Press.
Helmer, J., Bartlett, C., Wolgemuth, J. R., & Lea, T. (2011). Coaching (and) commitment: Linking ongoing professional development, quality teaching and student outcomes. Professional Development in Education, 37(2), 197-211.
Howard, D. (2017). Learning agility in education: analysis of pre-service teacher’s learning agility and teaching performance. Tarleton State University.
Izard, C. E., & Izard, C. E. (1977). Interest-excitement as fundamental motivation. Human emotions, 211-238.
Joiner, B. (2019). Leadership Agility for organizational agility. Journal of Creating Value, 5(2), 139-149.
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563-575.
Lee, J., & Song, J. H. (2022). Developing a measurement of employee learning agility. European Journal of Training and Development, 46(5/6), 450-467.
Makhloufi, W. O., & Messaif, D. (2021). Distance Learning during the Pandemic: Students’ Perceptions of the Challenges and Opportunities (Doctoral dissertation, Université Ibn Khaldoun-Tiaret-).
Maluleka, K. J. (2021). Education for self-reliance and its relevance to lifelong learning in the previously colonised countries. International Journal of Lifelong Education, 40(2), 129-141.
Markman, G. D., Baron, R. A., & Balkin, D. B. (2005). Are perseverance and self‐efficacy costless? Assessing entrepreneurs' regretful thinking. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 26(1), 1-19.
Milani, R., Setti, I., & Argentero, P. (2021). Learning agility and talent management: A systematic review and future prospects. Consulting Psychology Journal: Practice and Research, 73(4), 349.
Mrazek, A. J., Ihm, E. D., Molden, D. C., Mrazek, M. D., Zedelius, C. M., & Schooler, J. W. (2018). Expanding minds: Growth mindsets of self-regulation and the influences on effort and perseverance. Journal of Experimental Social Psychology, 79, 164-180.
Ng, C. (2021). What kind of students persist in science learning in the face of academic challenges?. Journal of Research in Science Teaching, 58(2), 195-224.
Novianti, P. A., Yudiana, W., & Novita, S. (2023). Can Learning Agility Predict Students’ Academic Burnout During Distance Learning?. Journal of Educational, Health & Community Psychology (JEHCP), 12(1).
Özgenel, M. (2021). Learning agility of school administrators: An empirical investigation. International Journal of Progressive Education (IJPE).
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
Pike, M. A., Hart, P., Paul, S. A. S., Lickona, T., & Clarke, P. (2021). Character development through the curriculum: teaching and assessing the understanding and practice of virtue. Journal of Curriculum Studies, 53(4), 449-466.
Pratama, R. D., Imaniar, F., Lestari, L. A., & Rochmawati, L. (2024). EFL teacher self and collective efficacy scale (ETSCE): Developing efficacy measures in teaching EFL. Englisia: Journal of Language, Education, and Humanities, 11(2), 161-180.
Pring, R. (2021). Education as a moral practice. In The RoutledgeFalmer Reader in the Philosophy of Education (pp. 195-205). Routledge.
Rahiem, M. D. (2021). Remaining motivated despite the limitations: University students’ learning propensity during the COVID-19 pandemic. Children and youth services review, 120, 105802.
Robertson, D. A., & Padesky, C. J. (2020). Keeping students interested: Interest‐based instruction as a tool to engage. The Reading Teacher, 73(5), 575-586.
Salisu, I., Hashim, N., Mashi, M. S., & Aliyu, H. G. (2020). Perseverance of effort and consistency of interest for entrepreneurial career success: does resilience matter?. Journal of Entrepreneurship in Emerging Economies, 12(2), 279-304.
Shi, L., & Fan, C. (2023). A New Learning Resource Recommendation Method for Improving the Efficiency of Students’ Online Independent Learning. International Journal of Emerging Technologies in Learning, 18(5).
Smith, B. A., & Watkins, K. E. (2024). Measuring learning agility: a review and critique of learning agility measures. Personnel Review, 53(3), 704-720.
Swanson, P. (2014). The power of belief: Spanish teachers' sense of efficacy and student performance on the National Spanish Examinations. Hispania, 5-20.
Tan, S. I. W., & Ho, M. H. R. (2023). Learning Agility and Learning Organizations in Disruptive Times. In International Handbook on Education Development in Asia-Pacific (pp. 1-24). Singapore: Springer Nature Singapore.
Tripathi, A., & Dhir, S. (2023). HRD interventions, learning agility and organizational innovation: a PLS-SEM modelling approach. International Journal of Organizational Analysis, 31(6), 2322-2336.
Tripathi, A., Srivastava, R., & Sankaran, R. (2020). Role of learning agility and learning culture on turnover intention: an empirical study. Industrial and Commercial Training, 52(2), 105-120.
Watters, J. (2021). Why is it so? Interest and curiosity in supporting students gifted in science. Handbook of giftedness and talent development in the Asia-pacific, 761-786.
Wheatley, M. J. (2010). Perseverance. Berrett-Koehler Publishers.
York, T. T., Gibson, C., & Rankin, S. (2019). Defining and measuring academic success. Practical assessment, research, and evaluation, 20(1), 5.
All articles published in English Review: Journal of English Education (ERJEE) are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
Copyright Ownership
Authors retain the copyright of their articles and grant ERJEE the right of first publication. The journal is granted a non-exclusive license to publish, reproduce, and distribute the article in any format, medium, or platform, provided that proper credit is given to the original authors.
License Terms – CC BY 4.0
Under the Creative Commons Attribution 4.0 International License, others are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially
As long as they:
- Provide appropriate credit to the original author(s) and source
- Provide a link to the license (https://creativecommons.org/licenses/by/4.0/)
- Indicate if any changes were made
There are no restrictions on the reuse, reproduction, or adaptation of published articles as long as attribution is properly given.
Author Warranties
By submitting a manuscript to ERJEE, authors confirm that:
- The work is original and does not infringe any existing copyright.
- The manuscript has not been previously published and is not under consideration elsewhere.
- All sources and references are appropriately acknowledged.
- Necessary permissions have been obtained for any copyrighted materials used.
