Development of New Normal Learning Adaptation Model for High School Students Post-COVID-19 Crisis: A Second-Order Confirmatory Factor Analysis
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Abstract
This research aimed to develop and validate a measurement model of students' learning adjustment in the new normal after the COVID-19 pandemic situation among 1,295 high school students in the upper northern region of Thailand under the Office of Basic Education Commission. The research instrument was a 54-item adaptive learning questionnaire with reliability values ranging from 0.846 to 0.905. Data analysis encompassed descriptive statistics, correlation analysis, and second-order confirmatory factor analysis. Findings revealed that the developed model for measuring students' adaptive learning in the new normal following the outbreak of the COVID-19 pandemic comprised 4 components with 15 indicators: 1) Health Care in Learning, consisting of two indicators: reducing disease risk and enhancing physical resilience. 2) Self-Sentiment in Learning, consisting of four indicators: self-regulation of emotions, adaptability to learning situations, practicing mindfulness, and self-solving learning issues. 3) Roles of Learning, consisting of five indicators: learning technology, enthusiasm, self-development, utilizing media and applications, and time allocation between learning and other activities. 4) Interaction in Learning, consisting of four indicators: accepting differences among students, appropriate student behavior, teaching peers willingly, and utilizing full potential in learning. The measurement model demonstrates good fit, as evidenced by the following indices: The chi-square (2) value is 34.402 with 94 degrees of freedom (df), yielding a p-value of 0.7571. The Comparative Fit Index (CFI) is 1.000, and the Tucker-Lewis Index (TLI) is 1.002. The Root Mean Square Error of Approximation (RMSEA) is 0.000, and the Standardized Root Mean Square Residual (SRMR) is 0.011. The model's validity was confirmed, with first-order loading values ranging from 0.649 to 0.898, second-order loading values ranging from 0.752 to 0.888, and a variance of student adaptive learning of 0.152.
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