Exploratory Factor Analysis Paper

How was the research conducted? In the spring of 2009, students were e-mailed a letter, with a link to an electronic survey, informing them of the anonymous, incentive-free, confidential, and voluntary study. Students who did not respond to the e-mail were mailed a paper

If the CEO wants to have 95.44 percent confidence that the estimates of awareness and positive image are within +/- 2 percent of true value, the required sample size should be 2221. I came up with that answer by doing the following:

One of the most important foundational skills in the primary grades is learning how to read proficiently. This skill is a key indicator for student’s success for the rest of their educational careers (Wigfield, Guthrie, Perencevich, Taboada, Klauda, Mcrae, & Barbosa, 2008). The teacher researcher believes that the students in her class are not motivated to read paper bound books, and that by implementing an online reading program it will increase her students motivation to complete their nightly reading homework. She also believes that when students complete their nightly reading homework on a regular basis this will help improve the students reading comprehension and fluency scores. It will also have an important impact on the overall academic functioning of students according to (DioGuardi , Theodore, Hughes, Aloiso, Eccles, & Eccles,

The following table illustrates the factors that may influence teachers’ formative assessment literacy. It is shown that in model 1, gender has been proven to be a significant factor predicting formative assessment literacy by which female teachers are more likely to have better understanding of formative assessment than male teachers. However, two other predictors in model 1 (occupational status as being PNS or Non PNS and education qualification as being either S1 or S2 graduates) do not significantly predict teachers’ understanding of formative assessment. In model 2 however, none of the demographic predictors are proven to have significant impact of formative assessment literacy.

Although the study asked a variety of common survey questions such as gender, age, parents’ education, etc. It also went beyond that. There were interviews with the children, the parents, and even the administrators asking a variety of questions that were more personal and had to do with daily life activities and what the parents would do for and with their children (Do they spank them? Did the parents take them to the museum frequently? Do their children watch a lot of television?). If all the correct questions were asked meaningful representative data could have been collected and further examined to determine if parents really do matter and make an impact on how well their children will do in school. Economists can determine if such things have a true correlation through regression analysis. “Regression analysis is the tool that enables an economist to sort out these huge piles of data…by artificially holding constant every variable except the two he wishes to focus on, and then showing how those two co-vary” (Levitt and Dubner, 163).

According to Wang, Haertel, and Walberg (1993), “family environment and support of the parents rank third in the list of factors that impact school achievement” (Villiger, Niggli, Wandeler, Kutzelmann, Does Family Make a Difference? Mid-term Effects of a School/Home-Based Intervention Program to Enhance Reading Motivation, 2012). Villiger, Niggli, Wandeler, and Kutzelmann, suggested there are two likely points of intervention for the advancement of reading motivation: the person and the situation, concluding a need of focus on intervention for self-concept. It was hypothesized that home intervention would have substantial effects on reading motivation. First, the school/home condition, school-only condition and control group were analyzed for data supporting the effects of home intervention on literacy achievement as well as the effect of reading motivation. Secondly, it was expected that students in school/home intervention classes would exhibit drastically higher post-intervention reading motivation than students in the school-only intervention classes because of parental support. Finally, it was expected that students would exhibit significant effects of cognitive outcomes in reading comprehension, due to home intervention. The primary goal was to

Research has predominantly used the children’s reports from the household schedule for exploring children’s coresidence with their parents. In the children’s reports mothers are identified and their information readily available if part of the household, but there is no information on the mothers who are not part of the household.

To continue, the procedures taken to collect the data involves a similar strategy used by Unnever, Cullen, and Agnew (2006), on their study, Why is “Bad” Parenting Criminogenic? based on the fact that they used a sampling frame of children from local school districts. For this

Since we established that students are not reading as much as they were before which comes down to a lack of motivation, we need to further delve into what is a motivated student and the concept of motivation as a whole. First, a motivated student will most likely choose a task that is challenging to them, begin a task without being prompted, show serious effort and concentration while completing tasks, have a positive attitude toward learning and school work, will use coping strategies to overcome obstacles, and see tasks through until they are successful. Completely reading book outside of school is a

Exploratory factor analyses using Varimax rotation were conducted on each of the multiple-item scales, including the exogenous constructs ( information quality, entertainment, interactivity and vividness) and endogenous constructs (cognitive engagement, affective engagement, behavioral engagement and the outcomes of this engagement-loyalty and e-WOM) as a way to refine the measures in the study. Exploratory factor analysis was conducted prior to testing the full model to identify items with poor psychometric properties and to purify the measurement model for future testing (Anderson & Gerbing, 1988). A priori designations for each of the proposed antecedents of engagement (information quality, entertainment, interactivity and vividness), for loyalty, and for e-wom were employed in the analyses, given that they have been confirmed in previous studies (Mollen & Wilson, 2009; O’Brien & Toms, 2008; Shang et al., 2006; Shukla, 2009 ).

Invitations for participation in research accompanied by a letter explaining the purpose, a character of examination and questionnaire form will be distributed to parents through schools to selected children.

Factor analysis is based on the ‘common factor model’. This is a theoretical model that is useful for studying relationships among variables. It is the general way to estimate more than one factor from the data. This model postulates that observed measures are affected by underlying common factors and unique factors, and the correlation patterns need to be determined. In the factor analysis model, each variable is assumed to depend on a linear combination of factors. These coefficients are called loadings. It also includes a component called specific variance. This is due the variable’s independent random variability. It is called specific variance because it specific to each variable. During factor extraction it is the variable’s shared variance that is partitioned from its unique or specific variance. The shared variance contributes to the determination of factors [2]. There are a number of extraction methods available. In this paper the Maximum Likelihood Estimation method is used. Maximum Likelihood attempts to analyze the maximum likelihood of sampling the observed correlation matrix [9]. When applied to a data set, maximum-likelihood estimation provides

In addition, how the parents communicate with teenagers about social media is also important to the research. The sample group is focus on parents whom have 13-19 years old children can participate in the survey. The sample size need 50 participants which include 15 questions about what they think about the influence of social media and how they build effective communication with teenagers. I obtain the samples from different secondary school entrance since I know some parents will pick up their children outside the school. The survey only has one long question and the other 14 questions are multiple choices as I consider adults don’t have much time to participate because of working. $20 Coles vouchers will provide to 50 parents participants after they finished the survey.

In survey method research, participants answer questions administered through interviews or questionnaires. After participants answer the questions, researchers describe the responses given. In order for the survey to be both reliable and valid it is important that the questions are constructed properly. Questions should be written so they are clear and easy to comprehend.

A teacher may also volunteer to participate in the survey by collecting the data from the students and delivering it to us. It is important for the participants being interviewed, to be honest on the matter being investigated to enable collection of accurate data.