A STRUCTURAL EQUATION MODEL OF QUALITY PRIMARY SCHOOLS IN SCIENCE, MATHEMATICS, AND TECHNOLOGY
Keywords:
Structural Equation Model, Educational quality, Primary schoolsAbstract
This research aimed to investigate the standards of science, mathematics, and technology education in primary schools and to develop a Structural Equation Modeling (SEM) model to analyze factors affecting the educational quality in these schools. The sample group consisted of 200 primary schools under the jurisdiction of the Basic Education Commission. The researcher employed simple random sampling to select the sample group and collected data using a 5-point Likert scale questionnaire. and Quantitative data were analyzed using statistics, frequency, percentage, mean, and standard deviation. Confirmatory factor analysis (Confirmatory Factor Analysis: CFA) Qualitative data were analyzed using inductive content analysis. and interpret elementary school standards for science Mathematics and technology compared with the criteria of the Institute for the Promotion of Teaching Science and Technology (IPST)
The research results showed that: 1. The model was acceptably fit. The path coefficient between teacher quality and student quality was 0.74, indicating a strong positive relationship between the two constructs. In contrast, the path coefficient between school administration quality and 2. student quality was the lowest at 0.02, suggesting a weaker relationship compared to teacher quality. Additionally, teacher quality had a direct effect on student quality with a path coefficient of 0.63. The model fit indices (Chi-square = 188.007, df = 125, p = .000, CMIN/DF = 1.504, GFI = .907, AGFI = .872, CFI = .978, RMR = .032, RMSEA = .050) indicated that the model fit the data acceptably well. Therefore, this structural equation model could effectively explain the relationships between the factors that influenced the quality of science, mathematics, and technology education in primary schools.
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