The Causal Relationship Model of Assessment as Learning Factors Influencing the Learning Success of Undergraduate Students in Distance Education

Abstract

This study aimed to develop a causal relationship model of Assessment as Learning (AaL) factors influencing the learning success of undergraduate students in distance education in Thailand and to assess model fit with empirical data. It involved two phases: Phase 1 involved surveying 400 bachelor’s degree students at Sukhothai Thammathirat Open University using a questionnaire. The reliability of the survey instrument was confirmed with a Cronbach’s alpha of 0.967, indicating high reliability and construct validity, which was evaluated through confirmatory factor analysis (CFA). The CFA results showed strong construct validity (χ² (185, N = 400) = 214.90, p = 0.065, CFI = 0.99, TLI = 0.99, RMSEA = 0.02, SRMR = 0.02). Phase 2 assessed model fit using Structural Equation Modeling (SEM), revealing that the conceptual model aligned well with empirical data (χ² (184, N = 400) =214.19, p = 0.063, CFI = 0.99, TLI = 0.99, RMSEA = 0.02, SRMR = 0.03). The findings indicated that AaL factors significantly influenced learning success, with four key factors identified in descending order of total effect: goal-setting, self-reflection, self-assessment, and metacognitive strategies. In conclusion, this study recommends prioritizing these four factors in the development of learner competencies to enhance students' success in distance education. Emphasizing these factors will empower learners to set goals, assess and monitor their learning progress, and develop the strategies essential in 21st-century learning skills.

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Author Information
Sirirut Jumnaksarn, Sukhothai Thammathirat Open University, Thailand
Somkiat Kaewkohsaba, Sukhothai Thammathirat Open University, Thailand

• Category: Educational Research, Development & Publishing

Posted by James Alexander Gordon

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