Validation of subscales of the Digital Skills Questionnaire for Physical Education Teacher using exploratory factor analysis (EFA)
DOI:
https://doi.org/10.37134/jsspj.vol14.1.8.2025Keywords:
Digital Skills, Physical Education, Digitalization, Validity, ReliabilityAbstract
The rapid integration of digital technologies in education has transformed teaching practices, necessitating the development of valid and reliable tools to assess teachers' digital competencies. This study aimed to develop and validate a Digital Skills Questionnaire tailored for Physical Education (PE) teachers in Selangor, Malaysia. Using a cross-sectional research design, data were collected from 102 randomly selected PE teachers. The instrument development process was guided by established frameworks, including DigComp 2.1, the Digital Strategy for Schools 2015-2020, and the Malaysian Qualifications Framework, ensuring contextual relevance. Exploratory Factor Analysis (EFA) revealed six constructs—information and data literacy, digital content creation, security, problem-solving, teaching, learning and assessment, and communication and collaboration—accounting for 57.99% of the variance. The instrument demonstrated strong internal consistency, with Cronbach's alpha values ranging from 0.796 to 0.935. This study addresses the gap in assessing digital competencies among PE teachers and offers a robust tool for evaluating and enhancing their digital skills, which are critical for fostering innovative and effective teaching practices. Future research should consider adapting the instrument for diverse populations and conducting confirmatory factor analysis (CFA) to further validate the scale.
Downloads
References
Abu Bakar, H., & Su Mustaffa, C. (2013). Organizational communication in Malaysia organizations. Corporate Communications: An International Journal, 18(1), 87-109. https://doi.org/10.1108/13563281311294146
Alarcón, R., Pilar Jiménez, E., & Vicente‐Yagüe, M. I. (2020). Development and validation of the DIGIGLO, a tool for assessing the digital competence of educators. British Journal of Educational Technology, 51(6), 2407-2421. https://doi.org/10.1111/bjet.12919
Anuar, N. A., Muhammad, A. M., & Awang, Z. (2023). Development and Validation of Critical Reading Intention Scale (CRIS) for University Students using Exploratory and Confirmatory Factor Analysis. Asian Journal of University Education, 19(1), 39-52. https://doi.org/10.24191/ajue.v19i1.21231
Barron, A. E. (2002). Technologies for education: A practical guide. Libraries Unlimited.
Bastos, J. L., Celeste, R. K., Faerstein, E., & Barros, A. J. (2010). Racial discrimination and health: A systematic review of scales with a focus on their psychometric properties. Social Science & Medicine, 70(7), 1091-1099. https://doi.org/10.1016/j.socscimed.2009.12.020
Bates, A. W. (2015). Teaching in a digital age: Guidelines for teaching and learning.
Baumgartner, T. A. (2003). Measurement for evaluation in physical education and exercise science. McGraw-Hill Companies.
Berns, A., Gonzalez-Pardo, A., & Camacho, D. (2013). Game-like language learning in 3-D virtual environments. Computers & Education, 60(1), 210-220. https://doi.org/10.1016/j.compedu.2012.07.001
Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming (3rd ed.). Routledge.
Cattell, R. (2012). The scientific use of factor analysis in behavioral and life sciences. Springer.
Cheok, M. L., Wong, S. L., Ayub, A. F., & Mahmud, R. (2017). Teachers’ Perceptions of E-Learning in Malaysian Secondary Schools. Malaysian Online Journal of Educational Technology, 5(2), 20–33. https://eric.ed.gov/?id=EJ1142390
Choi, C. H., & You, Y. Y. (2017). The Study on the comparative analysis of EFA and CFA.
Journal of Digital Convergence, 15(10), 103–111. https://doi.org/10.14400/JDC.2017.15.10.103
Churchill, G. A. (1979). A paradigm for developing better measures of marketing constructs. Journal of Marketing Research, 16(1), 64. https://doi.org/10.2307/3150876
Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319. https://doi.org/10.1037/1040-3590.7.3.309
Colomer Rubio, J. C. (2017). Tecnología digital y metodología docente: Estrategias de trabajo a partir del modelo Tpack. Dialnet.unirioja.es; Universidad de Córdoba. https://dialnet.unirioja.es/servlet/articulo?codigo=6131941
Comrey, A. L., & Lee, H. B. (2013). A first course in factor analysis. Psychology Press.
De la Calle, A. M., Pacheco-Costa, A., Gómez-Ruiz, M. Á., & Guzmán-Simón, F. (2021). Understanding teacher digital competence in the framework of social sustainability: A systematic review. Sustainability, 13(23), 13283. https://doi.org/10.3390/su132313283
DeVellis, R. F. (2016). Scale development: Theory and applications. SAGE Publications.
Digital Strategy for schools 2015-2020. (2021, March 1). https://www.gov.ie/en/publication/f8990-digital-strategy-for-schools-2015-2020
Fabrigar, L. R., & Wegener, D. T. (2016). Conceptualizing and evaluating the replication of research results. Journal of Experimental Social Psychology, 66, 68-80. https://doi.org/10.1016/j.jesp.2015.07.009
Goktas, Y., Gedik, N., & Baydas, O. (2013). Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011. Computers & Education, 68, 211-222. https://doi.org/10.1016/j.compedu.2013.05.002
Gutierrez, A., Tabora, A. R., & Gama, J. L. (2023). Physical education teachers in times of pandemic. Journal of Physical Education, 34(1). https://doi.org/10.4025/jphyseduc.v34i1.3411
Gümüş, M. M., & Kukul, V. (2022). Developing a digital competence scale for teachers: Validity and reliability study. Education and Information Technologies, 28(3), 2747-2765. https://doi.org/10.1007/s10639-022-11213-2
Hair, J. F. (2010). Multivariate data analysis. Pearson.
Hair, J. F., Babin, B. J., Anderson, R. E., & Black, W. C. (2022). Multivariate data analysis. Cengage Learning.
Hamburg, I., & Grosch, K. R. (2017). Ethical aspects in cyber security. Archives of Business Research, 5(10). https://doi.org/10.14738/abr.510.3818
Henson, R. K. (2001). Understanding internal consistency reliability estimates: A conceptual primer on coefficient Alpha. Measurement and Evaluation in Counseling and Development, 34(3), 177-189. https://doi.org/10.1080/07481756.2002.12069034
Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research. Educational and Psychological Measurement, 66(3), 393-416. https://doi.org/10.1177/0013164405282485
Johnson, R. A., & Wichern, D. W. (2019). Applied multivariate statistical analysis (5th ed). Pearson.
Kamaruddin, N. (2015). Understanding Patterns of Interactive Courseware Use within Malaysian Primary Smart Schools. Malaysian Online Journal of Educational Technology, 3(1), 49–56.
https://eric.ed.gov/?id=EJ1085951
Kane, M. T. (2015). Explicating validity. Assessment in Education: Principles, Policy & Practice, 23(2), 198-211. https://doi.org/10.1080/0969594x.2015.1060192
Kesharwani, A. (2020). Do (how) digital natives adopt a new technology differently than digital immigrants? A longitudinal study. Information & Management, 57(2), 103170. https://doi.org/10.1016/j.im.2019.103170
Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). Guilford Publications.
Ladhari, R. (2010). Developing E-sErvicE quality scales: A literature review. Journal of Retailing and Consumer Services, 17(6), 464-477. https://doi.org/10.1016/j.jretconser.2010.06.003
Lohmann, J., Breithecker, J., Ohl, U., Gieß-Stüber, P., & Brandl-Bredenbeck, H. (2021). Teachers’ professional action competence in education for sustainable development: A systematic review from the perspective of physical education. Sustainability, 13(23), 13343. https://doi.org/10.3390/su132313343
Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers' digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 104052. https://doi.org/10.1016/j.compedu.2020.104052
Maskey, R., Fei, J., & Nguyen, H. (2018). Use of exploratory factor analysis in maritime research. The Asian Journal of Shipping and Logistics, 34(2), 91-111. https://doi.org/10.1016/j.ajsl.2018.06.006
McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument development in the affective domain: School and corporate applications. Springer Science & Business Media.
Messick, S. (1995). Standards of validity and the validity of standards in performance Asessment. Educational Measurement: Issues and Practice, 14(4), 5-8. https://doi.org/10.1111/j.1745-3992.1995.tb00881.x
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017-1054. https://doi.org/10.1177/016146810610800610
Morgado, F. F., Meireles, J. F., Neves, C. M., Amaral, A. C., & Ferreira, M. E. (2017). Scale development: Ten main limitations and recommendations to improve future research practices. Psicologia: Reflexão e Crítica, 30(1). https://doi.org/10.1186/s41155-016-0057-1
Morrow, J. R., Mood, D. P., Zhu, W., & Kang, M. (2022). Measurement and evaluation in human performance. Human Kinetics.
Muniandy, U. C., Zulnaidi, H., & Halili, S. H. (2022). Readiness of physical education teachers implementing flipped classroom approach: A comparison of gender and relationship with teaching experience. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(4), e001405. https://doi.org/10.47405/mjssh.v7i4.1405
Niyazova, A. Y., Chistyakov, A. A., Volosova, N. Y., Krokhina, J. A., Sokolova, N. L., & Chirkina, S. E. (2023). Evaluation of pre-service teachers’ digital skills and ICT competencies in context of the demands of the 21st century. Online Journal of Communication and Media Technologies, 13(3), e202337. https://doi.org/10.30935/ojcmt/13355
Noah, S. M., & Ahmad, J. (2005). Pembinaan modul: Bagaimana membina modul latihan Dan modul akademik.
Noor, N. M., Aziz, A. A., Mostapa, M. R., & Awang, Z. (2015). Validation of the Malay version of the inventory of functional status after childbirth questionnaire. BioMed Research International, 2015, 1-10. https://doi.org/10.1155/2015/972728
Nunnally, J. C. (1978). Psychometric theory. McGraw-Hill Companies.
Olaide Sangoseni, Hellman, M., & Hill, C. (2013). Development and Validation of a Questionnaire to Assess the Effect of Online Learning on Behaviors, Attitudes, and Clinical Practices of Physical Therapists in the United States Regarding Evidenced-based Clinical Practice. NSUWorks.
https://nsuworks.nova.edu/ijahsp/vol11/iss2/7/
Omar, I. M., Mamat, S., Sulaiman, S., & Ismail, N. A. (2021). Tahap Pengetahuan Teknologi, Kemahiran Dan Penggunaan Tmk Dalam Pengajaran Dan Pemudahcaraan Komsas Guru Bahasa Melayu Di Kelantan. JuPiDi: Jurnal Kepimpinan Pendidikan, 8(1), 47–60. https://ejournal.um.edu.my/index.php/JUPIDI/article/view/28475
Østerlie, O. (2018). Can flipped learning enhance adolescents’ motivation in physical education? An intervention study. Journal for Research in Arts and Sports Education, 2(1). https://doi.org/10.23865/jased.v2.916
Park, J., & Kim, J. (2021). Practical consideration of factor analysis for the assessment of construct validity. Journal of Korean Academy of Nursing, 51(6), 643. https://doi.org/10.4040/jkan.51601
Peterson, R. A. (2000). A Meta-Analysis of Variance Accounted for and Factor Loadings in Exploratory Factor Analysis. Marketing Letters, 11(3), 261–275. https://doi.org/10.1023/a:1008191211004
Rayner Tangkui, & Tan Choon Keong. (2020). Enhancing Pupils’ Higher Order Thinking Skills Through the Lens of Activity Theory: Is Digital Game-Based Learning Effective? International Journal of Advanced Research in Education and Society, 2(4), 1–20. https://myjms.mohe.gov.my/index.php/ijares/article/view/11553
Revuelta-Domínguez, F., Guerra-Antequera, J., González-Pérez, A., Pedrera-Rodríguez, M., & González-Fernández, A. (2022). Digital teaching competence: A systematic review. Sustainability, 14(11), 6428. https://doi.org/10.3390/su14116428
Sangoseni, O., Hellman, M., & Hill, C. (2013). Development and validation of a questionnaire to assess the effect of online learning on behaviors, attitudes, and clinical practices of physical therapists in the United States regarding evidenced-based clinical practice. Internet Journal of Allied Health Sciences and Practice. https://doi.org/10.46743/1540-580x/2013.1439
Sargent, J., & Calderón, A. (2021). Technology-enhanced learning physical education? A critical review of the literature. Journal of Teaching in Physical Education, 1-21. https://doi.org/10.1123/jtpe.2021-0136
Schumacker, R. E., & Lomax, R. G. (2015). A beginner's guide to structural equation modeling (4th ed.). Routledge.
Shirin, S., Ebrahimi, Kee, Y., & Abstract, J. (2018). The Use of Technology at Malaysian Public High Schools. Merit Research Journal of Education and Review, 6(3), 54-060. https://meritresearchjournals.org/er/content/2018/March/Ebrahimi%20and%20Jiar.pdf
Sidek Mohd. Noah, & Ahmad, J. (2005). Pembinaan modul : bagaimana membina modul latihan dan modul akademik. Penerbit Universiti Putra Malaysia.
Switzer, G. E., Wisniewski, S. R., Belle, S. H., Dew, M. A., & Schultz, R. (1999). Selecting, developing, and evaluating research instruments. Social Psychiatry and Psychiatric Epidemiology, 34(8), 399-409. https://doi.org/10.1007/s001270050161
Taber, K. S. (2017). The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
Tapscott, D. (1998). Growing up digital: The rise of the net generation. McGraw-Hill Companies.
Thah, S. S. (2014). Leveraging Virtual Learning Environment to Scale Up Quality Teaching and Learning in Malaysia . Asia-Pacific Collaborative Education Journal, 10(1), 1–17. http://www.alcob.org/web/upfile/ejournal/2014_v10n1/0081-02-0010-0001-1.pdf
Tsankov, N., & Damyanov, I. (2017). Education majors’ preferences on the Functionalities of E-learning platforms in the context of blended learning. International Journal of Emerging Technologies in Learning (iJET), 12(05), 202. https://doi.org/10.3991/ijet.v12i05.6971
Tzafilkou, K., Perifanou, M., & Economides, A. A. (2023). Assessing teachers’ digital competence in primary and secondary education: Applying a new instrument to integrate pedagogical and professional elements for digital education. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11848-9
Unesco. (2022). ICT Competency Framework for Teachers. Unesco.org. https://www.unesco.org/en/digital-education/ict-framework-teachers
Watkins, M. W. (2018). Exploratory factor analysis: A guide to best practice. Journal of Black Psychology, 44(3), 219-246. https://doi.org/10.1177/0095798418771807
Yahaya, T. A., Idris, K., Suandi, T., & Ismail, I. A. (2018). Adapting instruments and modifying statements: The confirmation method for the inventory and model for information sharing behavior using social media. Management Science Letters, 271-282. https://doi.org/10.5267/j.msl.2018.4.021
Yang, J., Tlili, A., Huang, R., Zhuang, R., & Bhagat, K. K. (2021). Development and validation of a digital learning competence scale: A comprehensive review. Sustainability, 13(10), 5593. https://doi.org/10.3390/su13105593
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Hasnida Hanim Ahmad Kamil, Zarizi Ab Rahman, Johan @ Eddy Luaran
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
