Online Measurement of Academic Programme Preferences (MAPP) for Distance Learners in Hong Kong
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Online Measurement of Academic Programme Preferences (MAPP) for Dis
tance Learners in Hong Kong
Online Measurement of Academic Programme Preferences (MAPP) for Dis
tance Learners in Hong Kong
Wei-yuan ZHANG & Lettice AU YEUNG
The Open University of Hong Kong
Wei-yuan ZHANG & Lettice AU YEUNG
The Open University of Hong Kong
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Project Team Members
Dr. Wei-yuan ZHANG Dr. David MURPHY
Ms. Sylvia HUI Ms. Annie CHAN
Ms. Lettice AU YEUNGMs. Elaine KWOK
Mr. Albert TSE (IT Support)Mr. Henry LIN (IT Support)
Funded by the PACRD The Open University of Hong Kong
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Advisory Groups
The National Career Development Association (USA)
The National Career Guidance Association (Mainland China)
Department of Psychology and SociologyNapier University (UK)
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BackgroundBackground
• Needs for life-long education
• Rapid development of ODL
• Increase in ODL programmes
• OUHK: 114 programmes
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ProblemsProblems
How to help potential distance learners understand:
• their psychological characteristics
• programme requirements
• make wise academic choices
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A New IssueA New Issue
Providing distance guidan
ce on programme prefere
nces for distance learners
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Literature ReviewLiterature Review
Students’ needs
• Understand programme preferences
• Programme selection guidance
Employers’ requirements
• Understand interests and job requirements
• Good psychological preparation
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Literature ReviewLiterature ReviewMethod: Psychological testing
UK: JIIG-CAL (Job Ideas and Information
Generator - Computer Assisted
Learning); CENTIGRADE
USA & Canada: SDS (Self-directed Search)
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Literature ReviewLiterature Review
Existing academic preferences
tests
• Limited to Western countries
• Charge high fees
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Literature ReviewLiterature ReviewDifferences in:
• Socio-economic structure
• Cultural background
• Educational system
• Family dynamics
• Linguistic considerations
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PurposePurpose To develop the first online
self-directed standardized test on the measurement of academic preferences (MAPP) for potential distance learners at the OUHK
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ValueValue Expected to:
• Enhance students’ satisfaction with
programme selection
• Possibly reduce the rate of student a
ttrition
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Trait-factor theoryTrait-factor theory
Three steps:• Trait: individual
• Factor: distance education study pr
ogrammes
• Relationship between the two
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DesignDesignStep 1: Identify personal attributes
Step 2: Establish minimum
requirements for DE study
programmes
Step 3: Design an online matching
computer programme
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MethodMethod
Psychological
testing
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InstrumentInstrument• Initial pool: 330 items
• Related school, social, family
and leisure activities, etc.
• Three parts: interests, abilities
and temperaments
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Sampling TechniqueSampling Technique Multi-stage stratified cluster
sampling technique:
• Geographical distribution
• School academic levels
• Gender
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SampleSampleAge of sample: 17 –19• Age 15: preferences stabilized
• Age 17: preferences established
Aiken (1997) Psychological Testing and A
ssessment, 9th Edition, p. 234.
• OUHK programmes: 17 years old and a
bove
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Step 1:Step 1:
Designing draft instrument
• 330 items (school, social, family and leisure
activities) in the Hong Kong context
• Reviewed by team members
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Step 2:Step 2:
Validating draft instrument
• Item validation by
49 psychologists/ career counsellors
• Results: 66 items were deleted
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Step 3:Step 3:
Pilot study
• 264 remaining items were randomized
• Sample: 13 students (Forms 4 and 5)
• Minor changes in language made
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Step 4: Step 4: 1st survey: Test-retest
• Sample size: 54 students
• Time interval: 4 weeks
• Reliability coefficient: 0.67
• 33 items were further discarded with item-total correlation < 0.4
• Remaining 231 items
• Reliability coefficient: 0.72
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Step 5:Step 5:2nd survey: Identifying personal attributes
• Sample: 1,217 students
• Factor analysis
• 8 interpretable factors (attributes) were
identified
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Step 6:Step 6:3rd survey: Verification of 8 attributes
• Sample size: 764 students
• Factor analysis
• Same 8 attributes identified
• 132 items retained
• Alpha reliability: 0.962
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Step 7:Step 7:Determining minimum desirability ratings
• 42 Course Coordinators
• 115 OUHK programmes
• Minimum entry requirements
• Based on 8 personal attributes
• Method: Job analysis
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Step 8:Step 8:
Developing the Online MAPP
• Java programming language
• UNIX (Solaris) Platform
• Oracle 8i database
• Data exported into Excel format
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The MAPP InventoryThe MAPP Inventory
132 items, 8 personal attributes•Influential •Social•Helping •Explorative•Technological •Logical•Reflective •Enterprising
(Accounting for 41.6% of the total variances, P<.05)
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Personal AttributesPersonal AttributesAttribute Definition
Influential An individual who possesses leadership qualities is well rounded, confident, organized and perceived as a role model among his/her colleagues. This individual is also articulate and persuasive and works well with people. This individual is creative and analytical and thus adaptable to changing conditions.
Social This individual is interested in how people communicate and function as a society. He/she is well read and critical of the information he/she gathers. Staying current and being well informed in political and social issues also characterizes this individual. This individual engages with others in social and political activities.
Helping This individual’s main interest is in helping people. He/she possesses good oral, communication and conflict resolution skills and is confident in his/her abilities. This individual is open-minded and understanding and works well with others.
Explorative This individual is interested in science and engineering. He/she possesses skills to manipulate objects and perform experiments. This individual possesses strong analytical skills. Such an individual has a preference to work in a laboratory.
Technological This individual is interested in machinery and electronics. He/she has strong hands on skills to fix and manipulate machinery, specifically computers. This individual’s computer skills are analytical, creative and intuitive, being able to develop programs and solve technical problems. This individual works independently.
Logical This individual is interested in numbers and problem solving. He/she examines problems in abstract ways and performs tasks systematically. He/she enjoys solving mathematical games with others. This individual is rational and would be a valuable team member in group situation.
Reflective This individual has interests in literature and linguistics. He/she is reflective and analytical about what he/she reads and has a broad vocabulary. This individual enjoys the challenges of learning new skills in reading, writing and speaking. This individual is patient and focused in his/her work.
Enterprising This individual is attracted to a career in business. He/she is keen to study and acquire knowledge in business related disciplines such as administration and management. This individual also has a good business sense and stays current with news in the business world. He/she has a goal to succeed and is well read on business people who have achieved such goals.
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ReliabilityReliability
Table 3: Subscale internal consistencies
Factor Name No. of Items Cronbach’s Alpha
Split-Half Reliability
Influential 22 .92 .92
Social 13 .90 .86Helping 21 .91 .89Explorative 20 .93 .92
Technological 15 .93 .87
Logical 14 .93 .87Reflective 18 .90 .84
Enterprising 9 .90 .82
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Reliability (summary)Reliability (summary)From Cronbach’s Alpha
• The internal consistency of the total score of MAPP was 0.962;
• Subscale internal consistency coefficients ranged from 0.90 to 0.93.
Split-half reliability • Split-half reliability coefficient of the MAPP sc
ale was 0.92• Subscale split-half correlations ranged from 0.8
2 to 0.92
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ValidityValidity• Content validity - items
evaluated by 49 experts
• Construct validity -
established through a series
of factor analysis
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Sub-scale inter-correlationsSub-scale inter-correlations
Influential Social Helping Explorative Technological Logical Reflective
Social .46
Helping .63 .36
Explorative .22 .15 .15
Technological .23 .16 .11 .46
Logical .23 .11 .13 .57 .44
Reflective .40 .51 .35 .08 .09 .03
Enterprising .34 .66 .24 .07 .17 .17 .29
Table 4: Sub-scale inter-correlations
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Sub-scale inter-correlationsSub-scale inter-correlations
Summary
•Correlation coefficients ranged from 0.03 to 0.66
•There was no indication of multicollinearity
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StandardizationStandardizationTable 5: Gender differences in subscale mean scores
Type Male (N=958) Female (N=966) P-value
Mean SD Mean SD
Influential 3.24 .57 3.19 .52 0.24
Social 2.74 .72 2.71 .66 0.31
Helping 3.42 .56 3.57 .51 0.00**
Explorative 3.06 .75 2.66 .72 0.00**
Technological 3.05 .79 2.52 .66 0.00**
Logical 2.98 .75 2.64 .72 0.00**
Reflective 2.91 .65 3.06 .63 0.00**
Enterprising 2.64 .83 2.60 .75 0.30
****Significant at the (P<0.01) level
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Standardization (Summary)Standardization (Summary)
Attributes without Gender differences
• Influential , Social and Enterprising
Attributes with Gender differences
• Males: Explorative, Technological, and
Logical
• Females: Helping and Reflective
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To MAPP
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Auto-data CollectionAuto-data Collection
Excel format
• For further validation & to
automatically update gender-
based norms
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Student EvaluationStudent Evaluation
Sample: 227 students
Degree of usefulness
• Very useful/ useful: 50.2%
• Neutral: 45.4%
• Not useful/not useful at all: 4.4%
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Student EvaluationStudent Evaluation
Degree of satisfaction
• Very satisfied/ satisfied: 56.7%
• Neutral: 37.9%
• Not satisfied /not satisfied at all:
5.4%
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Student EvaluationStudent EvaluationThe MAPP could
help me in
Strongly agree/ agree
Neutral
Disagree / strongly disagree
Mean SD N
Understanding my psychological characteristics
141 (62.1%) 80 (35.2%) 6 (2.6%) 3.64 .638 227
Understanding my study programme preferences
138 (60.8%) 76 (33.5%) 13 (5.7%) 3.62 .715 227
Widening my considerations of programme choices
119 (52.4%) 88 (38.8%) 29 (8.8%) 3.52 .806 226
Planning my future educational direction
115 (50.7%) 98 (43.2%) 14 (6.2%) 3.47 .712 227
Making wise educational decisions
95 (41.9%) 110 (48.5%) 22 (9.7%) 3.35 .752 227
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CCs’ EvaluationCCs’ EvaluationPositive responses (10 CCs)
“It is a very useful tool, which provides an indication of which OUHK programmes could be considered”.
“You have taken the proper steps to validate the constructs. I think the instrument will be useful to individuals considering which programme to go into”.
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CCs’ EvaluationCCs’ EvaluationNegative Responses (2 CCs)
“Students would have some idea on what to study before they use this system”.
“Most prospective students would not have the patience to go through the MAPP carefully. How should students choose when the system recommends more than one programme?”
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• Gender differences in
personal attributes
• May be influenced by
different experiences and
Chinese culture
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Improving distance guidance to
support ODL
• Study satisfaction
• Potential reduction of attrition
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LimitationLimitationLiterature: age 17, preferences
established
Results from: Age 17 –19
Further data from users will be
collected and automatically exported
into excel format for further study
and validation.
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Recent InformationRecent Information
Some open and conventional univ
ersities have started to develop in
ventories on academic programm
e preferences:
UKOU, CCRTVU, UNISA;
CUHK, BNU.
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