Assessing Load Reduction Instruction: Measurement Properties in a Chinese-Speaking Secondary School Context (Poster 39)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Cognitive Processes, Pedagogical Strategies, and Cross-Cultural Insights in Education

Abstract

The Load Reduction Instruction Scale (LRIS) is used to assess instruction aimed at managing the cognitive burden on students as they learn. To date, studies using the LRIS have been limited to English-speaking contexts. This study is the first to test the cross-cultural generalizability of the LRIS with data collected from 1166 students in Taiwan. Results showed the factor structure of the LRIS–Chinese was consistent with that found in prior English-based research, and it showed good external validity. Invariance tests using a dataset collected from 262 Australian students showed measurement equivalence between the LRIS-Chinese and the LRIS-English. Findings support the validity of the LRIS–Chinese and its potential to guide instructional practice in Chinese-speaking educational contexts.

Authors

• Serena (Wei) Sun, University of New South Wales

• Paul Evans, University of New South Wales

• Andrew J. Martin, University of New South Wales