Factorial invariance in student ratings on instruction

Abstract

The factorial invariance of student ratings of instruction across three curricular areas was investigated by means of maximum likelihood factor analysis. The results indicate that a one-factor model was not completely adequate from a statistical point of view. Nevertheless, a single factor was accepted as reasonable from a practical point of view. It was concluded that the single factor was invariant across three curricular groups. The reliability of the single factor was essentially the same in the three groups, but in every case it was very high. Some of the theoretical and practical implications of the study were discussed.