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4.5. Exploratory Factor Analysis (EFA)

For the second phase, exploratory factor analysis (EFA) was performed on variables Culture learning

in Design and Technology. This analysis was conducted to identify and prioritize a large number of

questionnaires into constructs under a certain variable from the sample (Chua, 2009; Tabachnick &

Fidell, 2006).

EFA was conducted to get the best new construct from data that obtained from the study

sample (Hair, et.al, 2009: 773). The main purpose of EFA is to identify the constructs available in

selected variables to be used in other analyses. This process requires the process to drop items that are

not correlated to form single-construct in a questionnaire.

Analysis of these factors will be performed to confirm the collection of items in the

instrument Culture School and was clustered by factors that really represent the content aspects to be

evaluated as described by Nunnally (1978). Apart from the determination of the historical design of

the instrument is done, factor analysis conducted for the validity of the variables in the learning

culture of design and technology education.

Here is a step-by-step procedure proposed by the EFA as Hair et. al (2010), Tabachnick and

Fidell (2006), Sekaran (2000), Sheridan (2005), Sheskin (2007), Henson and Roberts (2006) and

Coakes and Steed (2005):

i. Items that have the 'anti-image correlation matrix


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The above procedure was carried out repeatedly until formed the constructs with distinctive

items. It involves several iterations item rotation to form the constructs or components required and

has a distinctive items (Mahaliza, Norlia & Shahril @ Charil, 2011).

Chua (2009) states the determination of the items whether should be removed or not,

depending on the purpose of the study, if the purpose of the study is to make a distinction between the

constructs, the items should be removed because an item cannot be represented by two constructs in

the analysis comparison between the constructs. Factor analysis is a procedure used by previous

researchers to identify, reduce, and compiling the questionnaire items in the specific constructs under

a dependent variable in the study.

4.6. Factor analysis of variables Culture learning in Design and Technology

Exploratory Factor Analysis (EFAs) results in the learning culture in education Design and

technology explain procedures anti-image correlation analysis shows the correlation coefficient is

greater than 0.5, and this gives the impression that factor analysis can proceed. Measure of sampling

adequacy of the Kaiser-Meyer-Olkin (KMO) and Bartlett's Test of Sphericity showed that the KMO

value is .918, while the Bartlett Sphericity test is significant with the Chi-squarenya 5695.62 on 378

degrees of freedom.

Table 8 Test Suitability Factor Analysis and Uniform Items KMO and

Bartlett "s Test Against Cultural constructs of learning in design and technology education

Kaiser-Meyer-Olkin Measure of Sampling Adequacy .918

Bartletts Test of Sphericity Approx. Chi-Square Spherecitydf

Sig

5695.62

378.000

4.6.1. Uniformity of the Cultural learning in Design and Technology Items

Table 9 shows the uniformity of the items in the learning culture of design and technology education.

The consistency is between .430 to .717.

Table 9 The Uniform Cultural learning in Design and Technology Item

Communalities

Initial Extraction

B1 Teacher delivering the lesson content with clear languageB2 Teachers deliver the subject matter in a simple wayunderstoodB5 Teachers teach according to my ability levelB6 Fun teaching meB7 Teachers reward studentsB8 Teachers use a variety of teaching techniques

C9 Teacher told me about the school's goalsC10 Teacher gave me the opportunity to make decisionsC11 Teacher told the steps that should be taken

1.0001.000

1.0001.0001.0001.000

1.0001.0001.000

.621

.648

.524

.527

.439

.394

.499

.544

.524


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C14 I was told about the academic improvement planD16 Teachers into the classroom rightD17 Teachers leave the classroom rightD18 Students fined if found in violation of rules

D19 Students with discipline problemsD20 Recorded student attendance at school every day

D21 School rules notified to studentsD22 School staff safety a priorityD24 I feel safe at this school

D25 School environment is cheerfulD26 School environment encourages learning

E27 Teachers understand my feelingsE28 Teachers treat me as a friendE29 Teachers treat students with good regardlessE30 Teachers be fair to studentsE31 Teachers willing to listen to my opinion

E32 Teachers give good service to me

E33 Teacher available to me regardless of the timeE36 Teachers are prepared to meet me wherever

1.0001.0001.0001.000

1.0001.000

1.0001.0001.000

1.0001.000

1.0001.0001.0001.0001.000

1.000

1.0001.000

.468

.518

.446

.609

.430

.590

.477

.486

.580

.712

.705

.634

.585

.669

.631

.658

.650

.635

.717

Extraction Method: Principal Component Analysis.

An orthogonal rotation by varimax method was conducted to determine the factors in

explaining the variance in the number of Eigen values greater than 1. Orthogonal rotation is selected

to ensure that the observed variables are not correlated (jocko uncorrelated) to each other. Moreover,

it can make sure "factor structure matrix" fit and match "factor pattern matrix" when "factor

correlation matrix" is "Identity matrix" (Henson & Roberts, 2006). To determine the items belong to

certain factors, varimax method has been turning these factors with its own capacity. The main

purpose of this method is done to maximize the cargo variant with increased load factors high and

lower low values for each factor (Tabachnick & Fidell, 2006).

4.6.2. Total variance of constructs Cultural learning in Design and Technology

There are six components to the eigen value larger than 1. These six factors accounted for 56 864%

change in the overall variance. An orthogonal rotation by varimax method has been determined that

there are six factors to explain the total variance. Factor 1 accounted for 30 536% of the total

variance, and factor 2 of 7288% of the variance, factor 3, by 5944%, 4 factors of 4.784%, the factor of

5 by 4213%, and 6 factor of 4.098%. Other factors did not significantly contribute to the total

variance of the eigen value less than 1.

Table 10. total variance explained (n=588) The Cultural Component learning in Design and

Technology


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Total Variance

Explained

Initial Eigenvalues

Extraction Sums of Squared

Loadings

Rotation Sums of Squared

Loadings

Component

% of Cumulative

Total Variance %

% of

Total Variance Cumulative %

% of

Total Variance Cumulative %

1 8.550 30.536 30.536 8.550 30.536 30.536 3.80

13.570 13.570

2 2.041 7.288 37.824 2.041 7.288 37.824 3.04

10.888 24.458

3 1.664 5.944 43.768 1.664 5.944 43.768 2.58

9.243 33.701

4 1.340 4.784 48.552 1.340 4.784 48.552 2.56 9.165 42.8655 1.180 4.213 52.766 1.180 4.213 52.766 2.07

7.400 50.266

6 1.147 4.098 56.864 1.147 4.098 56.864 1.84

6.598 56.864

7 .915 3.267 60.131

8 .880 3.143 63.274

9 .821 2.932 66.206

10 .749 2.676 68.882

11 .722 2.580 71.462

12 .690 2.464 73.926

13 .645 2.303 76.230

14 .614 2.194 78.424

15 .584 2.087 80.510

16 .560 2.001 82.511

17 .542 1.936 84.447

18 .523 1.870 86.316

19 .484 1.730 88.047

20 .450 1.606 89.652

21 .435 1.555 91.207

22 .411 1.468 92.676

23 .392 1.401 94.077

24 .364 1.300 95.376

25 .356 1.272 96.648

26 .335 1.197 97.845

27 .318 1.136 98.981

28 .285 1.019 100.000

Extraction Method: Principal Component Analysis.


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4.6.3. Varimax rotation for Cultural Components of learning in design and technology

education

To determine the items included in these factors, varimax method has been turning these factors with

its own capacity. Found 1 factor has 6 items, factor 2 has 6 items, factor 3 has 5 items, factor 4 has 5

items, as well as factor 5 has three items, factor 6 also has three items (see Table 11 below).

Based on the analysis of the above factors, the researchers found that one factor is the items

that represent Interactions With Student Teachers, factor 2 refers to Sharing Plans, factor 3 describes

the Emphasis on Education, 4th factors related to Safety and Regularity, factor 5 is about feelings and

cheer students, while the factor 6 is concerned with the readiness of teachers.

Table 11 Rotated Component Matrix for Cultural Variables learning in Design and Technology

Exploratory Rotation Method

Varimax and Uniform Value Items (n = 588)

Disclosure Item Component

1 2 3 4 5 6

(Teacher Interaction with Students)E29 Teachers serve students well without

calculate the backgroundE31 Teachers willing to listen to my opinion

E28 Teacher consider me as a friendE30 Teachers be fair to studentsE27 Teachers understand my feelings

E32 Teachers give good service to me

(Sharing Plan)C10 Teacher gave me the opportunity to makeresultsB7 Teacher reward studentsC9 Teacher told me about the school's goalsC14 I was informed about academicimprovement planB8 Teachers using a variety of teachingtechniquesC11 Teachers tell the steps that must be taken

(Emphasis on Education)

B2 Teachers deliver the subject matter in a waythat is easily understoodB1 Teacher delivering the lesson content withclear languageD16 Teachers into the classroom rightB6 Fun teaching meB5 Teachers teach according to my ability level

(Safety and Regularity)D18 Students fined if found to have violatedrulesD20 Recorded student attendance at schoolevery dayD21 School rules notified to students

.742

.720

.698

.687

.666

.628

.678

.641

.630

.610

.545

.517

.744

.729

.541

.513

.470

.757

.729

.614


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D19 Students with discipline problemsD22 School staff safety a priority

(Feelings and Fun)

D25 School environment is cheerfulD26 School environment encourages learning

D24 I feel safe at this school

(Readiness Teacher)

E36 Teachers are prepared to meet me whereverE33 Teacher available to me regardless of the

timeD17 Teachers ready to leave class right

.585

.522

.786

.752

.591

.741

.719

.475

The Eigenvalue 8.550 2.041 1.664 1.340 1.180 1.147

Percentage of Variance Explained 30.536 7.288 5.944 4.784 4.213 4.098

Cumulative Percentage of Variance Explained 30.536 37.824 43.768 48.552 52.766 56.864

4.6.4. Dropping Items After Varimax Rotation In constructs Culture school

There are 9 items that have been dropped in the culture of learning in education Design and

technology after a varimax rotation. Item is removed and identified as cross-loading items. Please see

Table 12 below.

Table 12 Abortion Items After Varimax Rotation to construct learning culture in education Design

and technology

No. Item Statement

C12D23B3E37E34B4C13C15E35

Teachers get my views on the appropriateness of schedule additional classes.Safety of the school environment are emphasized.Teachers relate subject matter with my past experience.Teachers praise students with positive behaviors.Teachers are willing to listen to my personal problem.Teachers use a variety of teaching aids such as charts, radio, and cassette.Teachers get my views on topics that should be emphasized.Academic success of the school was announced to studentsTeachers help solve my learning.

5.0 SUMMARY

The main purpose of this study is to report the validity and reliability of the items in the questionnaire

Culture School used to measure the views of secondary school students in Malaysia. This study uses

the basic theory and statistics to identify these items constituting 28 items Cultural learning in design

and technology. Questionnaire proposed learning culture in education Design and technology that

contains 44 items proposed by the validity of the expert analysis and exploratory factor analysis. Only

28 of an item is received and collected questionnaires to be learning culture in education Design and

technology of the final version. Factor analysis for the 28 items was created six key factors. Eigen

value indicates that the questionnaire items is more than one contributing factor to the total variance

of 56.86%. These factors is the emphasis on education, planning, sharing, security and orderliness,teacher and student interaction, emotion and excitement of students and teacher.


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Results from this study suggest learning culture in education Design and technology

dimensions to produce the good reliability to measure student views on the role of school culture in

improving their academic performance. The reliability of the whole item of the six dimensions (28

items) in the actual study was .910. Therefore, these items suitable for use in exploratory research.

This study has its weaknesses and limitations of participants consisted of high school students

(grades 2) only. Therefore, future studies should be extended to primary school students, and also

involves principals and teachers as the most basic and important unit in developing the school's

academic success. But it is hoped that the instrument learning culture in education Design and

technology will be useful to researchers inventory especially interested to understand more about the

role of culture in learning design and technology education, particularly in boost academic

achievement of students in Malaysia as a whole.

REFERENCES

Abu Bakar bin Nordin, (1995). Affective evaluation. Kajang: Time Enterprise

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