Essay Sample on Exploring the Impact of 9-Item CAP Perceived Learning

Paper Type:  Essay
Pages:  5
Wordcount:  1373 Words
Date:  2023-02-12


The 9-item CAP perceived learning instigated in three distinct programs, with each having its information collection and evaluation. The phases were directed to enrolled students in online face to face classes. It was carried out between two different higher learning institution with diverse groups of samples for each phase. It focused on the three subscale domains of the bloom taxonomy, namely the cognitive, affective, and psychomotor learning.

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Firstly, I aim to explore if there is a relationship among sense of community, success in a graduate course online, and perceived learning. The focus is on what the learners deem valuable in an online graduate course whose focus is on education and sense of community. Research indicates that a valid measure of learning aimed at perceived learning ("Lynn Dilmani- Crazy Stories from ER Nurse by Day Stand Up by Night," 2017). Research dictates that comprehension happens when the learner's trust that is accepted by society, and interpersonal interactions are relevant to the community of learners. A self-assessment questionnaire is filled by students when they wanted to determine their perceived learning. It occurred at the beginning of the and the end of their online course. Nineteen instructional competencies are used to test their skills.

The international board of standards for training, performance and instruction that give content validity to the instrument collect the competency results ("Measuring Sense of Community and Perceived Learning Among Alternative Licensure Candidates | Wighting," n.d.). Wighting conducted a study that covered quantitative analysis research. The study portrayed the connection between a sense of class community and perceived learning with alternative licensure students being (N=58). It's based on their scores coming from different set of standardized instruments that calculate the constructs. The final assessment showed self-reports of better learning and an indication that the learners understand the content ("Measuring Sense of Community and Perceived Learning Among Alternative Licensure Candidates | Wighting," n.d.).

I intend to use the assessment instrument on graduate-level nursing students that have enrolled online in face to face classes. It measures knowledge in the three domains of learning used in the assessments of learning using Bloom's taxonomy. The cognitive part of education entails the ability to remember application, analysis, comprehension synthesis, and evaluation. The affective or attitude level of learning is made up of characterization, responding, receiving, organization, and valuing. The psychomotor or skills category is made up of modified overt response, perception, set, adaptation, directed response, mechanism, and organization.

The first phase entailed development, examination, and element evaluation of an 80-item instrument which focused on blooms taxonomy learning bases. It's given to one hundred and forty-two online enrolled students. The results caused the reducing of 21 items from the first phase. A pristine sample made up of one hundred and seventy-one online registered face to face trainees were picked for the second test. The scores from the assessment indicated that a smaller unit of 9 item instrument could be structured. Phase three administered to two hundred and twenty-one online enrolled learners. The final score on the measure of expected cognitive, psychomotor, and affective learning was presented together accompanied by the final CAP Observed Study Scale ("PlumX," n.d.).

The 9-item CAP perceived learning scale provides detailed results for the CAP Perceived study period, one item viewed studying, affective learning period, and two things perceived study loss scale (Eric, n.d.). The statistics covered the concluding data coverage effort that upholds the 9- item CAP Observed Knowledge Scale. The measure is done on the internal consistency estimate of determining the reliability of the assessment. Cronbach`s coefficient alpha method was used to calculate the assessment. It obtained the assurance for the assessment tool scale total of .79. The range for the observed comprehension scale total is from 0 to 54. The subscale for the CAP score range from 0 to 18. The scores for the affective learning range from 20 to 140. The scales for learning gain and loss range from 0 to 9.

The concept of the instrument is the connection among sense of class community, success in the online graduate course, and perceived learning. The purpose of the device is creating quantitative statistics to use in the assessment. It entails perceived knowledge, observed SOC surveys and analysis of results used for final group projects and discussion board projects. The evaluation survey is made up of qualitative data such as class responses. The class community-scale review assesses the research study concentrating on tertiary institution learners. Students were required to go through each competency carefully then select the option that showed their understanding of the level of skill. The measurements were 1(weak), 2(somewhat weak), 3(Neither weak or strong), 4(moderately strong), and lastly 5(strong).

A learning gain score was calculated to indicate the differences in the expected student's identification competency. The final grade achievement calculated through two grading scales which are the midterm and end-term projects - the second grade calculated by a mean of three categories which students attend different discussion groups. The discussions measured the student's active involvement in the course. The final category was assigned based on three score lines generated from all term activities (McDonald, 2013, p. 77).

The grades system was the widely used method of determining cognitive learning outcomes. The validity of the grading system questioned in the matter of reflecting the content covered over the whole period of study. Grades restricted through measuring the superiority of knowledge and provide a limited range of the perception of learning. The Cronbach`s alpha coefficients results on perceived learning for the pre and post-test were .92 and .95, respectively. It indicated an agreeable level of validity. (Nunnally and Bernstein, 1994).

Self-assessment questionnaire indicated increase (t=4.36, p=0.01) in the perceptions of students of the instructional design ability starting from pre to post-test scores. The average students rating changed by a margin of 0.86 from 2.96 which indicate neither weak nor strong to 3.80, which is somewhat strong. The different activities created in the course helped students understand the concepts based on instructional design competencies hence the decisive score. Sense of class community from the Cronbach's alpha coefficient obtained 0.84. It indicates a level of acceptable reliability. The students confirmed that they connected.

The reliability threats are that the students cannot assess the total knowledge gain. Reports indicate that the students overstate the content which they are conversant. Also, the average and poor performers possess a higher chance of inaccuracy. A researcher explains that only students with positive attitude attended classes and participated more in the learning process. (Bem, 1972.)


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PlumX. (n.d.). Retrieved from

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