CONFIRMATORY FACTOR ANALYSIS FOR INSTRUMENTS OF INNOVATIVE TEACHING PRACTICES FOR TEACHERS OF 21ST CENTURY CLASSROOM: PRELIMINARY FINDINGS

<doi>10.24250/jpe/1/2026/SMW/RMO/KWS/SSA/BOA/AAY/</doi>

Abstract

Nigeria schools have adopted changes and innovation in teaching and learning. With this changes, efforts have been put in place by the government so that teachers can integrate innovative teaching to enhance students’ engagement in the classroom. This study aimed to examine confirmatory factor analysis for instruments of innovative teaching practices for teachers of 21st century classroom: a preliminary finding. Quantitative research was adopted in the study. A purposive sampling technique was adopted to selected 200 teachers in Kwara State public schools. The instrument of innovative teaching practice had five dimensions (flipped classroom, google classroom-assisted learning; design-thinking process; project-based learning and blended learning) with 25 items. The Confirmatory factor analysis using maximum likelihood estimation technique (AMOS version 18) was performed to determine validity and reliability of the instrument. Confirmatory factor analysis had 16 items after removed the items with poor loadings. The findings of first order CFA analysis revealed that the model fit the data where fitness indexes were significant. Also, the finding further showed that second order analysis fitness indexes were satisfactory where the dimensions of ITP have significant value on main variable. The second order measurement model of innovative teaching practices was free from offending values with all fit statistics well above the set threshold. The innovative teaching practices questionnaire was proven to have a strong measurement model as well as reliable constructs. The study suggested that ITP instruments consider to be suitable for use by teachers of 21st century classroom at enhancing students’ engagement in the classroom.