SINTA

2.5

Impact

Google Scholar

10

h-index

Indonesian Journal of Education Research (IJoER)

Open Access Journal

Validating the Constructivist Instructional Practices Scale for Cambodian High School Teachers Context: Exploratory and Confirmatory Factor Analysis

Sam OL Nguon
National Institute of Education ROR
Cambodia
nguon.samol@ptec.edu.kh
Hart Bunhe
Kampong Speu Institute of Technology
Cambodia
Meak Chantheng
Ministry of Education, Youth, and Sport
Cambodia
Share

  • Purpose of the study: This study aimed to develop and validate the constructivist instructional practices scale, grounded in constructivist learning theory, concentrated on three dimensions: teacher’s autonomy support, teacher’s support and feedback, and cooperative learning support.

    Methodology: 626 participants from 9 high schools across 4 provinces in Cambodia were selected conveniently. The data was analyzed by using an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA).

    Main Findings: The initial 18-item instrument was refined to a 15-item scale after removing three items with weak, cross, or negative loadings. The final model confirmed a three-factor structure: Teacher Autonomy Support (TAS), Teacher Support and Feedback (TSF), and Cooperative Learning (CL).  The instrument demonstrated high internal consistency (Cronbach’s alpha > 0.80) and robust factorial validity (CFI > 0.95, RMSEA < 0.06), proving to be a reliable tool for measuring student-centered teaching behaviors.

    Novelty/Originality of this study: This research fills a critical gap by providing the first psychometrically validated scale for constructivist practices tailored to the Cambodian high school context.  It contributes to educational assessment by offering a reliable framework for evaluating the shift toward student-centered pedagogy in Southeast Asian classrooms.

  • How to cite

    [1]
    S. O. Nguon, H. Bunhe, and M. Chantheng, “Validating the Constructivist Instructional Practices Scale for Cambodian High School Teachers Context: Exploratory and Confirmatory Factor Analysis”, Ind. Jou. Edu. Rsc, vol. 7, no. 3, pp. 313–328, Jun. 2026, doi: 10.37251/ijoer.v7i3.2893.

    More Citation Formats

  • 38
    Abstract views
    22
    Downloads

    Metrics — Badges

    1. J. Piaget, "Intellectual evolution from adolescence to adulthood," Human development, vol. 15, no. 1, pp. 1-12, 1972, doi: 10.1159/000271225. DOI: https://doi.org/10.1159/000271225
    2. P. Barrouillet, "Theories of cognitive development: From Piaget to today," Developmental Review, vol. 38, pp. 1-12, 2015/12/01/ 2015, doi: 10.1016/j.dr.2015.07.004. DOI: https://doi.org/10.1016/j.dr.2015.07.004
    3. K. Khadidja, "Constructivist theories of Piaget and Vygotsky: Implications for pedagogical practices," Psychological & Educational Studies, vol. 13, no. 3, pp. 359-372, 2020. DOI: https://doi.org/10.35156/1192-013-003-023
    4. L. S. Vygotsky and M. Cole, Mind in society: Development of higher psychological processes. Harvard university press, 1978.
    5. R. M. Ryan and E. L. Deci, "Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being," American Psychologist, vol. 55, no. 1, pp. 68-78, 2000, doi: 10.1037/0003-066X.55.1.68. DOI: https://doi.org/10.1037//0003-066X.55.1.68
    6. N. Adams, T. D. Little, and R. M. Ryan, "Self-Determination Theory," in Development of Self-Determination Through the Life-Course, M. L. Wehmeyer, K. A. Shogren, T. D. Little, and S. J. Lopez Eds. Dordrecht: Springer Netherlands, 2017, pp. 47-54. DOI: https://doi.org/10.1007/978-94-024-1042-6_4
    7. A. Assor, "Allowing Choice and Nurturing an Inner Compass: Educational Practices Supporting Students’ Need for Autonomy," in Handbook of Research on Student Engagement, S. L. Christenson, A. L. Reschly, and C. Wylie Eds. Boston, MA: Springer US, 2012, pp. 421-439. DOI: https://doi.org/10.1007/978-1-4614-2018-7_20
    8. E. A. Skinner and M. J. Belmont, "Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year," Journal of Educational Psychology, vol. 85, no. 4, pp. 571-581, 1993, doi: 10.1037/0022-0663.85.4.571. DOI: https://doi.org/10.1037/0022-0663.85.4.571
    9. K. D. Ciani, K. M. Sheldon, J. C. Hilpert, and M. A. Easter, "Antecedents and trajectories of achievement goals: A self‐determination theory perspective," British journal of educational psychology, vol. 81, no. 2, pp. 223-243, 2011, doi: 10.1348/000709910X517399. DOI: https://doi.org/10.1348/000709910X517399
    10. R. M. Ryan and E. L. Deci, "Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions," Contemporary Educational Psychology, vol. 61, p. 101860, 2020/04/01/ 2020, doi: 10.1016/j.cedpsych.2020.101860. DOI: https://doi.org/10.1016/j.cedpsych.2020.101860
    11. D. Alt, "The construction and validation of a new scale for measuring features of constructivist learning environments in higher education," Frontline Learning Research, vol. 2, no. 3, pp. 1-27, 2014, doi: 10.14786/flr.v2i2.68. DOI: https://doi.org/10.14786/flr.v2i2.68
    12. H. Ottin and W. Zwaal, "The identification of constructivist pedagogy in different learning environments," in The Challenges of Educating People to Lead in a Challenging World, M. K. M. cCuddy, H. v. d. Bosch, W. B. M. artz, A. V. M. atveev, and K. O. M. orse Eds. Dordrecht: Springer, 2007, pp. 171-196. DOI: https://doi.org/10.1007/978-1-4020-5612-3_9
    13. G. Tenenbaum, S. Naidu, O. Jegede, and J. Austin, "Constructivist pedagogy in conventional on-campus and distance learning practice: an exploratory investigation," Learning and Instruction, vol. 11, no. 2, pp. 87-111, 2001, doi: 10.1016/S0959-4752(00)00017-7. DOI: https://doi.org/10.1016/S0959-4752(00)00017-7
    14. J. Dewey, "The determination of ultimate values or aims through antecedent or a priori speculation or through pragmatic or empirical inquiry," Teachers College Record, vol. 39, no. 10, pp. 471-485, 1938, doi: 10.1177/0161468138039010. DOI: https://doi.org/10.1177/016146813803901038
    15. J. S. Bruner, Tpward a Theory of Instruction. The Belknap Press of Hardward University Press: Cambridge 1966.
    16. R. M. Ryan and E. L. Deci, Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford publications, 2017. DOI: https://doi.org/10.1521/978.14625/28806
    17. E. L. Deci, A. H. Olafsen, and R. M. Ryan, "Self-determination theory in work organizations: The state of a science," Annual Review Of Organizational Psychology Organizational Behavior, vol. 4, pp. 19-43, 2017, doi: 10.1146/annurev-orgpsych-032516-113108. DOI: https://doi.org/10.1146/annurev-orgpsych-032516-113108
    18. H. Jang, J. Reeve, and E. L. Deci, "Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure," Journal of Educational Psychology, vol. 102, no. 3, pp. 588-600, 2010, doi: 10.1037/a0019682. DOI: https://doi.org/10.1037/a0019682
    19. H. Jang, J. Reeve, and M. Halusic, "A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways," The Journal of Experimental Education, vol. 84, no. 4, pp. 686-701, 2016/10/01 2016, doi: 10.1080/00220973.2015.1083522. DOI: https://doi.org/10.1080/00220973.2015.1083522
    20. J. Reeve, "Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive," Educational Psychologist, vol. 44, no. 3, pp. 159-175, 2009/07/24 2009, doi: 10.1080/00461520903028990. DOI: https://doi.org/10.1080/00461520903028990
    21. H. Kaplan and A. Assor, "Autonomous motivation and the need for autonomy: Findings and new theoretical developments in Israel," in Asian Education Miracles, G. A. Liem and S. H. Tan Eds., 1st ed. London: Routledge, 2018, ch. 6, pp. 84-106. DOI: https://doi.org/10.4324/9781315180625-6
    22. H. Patrick, L. H. Anderman, and A. M. Ryan, "Social motivation and the classroom social environment," in Goals, goal structures, and patterns of adaptive learning, C. Midgley Ed., 1st ed. Mahwah: Routledge, 2002, ch. 4, pp. 85-108.
    23. N. T. Arega and T. S. Hunde, "Constructivist instructional approaches: A systematic review of evaluation-based evidence for effectiveness," Review of Education, vol. 13, no. 1, p. e70040, 2025/04/01 2025, doi: 10.1002/rev3.70040. DOI: https://doi.org/10.1002/rev3.70040
    24. S. Gangwar, "Effectiveness of project based learning (constructivist learning approach) on students achievement in science at secondary level," Educational Quest: An Int. J. of Education and Applied Social Science, vol. 8, no. 3, pp. 737-741, 2017, doi: 10.5958/2230-7311.2017.00129.5.
    25. S. Tsehay, M. Belay, and A. Seifu, "Challenges in constructivist teaching: Insights from social studies teachers in middle-level schools, West Gojjam Zone, Ethiopia," Cogent Education, vol. 11, no. 1, pp. 1-17, 2024, doi: 10.1080/2331186X.2024.2372198. DOI: https://doi.org/10.1080/2331186X.2024.2372198
    26. A. K. Knapp, "A Study of Secondary Science Teacher Efficacy and Level of Constructivist Instructional Practice Implementation in West Virginia Science Classrooms," Doctor of Education Graduate College of Marshall University Marshall University 2013.
    27. J. S. Kim, "The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies," Asia pacific education review, vol. 6, pp. 7-19, 2005, doi: 10.1007/BF03024963. DOI: https://doi.org/10.1007/BF03024963
    28. S. Chan, S. Maneewan, and R. Koul, "Teacher educators’ teaching styles: relation with learning motivation and academic engagement in pre-service teachers," Teaching in Higher Education, pp. 1-22, 2021, doi: 10.1080/13562517.2021.1947226. DOI: https://doi.org/10.1080/13562517.2021.1947226
    29. W. E. Samuels, "Classroom Constructivism Inventory: Informing Teaching Practices " Journal of Curriculum and Teaching, vol. 13, no. 5, pp. 405-412, 2024, doi: 10.5430/jct.v13n5p405 DOI: https://doi.org/10.5430/jct.v13n5p405
    30. M. C. Yildirim, "Developing a scale for constructivist learning environment management skills," Eurasian Journal of Educational Research, no. 54, pp. 1-18, 2014. DOI: https://doi.org/10.14689/ejer.2014.54.1
    31. A. F. Backes et al., "Adaptation and Validation of the Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) for Brazilian Physical Education Pre-Service Teachers," (in eng), International journal of environmental research and public health, vol. 19, no. 19, 2022, doi: 10.3390/ijerph191912091. DOI: https://doi.org/10.3390/ijerph191912091
    32. J. Reeve and S. HyeonCheon, "Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice," Educational Psychologist, vol. 56, no. 1, pp. 54-77, 2021, doi: 10.1080/00461520.2020.1862657. DOI: https://doi.org/10.1080/00461520.2020.1862657
    33. A. Patzak and X. Zhang, "Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis," Educational Psychology Review, vol. 37, no. 1, p. 17, 2025, doi: 10.1007/s10648-025-09994-2. DOI: https://doi.org/10.1007/s10648-025-09994-2
    34. L. Li and D. Zeng, "Effect of teacher autonomy support on student engagement in physical education classrooms in a blended learning environment: the mediating role of performance expectancy and academic self-efficacy," (in eng), BMC psychology, vol. 13, no. 1, p. 475, 2025, doi: 10.1186/s40359-025-02685-1. DOI: https://doi.org/10.1186/s40359-025-02685-1
    35. Z. Gan, Z. An, and F. Liu, "Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?," (in English), Original Research vol. 12, 2021-June-21 2021, doi: 10.3389/fpsyg.2021.697045. DOI: https://doi.org/10.3389/fpsyg.2021.697045
    36. A. O’Connor and A. McCurtin, "A feedback journey: employing a constructivist approach to the development of feedback literacy among health professional learners," BMC Medical Education, vol. 21, no. 1, pp. 1-13, 2021, doi: 10.1186/s12909-021-02914-2. DOI: https://doi.org/10.1186/s12909-021-02914-2
    37. P.-H. Chen, J.-C. Hong, J.-H. Ye, and Y.-J. Ho, "The Role of Teachers' Constructivist Beliefs in Classroom Observations: A Social Cognitive Theory Perspective," (in eng), Frontiers in psychology, vol. 13, pp. 1-10, 2022, doi: 10.3389/fpsyg.2022.904181. DOI: https://doi.org/10.3389/fpsyg.2022.904181
    38. R. A. M. d. Kleijn, "Supporting student and teacher feedback literacy: an instructional model for student feedback processes," Assessment & Evaluation in Higher Education, vol. 48, no. 2, pp. 186-200, 2023, doi: 10.1080/02602938.2021.1967283. DOI: https://doi.org/10.1080/02602938.2021.1967283
    39. W. Waskito, R. E. Wulansari, R. Rifelino, A. Fortuna, A. Nyamapfene, and S. A. Jalil, "Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills," International Journal of Cognitive Research in Science, Engineering and Education vol. 12, no. 1, pp. 57-76, 2024, doi: 10.23947/2334-8496-2024-12-1-57-76. DOI: https://doi.org/10.23947/2334-8496-2024-12-1-57-76
    40. J. F. Hair, W. C. Black, B. J. Babin, R. E. Anderson, and R. L. Tatham, Multivariate data analysis: Pearson new international edition, Seventh ed. Essex: Pearson Education Limited Harlow, 2014.
    41. J. C. Nunnally, "Psychometric Theory— 25 Years Ago and Now," Educational Researcher, vol. 4, no. 10, pp. 7-21, 1975/11/01 1975, doi: 10.3102/0013189X004010007. DOI: https://doi.org/10.3102/0013189X004010007
    42. L. R. Fabrigar, D. T.Wegener, R. C. MacCallum, and E. J. Strahan, "Evaluating the Use of Exploratory Factor Analysis in Psychological Research," Psychological Methods, vol. 4, no. 3, pp. 272-299, 1999, doi: 1082-989X/99/S3.00. DOI: https://doi.org/10.1037/1082-989X.4.3.272
    43. R. F. DeVellis and C. T. Thorpe, Scale Development: Theory and Applications, 5th ed. United States of America: SAGE Publications, 2022.
    44. A. B. Costello and J. Osborne, "Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis," Practical Assessment, Research, and Evaluation, vol. 10, no. 1, pp. 1-9, 2005, doi: 10.7275/jyj1-4868.
    45. C. Fornell and D. F. Larcker, "Evaluating Structural Equation Models with Unobservable Variables and Measurement Error," Journal of Marketing Research, vol. 18, no. 1, pp. 39-50, 1981, doi: 10.1177/002224378101800104. DOI: https://doi.org/10.1177/002224378101800104
    46. R. B. Kline, Principles and practice of structural Equation modelling, fifth ed. New York: The Guilford Press, 2023.
    47. D. L. Streiner, "Starting at the Beginning: An Introduction to Coefficient Alpha and Internal Consistency," Journal of Personality Assessment, vol. 80, no. 1, pp. 99-103, 2003, doi: 10.1207/S15327752JPA8001_18. DOI: https://doi.org/10.1207/S15327752JPA8001_18
    48. B. G. Tabachnick and L. S. Fidell, Using multivariate statistics, 7th ed. Pearson Education, 2019.
    49. B. G. Tabachnick and L. S. Fidell, Using multivariate statistics (7th Еd.). Pearson Education, 7th ed. Peaason, 2019
    50. MoEYS, A country report: PISA 2022 results for Cambodia. Phnom Penh: MoEYS, 2024.
    51. C. Hang, Education reform in Cambodia: Toward a knowledge-based society and shard prosperity. Phnom Penh: Sipar Publishing, 2016.