Analyzing Validity and Reliability of Motivational Orientation of Differentiated Instruction in English Language Teaching Student Questionnaire (MoDiELT)

Recently, the implementation of differentiated instruction had been proposed by Ministry of Education of Malaysia to be implemented across all schools in the country. Consequently, as announced in the Malaysia Education Blueprint (2013) the Ministry had launched a program called Differentiated Teaching and Learning of English Language. After few years of its implementation, a measurement protocol was needed to assess the effectiveness of differentiated teaching approach in the teaching and learning of English language. In this instance, a multidimensional instrument was developed to measure student motivation toward differentiated teaching and learning of English language, and indicate teachers' overall teaching performance. The questionnaire contains three sections A (Demography), B (78-item scale assessing student motivation based on their experience of differentiated English language teaching and learning), and C (Student Comment/Suggestion). In this paper, the researcher presents the procedures involved in evaluating the psychometric properties of the instrument and discusses its validity and reliability. The items were constructed based on an accumulation of teachers' differentiated teaching strategies. Face and content validity were evaluated while internal consistency and factor analyses were computed. The final reliability coefficients for the whole scale and subscales range from high to very high, while changes suggested by the analyses were accepted. The overall analysis suggested that the questionnaire is deemed valid and reliable to measure student motivation toward differentiated teaching and learning of English language, and as an indicator of teachers' performance in applying differentiated approach.