Psychometric Properties of the Short Version of the Instrument to Measure Students' Perceptions of Pedagogy for 21st Century Learning (S-POP-21)

This research was conducted with the aim of psychometric analysis of the short version of the scale for measuring learners' perceptions about the pedagogical approaches of the 21st century. In this research, a cross-sectional survey of 500 teenagers (255 boys and 245 girls) in the second secondary students' community of the 4th district of Tehran education in the academic year of 2022-2023 responded to the Students’ perceptions of pedagogy for 21st century learning instrument (Bray, Girvan & Ghorcora, 2023) and the Self-Directed Learning Scale (Lounsbury & Gibson, 2006). The data were analyzed with the help of exploratory and confirmatory factor analysis statistical methods. The results of principal components analysis on 250 boys and girls and the results of confirmatory factor analysis on another 250 boys and girls supported the single-factor structure of the short version of the S-POP-21. The results of correlation between S-POP-21 with self-directed learning in them provided convincing evidence in defense of the criterion validity of the S-POP-21. The internal consistency coefficient of the instrument was 0.92. the results, by providing additional evidence in defense of the technical characteristics of the validity and reliability of the S-POP-21, showed that satisfying the concern for the maximum development of confidence in learning the multiple skills of the 21st century in learners requires that contemporary pedagogical approaches include features such as knowledge building, problem-based learning, design thinking, and dialogic teaching at the same time.