Exploratory Factor Analysis (EFA) and Reliability Analysis of Financial Literacy Instrument Among Trainee Teachers
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study aims to evaluate the reliability and validity of tools designed to assess financial Literacy (FL) of trainee teachers. A structured questionnaire was utilized to collect data from a randomly selected sample of 100 trainee teachers from the Teacher Education Institute (IPG). EFA techniques were used by deploying IBM-SPSS version 22.0. The EFA results demonstrate four components of FL with the eigenvalue exceeding 1.0 for each construct: financial knowledge 1, financial knowledge 2, financial behaviour and financial attitude. However, through the EFA procedure, the inquiry established that only 38 items, each with weighting factors exceeding 0.50, were retained and considered suitable for assessing the FL construct. The reliability of construct knowledge 1 was 0.916, construct knowledge 2 was 0.947, construct behaviour was 0.958, and construct attitude was 0.962. This study affirms the validity and reliability of the dimensions guiding FL measurement. This research contributes to the body of knowledge on FL among pre-service teachers who would serve as mentors to students after graduating. It also intends to keep up with its ongoing research projects and pursue additional financial studies in the future.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.008 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it