โมเดลสมการโครงสร้างพหุระดับปัจจัยที่มีอิทธิพลต่อการรู้ดิจิทัลสำหรับนักศึกษาระดับปริญญาตรี

Abstract

This research aimed to (1) develop and test the validity of the measurement model of digital literacy for undergraduate students. (2) Analyzed structural validity of multi-level structural equation model influencing the digital literacy of undergraduate students. The research samples were 2,090 undergraduates and 61 faculty who are studying in 13 universities in Northern. The research samples were obtained from Stratify Random Sampling. The research instrument was the questionnaire with 93 items and 5 levels rating scale and has 3 parts which are (1) Inquire about general information. (2) Digital literacy questionnaire with 39 items, namely Technical practice skills, Thinking and analysis skills, Collaboration skills and sharing and Social awareness skills with reliability 0.796 0.814 0.789 and 0.717, respectively. (3) Factors influencing the digital literacy questionnaire with 54 items. The reliability value was between .729 - .891. The data analysis used the descriptive statistics, Multiple Correlation Analysis, Second-order Confirmatory Factor Analysis (2nd CFA), Multilevel confirmatory factor analysis (MCFA) and Multilevel structural equation model (MSEM). The results of the study were as (1) the measurement model of digital literacy revealed 4 factors, namely Collaboration and sharing skills, Thinking and Analysis, Technical practice skills and Social-Awareness skills. The factor loadings ranking from the highest to the lowest were .806 .650 .624 and .522, respectively. The validation of a goodness of fitted model yielded a Chi-square of 62.668, df = 61, p-value = .4169, CFI = 1.000, TLI = 1.000, RMSEA = .004 and SRMR = .018.The variables in the measurement model of digital literacy for undergraduate students was in harmonious congruence with the empirical data consider from index goodness of fit measure. The weight of each indicators in first-order CFA was positive with statistical significance at the level of .01 and all indicators were measurable. (2) The Analyzed structural validity of multi-level structural equation model are validation of a goodness of fitted model yielded a Chi-square of 330.900, df = 295, p-value = .0736, CFI = .995, TLI = .995, RMSEA = .008, SRMR - Within = .010 and SRMR- Between = .339, At the student level it was found that media effect factors had the most direct effect and indirect effect that influenced the digital literacy of undergraduate students. At the faculty level it was found that climate factors had the most direct effect that influenced the digital literacy. And it was found that environment factors had the most indirect effect that influenced the digital literacy. However, factors at the student level can explain 48.6 percent of the variance of digital literacy for each student. And factors at the faculty level could explain the variance of digital literacy for each faculty at 80.5 percent.