Synthesizing a GPAAS Learning Process Model: Mixed-Methods Evidence from Secondary Education
Keywords:
GPAAS learning process; self-regulated learning; exploratory factor analysis; confirmatory factor analysis; mixed methodsAbstract
Employing an explanatory sequential mixed-methods design, this study identified the five components of the gathering, processing, applying, articulating, and self-regulating (GPAAS) learning process among Thai Grade 12 students; examined whether these components represented an overall construct; and explained their practical application through qualitative evidence. The quantitative phase involved two independent samples of students from Thai public and private schools. Questionnaire data from 400 students underwent exploratory factor analysis, followed by confirmatory factor analysis (CFA) with 505 students. The qualitative phase included semi structured interviews with eight high-achieving students and an appraisal by four educational experts, and data were analyzed using directed content analysis with additional inductive subthemes. The findings suggested that the participants demonstrated the five related components. Domain-level CFA showed that composite indicators were significantly associated with the overall GPAAS construct. The model also showed good fit with the empirical data. Student and expert evidence highlighted self-regulation as both the fifth component and a process that supported the other steps. Experts also emphasized curriculum design, teacher development, interdisciplinary learning, responsible technology use, and school-level support for GPAAS implementation.
https://doi.org/10.26803/ijlter.25.9.41
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