RELIABILITY ANALYSIS OF STUDENT ENGAGEMENT MODEL IN USING COLLABORATIVE TECHNOLOGY

Abstract

This paper examines the reliability of a student engagement model within the context of collaborative technology use in secondary education. As digital tools such as online discussion platforms, shared documents, and virtual collaboration spaces become increasingly integrated into teaching and learning, it is essential to assess how effectively student engagement can be measured in these environments. The model focuses on three dimensions of engagement: behavioral, emotional, and cognitive. Data were collected from secondary school students who participated in collaborative learning activities using digital tools. Statistical analyses, including Cronbach’s alpha, were conducted to evaluate the reliability and how well the components of student engagement fit together as a model. The results indicate high reliability across all dimensions confirming that the model provides a consistent and valid measure of student engagement in technology-supported collaborative learning. These findings offer valuable insights for educators and researchers aiming to assess and enhance student engagement through digital collaboration in secondary schools.