Validity and Reliability of Cognitive Constructivism-Oriented Teaching Conception Questionnaire

Abstract Background As there is a paucity of instrument investigating hybrid teaching conception, the current study seen as part attempt to fill this gap. Methodology The subjects in were 310 University participants–instructors Socialist Republic Viet Nam (Vietnam). survey was implemented with use Cognitive Constructivism-oriented Teaching Conception Questionnaire (CCOTCQ), including two scales, namely, teachers’ beliefs and intentions actual practice. Each inclusive three factors: Teaching, Teacher, Students. Results Exploratory factor analysis applied data identified dimensions. confirmatory model good for both scale that their intention Pearson correlation found significant relationship results