Development of a 21st Century Positivist Learning Scale in Mathematics (PLSM): A Likert-Based Instrument using Factor Analysis to Measure Undergraduate Students’ Learning Experiences

Abstract

This study developed and validated the 21st Century Positivist Learning Scale in Mathematics (PLSM) through a mixed-methods approach combining Exploratory Factor Analysis and expert validation. Conducted at Isabela State University-Echague Campus with 333 undergraduate students, the research identified 29 observable learning practices categorized into four reliable components (α=0.95): Active Note-taking, Note Reorganization, Self-Testing and Use of Technology, and Review Techniques. The scale demonstrated excellent psychometric properties (KMO=0.944, p<0.001) with a four-factor structure explaining 59.94% of variance. Expert validators (three PhD professors) confirmed the alignment of items with positivist principles of measurable learning practices. The PLSM bridges traditional study methods with modern technological approaches, offering educators a validated tool to assess evidence-based mathematics learning practices. The scale’s development process involved statistical validation and theoretical grounding, making it suitable for diagnosing learning strategy profiles and informing pedagogical interventions in STEM education. Future researchers can adapt the PLSM to assess students’ mathematics learning practices at specific universities or extend its application to K-12 education.