Developing and Validating an Instrument to Measure Students’ Experiences in a Further Mathematics Classroom

The purpose of this study was to develop an instrument for measuring students’ perception teaching and learning variables in a Further Mathematics classroom with high psychometric properties internal-consistency reliability construct validity. A survey research design used involving 318 students randomly selected from senior schools. Enhancing Teaching Learning Questionnaire (ETLQ) solicit responses on the issues they experienced during lessons Mathematics. Principal component factor analysis Promax as oblique rotation using loading 0.40 cut-off further conducted data record more accurate representation relationship among factors establish validity internal instrument. 26 items resulted four-factor solution produced based parallel analysis. four together accounted total 54.543% variance. Cronbach’s alpha reduced is equal 0.806. subscales had acceptable consistency, ranges 0.696-0.893. coefficient high. will be useful mathematics educators researchers Ghana world at large perceptions classroom. And recommends use measure experiences school classrooms. Keywords – Validation, experiences, Teaching, Mathematics, Senior High School