Education Research Quantitative Analysis for Little Respondents
Comparing of Lisrel, Tetrad, GSCA, Amos, SmartPLS, WarpPLS, and SPSS
Abstract
Many researchers are confused about which software to use because there is no research on software comparisons for quantitative research data analysis. The purpose of this study is to compare the results of quantitative research data processing in the field of education management using Lisrel, Tetrad, GSCA, Amos, SmartPLS, WarpPLS, and SPSS software for small samples or respondents. This research method is quantitative and research data analysis uses the four types of software to obtain a comparison of the results of the analysis. The analysis in this study focuses on the analysis of hypothesis testing and regression analysis. Regression analysis is used to measure how much influence the independent variable has on the dependent variable. The field of this research is education management and the research data uses quantitative data derived from questionnaire data for a small sample of 40 respondents with three research variables, namely the independent variable of transformational leadership and job satisfaction, while the dependent variable is teacher performance. Based on the results of the analysis using Lisrel, Tetrad, GSCA, Amos, SmartPLS, WarpPLS, and SPSS software, the results showed that for a small sample there was no significant difference in the significance value of p-value and t-value. There is also no significant difference in the determination value, and the correlation value in the resulting structural equation also has no significant difference in results, while for CB-SEM represented by Lisrel, Tetrad cannot process data with a Little respondents size. The novelty of this research is the result of comparative analysis of Lisrel, Tetrad, GSCA, Amos, SmartPLS, WarpPLS, and SPSS
Downloads
References
Jahn, S. (2007). Strukturgleichungsmodellierung mit LISREL, AMOS und SmartPLS: eine Einführung (An introduction to structural equation modeling with LISREL, AMOS and SmartPLS). AMOS und SmartPLS: Eine Einführung (An Introduction to Structural Equation Modeling with LISREL, AMOS and SmartPLS). DOI: https://doi.org/10.2139/ssrn.2729658
Ong, M. H. A., & Puteh, F. (2017). Quantitative data analysis: Choosing between SPSS, PLS, and AMOS in social science research. International Interdisciplinary Journal of Scientific Research, 3(1), 14-25.
Darwin, M., & Umam, K. (2020). Analisis Indirect Effect pada Structural Equation Modeling: Studi Komparasi Penggunaan Software Amos dan SmartPLS. NUCLEUS, 1(2), 50-57. DOI: https://doi.org/10.37010/nuc.v1i2.160
Afthanorhan, W. M. A. B. W. (2013). A comparison of partial least square structural equation modeling (PLS-SEM) and covariance based structural equation modeling (CB-SEM) for confirmatory factor analysis. International Journal of Engineering Science and Innovative Technology, 2(5), 198-205.
Ong, M. H. A., & Puteh, F. (2017). Quantitative data analysis: Choosing between SPSS, PLS, and AMOS in social science research. International Interdisciplinary Journal of Scientific Research, 3(1), 14-25.
Purwanto, A., Asbari, M., & Santoso, T. I. (2021). Analisis Data Penelitian Sosial dan Manajemen: Perbandingan Hasil antara Amos, SmartPLS, WarpPLS, dan SPSS Untuk Jumlah Sampel Medium. International Journal of Social and Management Studies, 2(4), 43–53. https://doi.org/10.5555/ijosmas.v2i4.50
Purwanto, A., Purba, J.T., Bernarto, I., Sijabat, R. (2021). The Role of Transformational Leadership, Organizational citizenship behaviour, Innovative Work Behaviour, Quality Work Life, Digital Transformation and Leader member exchange on Universities Performance. Linguistica Antverpiensia, 2021(2). 2908-2932
Purwanto, A., Asbari, M., & Santoso, T. I. (2021). Analisis Data Penelitian Marketing: Perbandingan Hasil antara Amos, SmartPLS, WarpPLS, dan SPSS Untuk Jumlah Sampel Besar. Journal of Industrial Engineering & Management Research, 2(4), 216 - 227. https://doi.org/10.7777/jiemar.v2i4.178
Nam, S. T., Kim, D. G., & Jin, C. Y. (2018). A Comparison Analysis among Structural Equation Modeling (AMOS, LISREL and PLS) Using the Same Data. Journal of the Korea Institute of Information and Communication Engineering, 22(7), 978-984.
Budi Santoso, P., Asbari, M., Siswanto, E., & Fahmi, K. (2021). The Role of Job Satisfaction and Organizational Citizenship Behavior on Performance: Evidence from Indonesian Teachers. International Journal of Social and Management Studies, 1(1), 22–31. https://doi.org/10.5555/ijosmas.v1i1.2
Putra, F., Asbari, M., Purwanto, A., Novitasari, D., & Santoso, P. B. (2021). Linking Social Support and Performance in Higher Education. International Journal of Social and Management Studies, 2(1), 64–73. https://doi.org/10.5555/ijosmas.v2i1.8
Johan, M. (2021). The Effect of Knowledge Sharing and Interpersonal Trust on Innovation: An Empirical Study in Indonesia Higher Education. International Journal of Social and Management Studies, 2(3), 106–122. https://doi.org/10.5555/ijosmas.v2i3.38
Purwanto, A., Santoso, P. B., Siswanto, E., Hartuti, H., Setiana, Y. N., Sudargini, Y., & Fahmi, K. (2021). Effect of Hard Skills, Soft Skills, Organizational Learning and Innovation Capability on Islamic University Lecturers’ Performance. International Journal of Social and Management Studies, 2(1), 14–40. https://doi.org/10.5555/ijosmas.v2i1.5
Novitasari, D., Asbari, M., Purwanto, A., Fahmalatif, F., Sudargini, Y., Hidayati, L. H., & Wiratama, J. (2021). The Influence of Social Support Factors on Performance: A Case Study of Elementary School Teachers. International Journal of Social and Management Studies, 2(1), 41–52. https://doi.org/10.5555/ijosmas.v2i1.6
Anas Ahmadi, E., Herwidyaningtyas, F. B., & Fatimah, S. (2020). The Influence of Organizational Culture, Work Motivation, and Job Satisfaction on Management Lecturer Performance (Empirical Study at Higher Education in the Residency of Bojonegoro). Journal of Industrial Engineering & Management Research, 1(3), 76-83. https://doi.org/10.7777/jiemar.v1i3.68
Jayus, J. A. (2021). The Effect of Distributive Justice, Procedural Justice and Interactional Justice on Teacher Engangement and Teachers Performance. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(7), 131-139.
Ahmed, U., Umrani, W. A., Qureshi, M. A., & Samad, A. (2018). Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain. International Journal of Advanced and Applied Sciences, 5(9), 39-46.
Ahmed, U., Umrani, W. A., Qureshi, M. A., & Samad, A. (2018). Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain. International Journal of Advanced and Applied Sciences, 5(9), 39-46. DOI: https://doi.org/10.21833/ijaas.2018.09.008
Purwanto, A., J. T. Purba, I. Bernarto, and R. Sijabat. 2021. Effect of Management Innovation, Transformational leadership and knowledge sharing on Market Performance of Indonesian Consumer Goods Company. Jurnal Aplikasi Manajemen, 19(2), 424–434. Malang: Universitas Brawijaya. http://dx.doi.org/10.21776/ub.jam.2021.019.02.18. DOI: https://doi.org/10.21776/ub.jam.2021.019.02.18
Purwanto, A., John Tampil Purba, Innocentius Bernarto, Rosdiana Sijabat. (2021). EFFECT OF TRANSFORMATIONAL LEADERSHIP, JOB SATISFACTION, AND ORGANIZATIONAL COMMITMENTS ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR. Inovbiz: Jurnal Inovasi Bisnis, 9 (2021) 61-69 DOI: https://doi.org/10.35314/inovbiz.v9i1.1801
Purwanto, John Tampil Purba, Innocentius Bernarto, Rosdiana Sijabat (2021). Peran Organizational Citizenship Behavior (OCB), Transformational and Digital Leadership Terhadap Kinerja Melalui Mediasi Komitmen Organisasi Pada Family Business. Jenius. 4(3). 256-262.http://dx.doi.org/10.32493/JJSDM.v4i3.10454 DOI: https://doi.org/10.32493/JJSDM.v4i3.10454
Mustafa, M. B., Nordin, M. B., & Razzaq, A. B. A. (2020). Structural Equation Modelling Using AMOS: Confirmatory Factor Analysis for Taskload of Special Education Integration Program Teachers. Univers. J. Educ. Res, 8(1), 127-133. DOI: https://doi.org/10.13189/ujer.2020.080115
Fathema, N., Shannon, D., & Ross, M. (2015). Expanding the Technology Acceptance Model (TAM) to examine faculty use of Learning Management Systems (LMSs) in higher education institutions. Journal of Online Learning & Teaching, 11(2).
Standage, M., & Treasure, D. C. (2002). Relationship among achievement goal orientations and multidimensional situational motivation in physical education. British Journal of Educational Psychology, 72(1), 87-103. DOI: https://doi.org/10.1348/000709902158784
Kulinna, P. H., & Cothran, D. J. (2003). Physical education teachers’ self-reported use and perceptions of various teaching styles. Learning and Instruction, 13(6), 597-609. DOI: https://doi.org/10.1016/S0959-4752(02)00044-0
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and teacher education, 26(4), 1059-1069. DOI: https://doi.org/10.1016/j.tate.2009.11.001
Iordanoglou, D. (2007). The teacher as leader: The relationship between emotional intelligence and leadership effectiveness, commitment, and satisfaction. Journal of Leadership Studies, 1(3), 57-66. DOI: https://doi.org/10.1002/jls.20025
Kokkinos, C. M., Charalambous, K., & Davazoglou, A. (2009). Interpersonal teacher behaviour in primary school classrooms: A cross-cultural validation of a Greek translation of the Questionnaire on Teacher Interaction. Learning Environments Research, 12(2), 101-114. DOI: https://doi.org/10.1007/s10984-009-9056-9
Mustafa, M. Z. B., Nordin, M. B., Razzaq, A. R. B. A., & bin Ibrahim, B. (2020). Organizational Commitment of Vocational College Teachers in Malaysia. PalArch's Journal of Archaeology of Egypt/Egyptology, 17(9), 5023-5029.
Woolley, M. E., Strutchens, M., Gilbert, M. C., & Martin, W. G. (2010). Mathematics success of Black middle school students: Direct and indirect effects of teacher expectations and reform practices. Negro Educational Review, 61(1-4), 41.
Šebjan, U., & Tominc, P. (2015). Impact of support of teacher and compatibility with needs of study on usefulness of SPSS by students. Computers in Human Behavior, 53, 354-365. DOI: https://doi.org/10.1016/j.chb.2015.07.022
Murtiningsih, M., Kristiawan, M., & Lian, B. (2019). The Correlation Between Supervision of Headmaster and Interpersonal Communication With Work Ethos of the Teacher. European Journal of Education Studies.
Espelage, D. L., Polanin, J. R., & Low, S. K. (2014). Teacher and staff perceptions of school environment as predictors of student aggression, victimization, and willingness to intervene in bullying situations. School Psychology Quarterly, 29(3), 287. DOI: https://doi.org/10.1037/spq0000072
Gokdere, M. (2012). A Comparative Study of the Attitude, Concern, and Interaction Levels of Elementary School Teachers and Teacher Candidates towards Inclusive Education. Educational Sciences: Theory and Practice, 12(4), 2800-2806.
Chong, W. H., Klassen, R. M., Huan, V. S., Wong, I., & Kates, A. D. (2010). The relationships among school types, teacher efficacy beliefs, and academic climate: Perspective from Asian middle schools. The Journal of Educational Research, 103(3), 183-190. DOI: https://doi.org/10.1080/00220670903382954
Thoma, C. A., Baker, S. R., & Saddler, S. J. (2002). Self-determination in teacher education: A model to facilitate transition planning for students with disabilities. Remedial And Special Education, 23(2), 82-89. DOI: https://doi.org/10.1177/074193250202300204
Erdogan, A., & Sahin, I. (2010). Relationship between math teacher candidates’ technological pedagogical and content knowledge (TPACK) and achievement levels. Procedia-Social and Behavioral Sciences, 2(2), 2707-2711. DOI: https://doi.org/10.1016/j.sbspro.2010.03.400
Hughes, G. D. (2012). Teacher retention: Teacher characteristics, school characteristics, organizational characteristics, and teacher efficacy. The Journal of Educational Research, 105(4), 245-255. DOI: https://doi.org/10.1080/00220671.2011.584922
Taylor, M., Yates, A., Meyer, L. H., & Kinsella, P. (2011). Teacher professional leadership in support of teacher professional development. Teaching and Teacher Education, 27(1), 85-94. DOI: https://doi.org/10.1016/j.tate.2010.07.005
Kock, N. (2010). Using WarpPLS in e-collaboration studies: An overview of five main analysis steps. International Journal of e-Collaboration (IJeC), 6(4), 1-11. DOI: https://doi.org/10.4018/jec.2010100101
Kock, N. (2011). Using WarpPLS in e-collaboration studies: Descriptive statistics, settings, and key analysis results. International Journal of e-Collaboration (IJeC), 7(2), 1-18. DOI: https://doi.org/10.4018/jec.2011040101
Mahipalan, M., & Sheena, S. (2019). Workplace spirituality, psychological well-being and mediating role of subjective stress: A case of secondary school teachers in India. International Journal of Ethics and Systems. DOI: https://doi.org/10.1108/IJOES-10-2018-0144
Ifinedo, E., Rikala, J., & Hämäläinen, T. (2020). Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers & Education, 146, 103760. DOI: https://doi.org/10.1016/j.compedu.2019.103760
Lim, S. C., & Thien, L. M. (2020). Chinese academic leadership from the perspective of Confucian virtues and its effects on teacher commitment. International Online Journal of Educational Leadership, 4(1), 37-51. DOI: https://doi.org/10.22452/iojel.vol4no1.4
Thien, L. M., & Adams, D. (2021). Distributed leadership and teachers’ affective commitment to change in Malaysian primary schools: the contextual influence of gender and teaching experience. Educational Studies, 47(2), 179-199. DOI: https://doi.org/10.1080/03055698.2019.1680349
Manalo, R. A., de Castro, B., & Uy, C. (2020). The mediating role of job satisfaction on the effect of motivation to organizational commitment and work engagement of private secondary high school teachers in Metro-Manila. Review of Integrative Business and Economics Research, 9, 133-159.
Ali, G. (2017). The Moderating Effect of Organizational Identification on the Relationships between Teachers Perceived Organizational Justice and Burnout Behaviours at College Level. NICE Research Journal, 140-162. DOI: https://doi.org/10.51239/nrjss.v0i0.59
Matriadi, F., Salim, S. R. A., Dalimunthe, R. F., & Gultom, P. (2019). The influences of compensation and supply chain managemnet towards educatioan system: The mediating role of job motivation. International Journal of Supply Chain Management, 8(3), 183-191.
Yatim, N. A. M., Kelana, B. W. Y., & Mohd, Z. H. (2020). The Effect of Dark Tetrad Personalities Traits in Cyber Aggression Behavior among Johor Bahru Teachers. DOI: https://doi.org/10.6007/IJARBSS/v10-i10/8021
Moore-Russo, D., & Viglietti, J. M. (2012). Using the K5 connected cognition diagram to analyze teachers’ communication and understanding of regions in three-dimensional space. The Journal of Mathematical Behavior, 31(2), 235-251. DOI: https://doi.org/10.1016/j.jmathb.2011.12.001
Chambers, F. C., & Armour, K. M. (2011). Do as we do and not as we say: teacher educators supporting student teachers to learn on teaching practice. Sport, Education and Society, 16(4), 527-544. DOI: https://doi.org/10.1080/13573322.2011.589648
Xulu, P. S. (2018). To investigate the effectiveness of Japanese lesson study as a collaborative professional development activity for teachers at school level (Doctoral dissertation).
Inayati, D., & Emaliana, I. (2017). The Relationship among Pre-Service EFL Teachers' Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration. Dinamika Ilmu, 17(1), 83-99. DOI: https://doi.org/10.21093/di.v17i1.664
Jones, E., & Bergin, C. (2019). Evaluating teacher effectiveness using classroom observations: A Rasch analysis of the rater effects of principals. Educational Assessment, 24(2), 91-118. DOI: https://doi.org/10.1080/10627197.2018.1564272
Zhonghua, L. (2012). Using contemporary education strategies to improve teaching and learning in a Botany course at Beijing Forestry University. International Journal of Innovation in Science and Mathematics Education, 13(1).
Kenny, R. F., & McDaniel, R. (2011). The role teachers' expectations and value assessments of video games play in their adopting and integrating them into their classrooms. British Journal of Educational Technology, 42(2), 197-213. DOI: https://doi.org/10.1111/j.1467-8535.2009.01007.x
Sarnacchiaro, P., Scippacercola, S., & Malafronte, P. (2019). A statistical model for the self-evaluation of teacher satisfaction in school management: a study in the Italian Secondary School. Electronic Journal of Applied Statistical Analysis, 12(3), 637-656.
Dorman, J. P. (2003). Relationship between school and classroom environment and teacher burnout: A LISREL analysis. Social Psychology of Education, 6(2), 107-127. DOI: https://doi.org/10.1023/A:1023296126723
Yuen, A. H., & Ma, W. W. (2008). Exploring teacher acceptance of e‐learning technology. Asia‐Pacific Journal of Teacher Education, 36(3), 229-243. DOI: https://doi.org/10.1080/13598660802232779
Demir, K. (2008). Transformational Leadership and Collective Efficacy: The Moderating Roles of Collaborative Culture and Teachers' Self-Efficacy. Eurasian Journal of Educational Research (EJER), (33).
Mahdizadeh, H., Biemans, H., & Mulder, M. (2008). Determining factors of the use of e-learning environments by university teachers. Computers & Education, 51(1), 142-154. DOI: https://doi.org/10.1016/j.compedu.2007.04.004
Geijsel, F., Sleegers, P., Leithwood, K., & Jantzi, D. (2003). Transformational leadership effects on teachers’ commitment and effort toward school reform. Journal of Educational Administration. DOI: https://doi.org/10.1108/09578230310474403
Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21. DOI: https://doi.org/10.1007/s11251-008-9075-4
Karabenick, S. A., & Sharma, R. (1994). Perceived teacher support of student questioning in the college classroom: Its relation to student characteristics and role in the classroom questioning process. Journal of Educational Psychology, 86(1), 90. DOI: https://doi.org/10.1037/0022-0663.86.1.90
Kheruniah, A. E. (2013). A teacher personality competence contribution to a student study motivation and discipline to fiqh lesson. International Journal of Scientific & Technology Research, 2(2), 108-112.
Ellis, K. (2000). Perceived teacher confirmation. The development and validation of an instrument and two studies of the relationship to cognitive and affective learning. Human Communication Research, 26(2), 264-291. DOI: https://doi.org/10.1093/hcr/26.2.264
Al-Ruz, J. A., & Khasawneh, S. (2011). Jordanian pre-service teachers' and technology integration: A human resource development approach. Journal of Educational Technology & Society, 14(4), 77-87.
Zeinabadi, H. (2010). Job satisfaction and organizational commitment as antecedents of organizational citizenship behavior (OCB) of teachers. Procedia-Social and Behavioral Sciences, 5, 998-1003. DOI: https://doi.org/10.1016/j.sbspro.2010.07.225
Bolkan, S., Goodboy, A. K., & Griffin, D. J. (2011). Teacher leadership and intellectual stimulation: Improving students' approaches to studying through intrinsic motivation. Communication Research Reports, 28(4), 337-346 DOI: https://doi.org/10.1080/08824096.2011.615958
Copyright (c) 2021 Agus Purwanto, Masduki Asbari, Teguh Iman Santoso, Denok Sunarsi, Dodi Ilham
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with JSGP agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.