Targeting student learning needs: the development and preliminary validation of the Learning Needs Questionnaire for a diverse university student population

Abstract

This article outlines the development and preliminary validation of the Learning Needs Questionnaire (LNQ). The LNQ is intended to provide information for optimising resources in establishing targeted academic support structures within institutions of higher learning with a focus on teaching. Owing in part to the lack of an instrument applicable to teaching universities with a diverse student population in Singapore, the LNQ sought to measure and provide information about moderators of student learning needs. Three stages were undertaken to establish evidence supporting the validity of the LNQ. Stage 1 saw the development of items based on feedback from university instructors, a review of relevant literature and expert judgement. Data was collected in Stage 2 as the LNQ was administered to students (N = 1178). In Stage 3, exploratory factor analysis (n = 589) and first-order confirmatory factor analysis (n = 589) suggested a four-factor model (perceived academic competency, time management, preferred tutor’s characteristics and use of technology) with a reduction of 41 to 33 items. A second-order confirmatory factor analysis suggested that the four identified factors could be associated with an overarching measure, though interpreting subscale scores presented a more plausible approach. Practical applications and limitations of the LNQ are discussed.