Analysis of the Effectiveness of Instructional Strategies for Construction Management Students

Abstract

This study seeks to identify the most suitable strategies to promote effective learning for construction management students and to boost instructors’ knowledge concerning the choice of appropriate strategies. Twenty-two instructional strategies, identified through a comprehensive literature review, were assessed based on students’ perceptions as determined by a questionnaire. Data from the returned valid questionnaires were examined and tested with exploratory factor analysis (EFA) and a structural equation model (SEM). The EFA extracted five strategies: