Measurement Invariance of an Affective Engagement Scale Across Genders in Urban and Rural Secondary Schools in Cross River State, Nigeria

Authors

• Victor Bassey Akpan Dr, University of CalabarFollow
• Nsikak-Abasi Udofia Prof., University of UyoFollow
• Joy Dianabasi Eduwem Dr, University of UyoFollow
• Joseph B. Offiong, University of Uyo, NigeriaFollow
• Mfonobong E. Umobong Prof., University of UyoFollow
• Godian Patrick Okenjom Dr, University of CalabarFollow

ORCID

Joy Dianabasi Eduwem, https://orcid.org/0000-0002-8495-2222; Joseph B. Offiong, https://orcid.org/0000-0002-8265-7609; Mfonobong E. Umobong, https://orcid.org/0000-0003-3241-7831; and Godian Patrick Okenjom, https://orcid.org/0000-0003-1212-2163

Abstract

This study examined the measurement invariance of an affective engagement scale across gender and school location among secondary school students in Cross River State, Nigeria. The study was premised on the critical role of affective engagement in educational equity and quality. Three research purposes, each with corresponding research questions and hypotheses, were formulated in the study. We used a stratified random sampling to select 500 respondents from a diverse group of students (gender and school location). The Student Engagement Instrument by Appleton et al. (2006) was the instrument adopted for data collection. The instrument underwent a validation process, resulting in the removal of items 2 and 15. Data were collected personally and with the help of research assistants through the administration of the instrument to the sample students. We employed multi-group confirmatory factor analysis (MG-CFA) to assess whether the instrument functions equivalently across male and female students, as well as across urban, suburban, and rural school contexts. The scale’s internal structure was validated using reliability indices (Cronbach’s alpha and McDonald’s omega), composite reliability, and confirmatory factor analysis. The results indicated an acceptable model fit and reliability. The MG-CFA confirmed complete configural, metric, scalar, and strict invariance across both gender and location groups. These established that the affective engagement construct was interpreted similarly across subpopulations. Latent mean comparisons showed minor variations in emotional engagement between groups, suggesting the scale’s robustness for fair comparisons. These findings support the use of the scale for equitable assessment of student engagement and highlight the importance of psychometrically validated instruments in diverse educational contexts. The study recommends gender-sensitive engagement monitoring, context-specific interventions at school locations, and the integration of the instrument into policy-level evaluation frameworks.