CONFIRMATORY FACTOR ANALYSIS OF DIGITAL TECHNOLOGY COMPETENCY FOR STUDENT TEACHERS IN CENTRAL RAJABHAT UNIVERSITIES

Abstract

This study aimed to analyze the confirmatory factors of digital technology competency among student teachers in Central Regional Rajabhat Universities and to examine the model's consistency with empirical data. The sample comprised 400 first- to fourth-year students from the Faculty of Education across Central Regional Rajabhat Universities, determined using Krejcie and Morgan's table for appropriate sample size. The sampling method employed Stratified Random Sampling based on the proportion of students from each university, followed by simple random sampling within each stratum. The research instrument was a 5-point Likert scale questionnaire with a reliability coefficient of 0.97. Statistical analyses included percentage, mean, standard deviation, and confirmatory factor analysis (CFA). The research findings revealed that digital technology competency, both overall and by dimension, was at a high level, with arithmetic means of observed variables ranging from 4.14 to 4.27, an overall mean of 4.20, and a standard deviation of 0.85. The competencies in digital literacy, digital usage, problem-solving with digital tools, and digital adaptation and awareness were all rated at high levels, The CFA results indicated that the model with four latent variables consistency with the empirical data, with model fit indices as follows: CMIN/DF = 0.75, p = 0.47, CFI = 1.00, GFI = 0.99, AGFI = 0.99, RMSEA = 0.00, and RMR = 0.00, all meeting acceptable criteria. These results confirm the structural validity of the digital technology competency framework for student teachers in Central Regional Rajabhat Universities.