Determining Educational Quality in Mongolia: An Exploratory Factor Analysis

Conference: The Asian Conference on Education & International Development (ACEID2022)
Title: Determining Educational Quality in Mongolia: An Exploratory Factor Analysis
Stream: Educational Research, Development & Publishing
Presentation Type: Live-Stream Presentation
Zoljargal Dembereldorj, National University of Mongolia, Mongolia
Gompil Battur, National University of Mongolia, Mongolia
Davaadorj Tumenjargal, National University of Mongolia, Mongolia


Educational quality has been discussed extensively. Scholars state that the quality of education is relative to its context embedded in its culture, values, sociopolitical situation as well as economic situation (Mortimore & Stone, 1991; Hanushek, 2002; Scheerens, Luyten, & van Ravens, 2011). It has also been approached from different perspectives such as social justice and capabilities (Tikly & Barrett, 2011), school effectiveness (Cheng, 1999), and an integrated approach of economist and humanist perspectives to define educational quality (Barrett & others, 2006). This study attempts to examine and identify the factors indicating the quality of education in Mongolia using factor analysis. First, we identified major issues of educational quality by collecting and analyzing 66 online media sources. Then, we interviewed 5 specialists in the field to add more clarity in context analysis. Based on the interviews and context analysis, we developed a questionnaire consisting of 123 questions. Participants rated them in terms of their importance (1=least important through 6=most important) to consider the quality of education in Mongolia. The data collection was conducted online, which yielded a valid sample size of 338 participants. We employed exploratory factor analysis to explore important factors of perceived educational quality. The Kaiser-Meyer Olkin measure of sampling adequacy is marvellous (KMO=.904). The total variance explained is .71. Loadings less than .30 was excluded. The preliminary analysis yielded 28 factors such as student individual necessity, student awareness, teacher interaction with students, school interior design, school building outside environment, school administration free from politics and supportive learning atmosphere.

Conference Comments & Feedback

Place a comment using your LinkedIn profile


Share on activity feed

Powered by WP LinkPress

Share this Presentation