Analysis of Influencing Factors of Teaching Effect Based on Structural Equation Model

• Published in: Complexity (New York, N.Y.) Vol. 2021; no. 1
• Main Author: Xu, Xin
• Format: Journal Article
• Language: English
• Published: Hoboken Hindawi 2021; Hindawi Limited; Wiley
• Subjects: Classrooms; Data collection; Dependent variables; Design parameters; Factor analysis; Hypotheses; Independent variables; Influence; Knowledge; Learning; Library materials; Multivariate statistical analysis; Principal components analysis; Property law; Statistical analysis; Structural equation modeling; Structural models; Students; Teachers; Teaching methods; Technology assessment
• ISSN: 1076-2787; 1099-0526
• DOI: 10.1155/2021/6618445

Structural equation model is a multivariate statistical analysis method. It can not only test some unpredictable abstract ideas, but also design parameters for the causal connection model between independent variables and dependent variables. Among them, the analysis of various latent variables is based on the verification factor analysis technology. The research first collects various relevant data, derives the latent variables and measurement variables, then composes the measurement model, and then verifies the adaptability of the measurement model structure mode through actual data collection. When such suitable factors are determined, a causal model based on path analysis technology for latent variables, that is, a structural model, can be used for parameter design. This article uses the structural equation model as an analysis tool, starting from the three aspects of teachers, cases, and students to evaluate the application effect of the case teaching method in the classroom teaching of intellectual property law course and construct a structural equation model of the influencing factors of the case teaching effect. To understand students’ satisfaction with case teaching effects and related influencing factors, the research results show that the effect of case teaching is jointly affected by the level of teachers, case selection, and student response. Among them, teacher factors have the greatest impact on case teaching effects, followed by case factors, and students have the least.