Developing and Validating a Comprehensive Assessment Tool for Learning Commons in University Libraries: A Confirmatory Factor Analysis Approach

Abstract

Learning Commons have become integral to university libraries, necessitating robust assessment tools to evaluate their effectiveness. This study developed and validated a comprehensive assessment tool for Learning Commons in university libraries. Building on a systematic review of recent literature, a questionnaire was developed encompassing nine key constructs: Layout, Amenities, Atmosphere, Functionality, Flexible Learning Spaces, Technology Integration, Information Resources, Expert Support Services, and Collaborative Learning Spaces. The questionnaire underwent rigorous content validity assessment, followed by exploratory and confirmatory factor analyses using a sample of 500 university students. Results demonstrated excellent psychometric properties, with high reliability (Cronbach's alpha ranging from 0.977 to 0.981) and strong content validity (CVI = 0.98, CVR = 0.92). Exploratory factor analysis revealed a clear nine-factor structure, with factor loadings ranging from 0.419 to 0.801. Confirmatory factor analysis supported this structure, with factor loadings ranging from 0.316 to 0.513 and excellent model fit indices (CFI = 0.987, TLI = 0.976, RMSEA = 0.048). This study contributes a valid and reliable instrument for comprehensively assessing Learning Commons, addressing a significant gap in the field. The developed tool enables evidence-based decision-making in designing, implementing, and improving Learning Commons in university libraries, with implications for enhancing student learning experiences and outcomes.