Introducing Tri–Factor Analysis: A Model and StatisticalTest of Performance, Efficacy, and Content ForElectronics and Digital Learning Ecosystems

James Edward Osler II*
Faculty member, Department of Curriculum and Instruction, North Carolina Central University (NCCU) School of Education, USA.
Periodicity:June - August'2015


This monograph provides an epistemological rational for the novel “Tri–Factor Analysis” statistical model and metric. This new statistic is an innovative and in–depth way of investigating the overall effectiveness of teaching and learning in digital learning environments and Ecosystems. Tri–Factor Analysis is grounded in the Eduscience (Osler, 2013a) Tri–Factors of: Performance, Efficacy, and Content. Along with the Tri–Squared Test (first introduced in the Journal on Mathematics) it is a mathematically–grounded analytical methodology designed to provide educators with quantitative tools, metrics, and analytics that aid in pedagogical (and andragogical) investigation. The use of the Tri–Factor Analysis methodology also adds value to educational inquiry that has been formatted as an eduscientifically–engineered research design that involves the critical analysis of overall classroom and individual learning in digital learning Ecosystems.


Analytics, Digital Learning Environments, Digital Learning Ecosystems, Instrument, Investigation, Invariant, Mathematical Model, Outcomes, Post Hoc, Research, Static Test, Statistics, Trichotomy, Tri–Coordinate Product, Tri–Factor, Triple–I, Tri–Squared Test

How to Cite this Article?

Osler, J. E., II. (2015). Introducing Tri–Factor Analysis: A Model and Statistical Test of Performance, Efficacy, and Content For Electronics and Digital Learning Ecosystems. i-manager's Journal on Electronics Engineering, 5(4), 7-18.


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