Volume Two - Academic Conferences

Zaffar Ahmed Shaikh and Shakeel Ahmed Khoja
pants’ votes for a particular competency will be considered as a skill of that competency for upcoming
rounds.
Table 2: Showing a skill in round II questionnaire
Teachers’ Personalized Learning Skills
Define participative and social learning activities that support indi-
Teachers’ PLE Competencies
vidual learners’ personal life goals and needs. (P&D=19, I&L=9,
C&I=3, M&A=4,UoT=6)
P&D I&L C&I M&A UoT
The Round III Questionnaire (RIIIQ) was the culminating questionnaire of this study. The main objective
of this round was to achieve a high level of consensus among participants, and thus, the questionnaire
was specifically customized for each participant. Data analysis to develop this questionnaire
was carried out through ranking of skills for each competency (as per 50 percent formula of Round II).
Participants were instructed to select the highly desirable skills that a teacher must possess, as
shown in Table 3.
Table 3: Showing a skill in round iii questionnaire
Teachers’ Personalized Learning Skills Highly Desirable
Define participative and social learning activities that support individual learners’
Yes No
personal life goals and needs.
As with similar Delphi studies, the 25 to 75 percent interquartile range (IQR) was considered suitable
to determine the level of consensus on each skill. For this study, consensus was defined as being
achieved when an IQR of 1.0 or less is attained for most of the skills. In general, the Delphi rounds
are terminated when moderate to high convergence (e.g., IQR