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Abstract
Teaching the Special Program of the Arts (S.P.A.) in an online setting can be challenging due to the performance-based nature of most learning competencies. This quantitative scale development study employed the Exploratory Factor Analysis (EFA) to establish a robust scale for teaching S.P.A. by integrating Information and Communication Technology (ICT) into S.P.A. distance learning during the COVID-19 pandemic. Using a standardized instrument, surveys were conducted to 95 randomly selected S.P.A. teachers. Exploratory Factor Analysis (EFA) revealed three distinct underlying factors, forming a multidimensional framework. The Kaiser-Meyer-Olkin (KMO) measure, assessing sample adequacy, yielded a strong result, surpassing the widely accepted threshold and confirming the suitability of the data for EFA. Bartlett's test of sphericity was statistically significant, indicating structured correlations among the variables in the data set. The scree plot provided compelling evidence of a multidimensional framework for the instrument under study. The Rotated Component Matrix identified three key factors defining S.P.A. teaching during the COVID-19 pandemic: strategic online transitions in teaching, relevance of online teaching methods, and the relative advantage of online instruction. The result implies the feasibility of online instruction for arts education. Future development of scale studies on exploring and implementing hybrid models of education that integrate online teaching is recommended.
