Are We Really Listening? Development and Psychometric Validation of a Five-Stage Listening Process Scale for Higher Education Students in Region II, Philippines

Abstract

Listening is central to classroom learning yet rarely measured with locally validated tools in Philippine higher education. This study developed and validated a 50-item Listening Process Scale (LPS), grounded in Brownell’s stage model (receiving, understanding, remembering, evaluating, responding), using 314 students from higher education institutions in Region II, Philippines. Sampling adequacy was excellent (KMO = .968). Exploratory and confirmatory factor analyses converged on a hierarchical structure: five correlated first-order factors loading strongly (.88–.91) onto one General Listening Process factor, rather than five independent stages. Reliability was excellent overall (α = .976) and per subscale (.900–.937), though elevated inter-item correlations suggest some redundancy. Structural equation modeling showed the General factor significantly predicted academic performance (β = .212, p < .001). Students self-reported High listening levels across all stages (M = 3.59). The LPS is a reliable, academically relevant measure, best interpreted through its Overall score pending further item refinement.