scholarly journals Exploratory and Confirmatory Factor Analysis for Disposition Levels of Computational Thinking Instrument Among Secondary School Students

2022 ◽  
Vol 11 (2) ◽  
pp. 639-652
Saralah Sovey ◽  
Kamisah Osman ◽  
Mohd Effendi

<p style="text-align: justify;">Computational thinking (CT) is a method for solving complex problems, but also gives people an inventive inspiration to adapt to our smart and changing society. Globally it has been considered as vital abilities for solving genuine issues successfully and efficiently in the 21st century. Recent studies have revealed that the nurture of CT mainly centered on measuring the technical skill. There is a lack of conceptualization and instruments that cogitate on CT disposition and attitudes. This study attends to these limitations by developing an instrument to measure CT concerning dispositions and attitudes. The instruments' validity and reliability testing were performed with the participation from secondary school students in Malaysia. The internal consistency reliability, standardized residual variance, construct validity and composite reliability were examined. The result revealed that the instrument validity was confirmed after removing items. The reliability and validity of the instrument have been verified. The findings established that all constructs are useful for assessing the disposition of computer science students. The implications for psychometric assessment were evident in terms of giving empirical evidence to corroborate theory-based constructs and also validating items' quality to appropriately represent the measurement.</p>

2017 ◽  
Vol 16 (3) ◽  
pp. 429-437
Senar Temel ◽  
Şenol Şen ◽  
Özgür Özcan

This research aims to adapt The Nature of Science Instrument Elementary Scale (NOSI-E) developed by Peoples (2012) into Turkish for secondary school students and to analyse the psychometric properties of the scale setting out from the fact that it is a necessity of science education aimed to achieve for students/prospective teachers to have adequate understanding of the nature of science. The validity analyses for the scale were performed with Confirmatory Factor Analysis (CFA) and Cronbach alpha (α) coefficients were calculated for reliability. Following CFA, it was taken for granted that the fit indices for the model met the goodness of fit criterion. On examining the fit indices, the scale was regarded to attain construct validity due to the fact that the χ2/df ratio (1.42) was below 3, that the RMSEA value was at the level of .04 and that the NNFI and CFI (>.90) values were at acceptable levels. On the other hand, α coefficients, which were the internal consistency coefficients calculated for the reliability analysis of the scale, were found to range between .631 and .775, and for the overall scale was calculated as .814. These reliability index values were considered to be at acceptable levels. Keywords: nature of science, NOSI-S, instrument reliability, secondary school students, instrument validity.

2020 ◽  
Vol 10 (2) ◽  
pp. 108-120
Herdem Kevser ◽  
İbrahim Ünal

Being a significant dimension in affective behavior education, values are guiding concepts for explaining the cognitive and social structures. In the process of value acquisition, the tendency of individuals for the value being targeted for acquisition bears a great significance. In the present study, the main aim is to develop an assessment instrument that can determine the tendency levels for the scientific values among students. In this process, the related literature was reviewed and an item pool was established. The item pool was presented to the expert opinion and following the necessary revisions, it was applied to the sample. The sample consisted of 268 secondary school students. In order to determine the validity of the scale, exploratory and confirmatory factor analysis was conducted. As a result of the validity analyses, a 4-factor structure consisting of 27 items was obtained and each factor was respectively named as the following in accordance with theoretical framework; "Curiosity", "Creativity," "Criticism", and "Inquisitiveness". The Cronbach's Alpha internal consistency coefficient, corrected item correlations, and the stability levels were calculated in order to determine the reliability of the scale. As a result of the study, it was found that the Tendency Scale for Scientific Values consisting of 4 factors and 27 items was a valid and reliable tool that can be used for determining the level of tendency for scientific values.

2021 ◽  
Vol 6 (40) ◽  
pp. 215-225
Hui Haw Law ◽  
Sabariah Sharif ◽  
Crispina Gregory K Han

This study aims to identify the reliability and validity of the Science Learning Engagement Instrument (IPPS) that had been developed. Content validity was checked by four experts with a Content Validity Index (CVI) value of 0.885. The study was conducted with 130 Form 4 secondary school students in the Limbang district, Sarawak. The data obtained were analysed using Statistical Package of Social Science (SPSS) Version 21.0. A total of 3 dimensions were extracted from the exploratory factor analysis. Meanwhile, all items had a factor loading value exceeding 0.40. The reliability value for the whole instrument is 0.835. The findings show that IPPS is a valid and reliable instrument. Therefore, this instrument can be used as a reference for researchers for future research purposes.

2018 ◽  
Vol 10 (7) ◽  
pp. 2579 ◽  
Wanda Sass ◽  
Jelle Pauw ◽  
Vincent Donche ◽  
Peter Petegem

The Motivation Toward the Environment Scale (MTES), developed in Canada, measures people’s self-determined motivation for doing something for the environment. Answering the call by its original developers, this study further validated the MTES within a sample of 779 Dutch-speaking senior secondary school students, aged 17 to 19, in the north of Belgium. More specifically, reliability and construct validity of a Dutch translation of the MTES were verified. To this measure, confirmatory factor analysis was used, and the hypothesized simplex structure was tested through correlation analyses. Results confirmed the reliability of the MTES and a five-scale version of the MTES, excluding identified motivation, is introduced. This variable-centered approach was complemented by the adoption of a person-centered approach for identifying MTES profiles. Using cluster analysis, four meaningful MTES profiles emerged, with amotivation scoring medium to high in all but one. Theoretical implications of the findings and suggestions for interventions and further research are discussed.

2021 ◽  
Vol 27 (3) ◽  
pp. 285-302
Güldem Alev Özkök

This research aims to model the process of data visualization (DV) and design to facilitate computational thinking (CT) of secondary-level students. As an interdisciplinary method for visualizing complex data, creating data visualizations requires learners to analyze data from knowledge of pure and applied science. This study investigates creating DV to facilitate CT as an interdisciplinary method which combines mathematics and information technology. The study was carried out using synthesised design-based research (DBR) method by conducting two cycles comprised of five phases: problem analysis within real-life context, design solution, develop solution, evaluate in practice and reflection. CT dimensions (decomposition, pattern recognition, abstraction, and algorithm design) were tested by using the Computational Thinking through Data Visualization Rubric and reflection form acquired during implementation. The sample consisted of secondary school students in the data visualization creation process with 27 in the first cycle and 31 in the second cycle. This research proposes a model to facilitate development of CT by DV with the analysis of complex data, creating an effective method by enabling analytics and visualizing data. The proposed DV development process facilitating CT has the potential to inform research on interdisciplinary learning environments.

2019 ◽  
Vol 36 (4) ◽  
pp. 553-572 ◽  
Suzanne Kleijn ◽  
Henk Pander Maat ◽  
Ted Sanders

Although there are many methods available for assessing text comprehension, the cloze test is not widely acknowledged as one of them. Critiques on cloze testing center on its supposedly limited ability to measure comprehension beyond the sentence. However, these critiques do not hold for all types of cloze tests; the particular configuration of a cloze determines its validity. We review various cloze configurations and discuss their strengths and weaknesses. We propose a new cloze procedure specifically designed to gauge text comprehension: the Hybrid Text Comprehension cloze (HyTeC-cloze). It employs a hybrid mechanical-rational deletion strategy and semantic scoring of answers. The procedure was tested in a large-scale study, involving 2926 Dutch secondary school students with 120 unique cloze tests. Our results show that, in terms of reliability and validity, the HyTeC-cloze matches and sometimes outperforms standardized tests of reading ability.

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