STEM education curriculum is an effort mainly targeted for stakeholders to increase students' interest in STEM as well as to meet future workforce demand. Teachers’ instructional preparations are an important part to the overall effectiveness of the teaching and learning process. This study focuses on the development and validation process of STEM Teachers' Instructional Preparedness Instrument (STEMTIP). The study comprises ten steps ranging from development to validation phase. Social constructivist theory, 5E instructional model and STEM teaching and learning approach model were used as the basis for the development of this instrument. There were 51 items initially generated using inductive and deductive approaches which include face validity, content validity, construct validity and criterion validity as were confirmed by the experts’, and statistical results of Rasch model and regression analysis. The reliability analysis also demonstrated acceptable consistency for the instrument. After going through the validity process, a total of 41 items remained as final items for this instrument. Full details of reliability analysis, validation along with implication for practice are discussed. Keywords: instrument development, instructional preparedness, Rasch Model, STEM, validation
Numerous research has documented the debate fuelled by scholars pertaining to problem-posing strategy in Mathematics. It has been argued that this strategy is capable of instilling student's problem-solving skills. However, despite its popularity in Mathematics, the application on other subjects such as Biology particularly, via a media technology is still sparse. This study aims at identifying suitable strategies to be incorporated into a proposed multimedia module namely, Problem-Posing Multimedia Module (PPMM). To achieve the objective, a systematic literature review has been executed. This paper elaborates on the rigorous systematic literature review process done on the 289 selected journal articles and papers on problem-posing strategies topic. The analysis reveals that, while different field applies different strategies of problem-posing, most of them share similar themes in implementing problem-posing instructional strategies. These are communication, collaboration, creativity and critical thinking, which are part of the elements advocated in the 21 stcentury learning. These findings act as a heuristic device to propose a development of a problemposing multimedia activity module.
This study aims to examine the content validity of STEM Teachers' Instructional Preparedness (STEMTIP) for Malaysian science teachers using Content Validity Ratio (CVR). Fifteen experts selected via purposive sampling evaluated the content. Eight professional university experts in science, psychometrics, curriculum & instructional, and linguistics, and seven science teachers were consulted. The instrument involved 51 items with five main constructs. The results showed that the instrument has a good content validity and proved that STEMTIP has a great potential to be promoted as a good instrument to measure teachers' STEM instructional preparedness. More sophisticated statistical analysis, such as Rasch Model, will be implemented to obtain more information from the newly developed instrument.
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