Chemistry teaching self-efficacy: A scale development

Abstract

This study was aimed to develop the Chemistry Teaching Self-efficacy (CT-SE) instrument. The method of this study is an applied survey method. The data of pre-service teachers’ CT-SE was obtained through a questionnaire. Three dimensions of self-efficacy were examined in this study, Personal Science Teaching Efficacy belief (PSTE), knowledge efficacy, and teaching efficacy. A group expert confirmed the content validity of the CT-SE with 50 items that had been administered to 137 pre-service teachers. The data were analyzed using the Rasch model that the met criteria of the unidimensionality, item fit, difficulty/ability estimation, reliability, and information function. The results of the Rasch model showed that there are 39 items CT-SE that fit with the Rash model and high reliability for the person’s reliability and excellent reliability for the item reliability. The chemistry teaching self-efficacy is acceptable as a good instrument to collect the data. This study suggests that chemistry teaching self-efficacy will prove to be a useful instrument for the measure of pre-service teacher self-efficacy for acid-base topics in chemistry learning.

Development of Basic Biotechnology Knowledge Scale (BBKS) with Rasch Measurement Model

“…All these advantages indicate that Rasch models can be easily used for two-category scales, such as True/False and Yes/No (), by overcoming the chance factor (Boone & Scantlebury, 2006;Wright & Mok, 2004). Recently, there seems to be a growing interest in using Rasch analysis in the science education field for scale development (Saefi et al, 2020;Testa et al, 2022;Tyas, Senam, Wiyarsi, & Laksono, 2020). Experimental studies and scale development studies using the Rasch model are also available in the fields of medicine and educational sciences (Baştürk, 2010;Elhan & Atakurt, 2005;Kaptan, 1994;Kaskatı, 2011;Koparan & Güvenen, 2013;Semerci, 2011a, b).…”