(Re-)Designing a measure of student’s attitudes toward science: a longitudinal psychometric approach

Tai, Robert H.; Ryoo, Ji Hoon; Skeeles-Worley, Angela; Dabney, Katherine P.; Almarode, John; Maltese, Adam V.

doi:10.1186/s40594-022-00332-4

Cited by 7 publications

(5 citation statements)

References 47 publications

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“…A confirmatory factor analysis (CFA) was then carried out to determine how well the model predicted by the EFA fit the data. The final model gave an acceptable to good fit − to the data collected (Table ).…”

Section: Methods Sectionmentioning

confidence: 89%

“…General chemistry has been considered a weed-out course for a long time; ,, however, it may be time to consider changing our approach to teaching and assessing general chemistry . Many participants whose views toward chemistry became more positive after taking their course viewed the course instructor and TAs as having the most influence on their perceptions of chemistry.…”

Section: Discussionmentioning

confidence: 99%

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Evaluating the Experiences of Different Identity Groups in a General Chemistry Course

2022

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General chemistry is a gateway course that students from several STEM-related majors take at the beginning of their college careers. Faced with high attrition rates of students in STEM fields and even higher rates for groups minoritized due to gender and ethnicity/race, this study explored how a general chemistry course influenced students’ interests in chemistry. CHEM 1 and CHEM 2 students’ perceptions of science before taking a general chemistry course and the evolution of their perceptions of chemistry over a semester were explored. Data were collected using pre- and postsurveys and analyzed based on race/ethnic and gender groups. The results showed both CHEM 1 and 2 students held generally positive views toward science at the beginning of the semester, regardless of race/ethnicity. Toward the end of the semester, more CHEM 1 students had positive perceptions of chemistry compared to CHEM 2 students, with students from minoritized groups indicating more negative perceptions of chemistry than their nonminoritized counterparts. Even though female students and students from groups minoritized due to race/ethnicity are entering their general chemistry course with similar perceptions of science and belief in their abilities, they are leaving these courses with more negative perceptions and lower confidence in their abilities compared to other student groups. The main factors influencing students’ perceptions were the course instructors, teaching assistants, and the course structure. We hope these findings can shed light on future pedagogies in general chemistry to help improve students’ perceptions of chemistry, which can increase students’ success and persistence rates in science-related fields, including chemistry.

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Section: Methods Sectionmentioning

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Evaluating the Experiences of Different Identity Groups in a General Chemistry Course

2022

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“…In this way, students will be the leaders, innovators, scientists, researchers, engineers and technologists of tomorrow (Ministry of Higher Education, 2018). Attitude is a key factor in accepting pedagogical practices or the actual use of STEML education (Wong & Maat, 2020) and teachers' attitudes are challenging agents in their understanding and interpretation (Tai, et al, 2022). A change in the attitude of the teachers towards STEM education determines the level at which their educational practice changes (Arnado et al, 2022).…”

Section: Attitudes Of Steml Teaching Staffmentioning

confidence: 99%

“…The affective dimension comprises perceived enjoyment of and anxiety towards STEML teaching. The final dimension, perceived control, refers to the amount of control and ability the teachers perceive as having over STEML teaching (Tai et al, 2022;Lam et al, 2021).…”

Section: Attitudes Of Steml Teaching Staffmentioning

confidence: 99%

Attitudes of Ecuadorian Secondary School Teaching Staff towards Online STEM Development in 2022

Velazco

Hinostroza

Moreno

et al. 2022

IJLTER

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Ecuadorian teachers lack experience in the process of teaching and learning science, technology, engineering and mathematics online (STEML). These limitations are evident in the low grades of students in the general unified baccalaureate (GUB) and in the low application of STEM majors in Ecuador. The study aims to describe, elucidate and understand the attitudes of Ecuadorian teachers towards STEM education in GUB using a multi-method or mixed-method approach study. The design was the DEXPLIS sequential explanatory type. The questionnaire was administered to 194 participants and ten teachers who responded to a semi-structured interview. The sampling technique was non-probabilistic participatory sampling. The student's t-test and ANOVA analysis were used for quantitative data analysis and the triangulation technique for qualitative data. Results showed the lack of materials and technological support hinders online activities. Significant differences were found in the attitudes between the teaching staff of public and private institutions and between the different levels of the GUB. Statistical analyses showed that administrative support, professional support, STEML training, teaching and learning time positively influenced the attitudes of STEML teachers.

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“…Hillman et al (2016) developed attitude toward science instruments for multiple dimensions, can be used at all grade levels and to be assessed easily. Even some researchers created or re-designed ATS instruments that demonstrate reliability in accordance with modern psychometric evaluation standards (Tai et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Gender- and academic level-bias in MATS when measuring attitude towards science in Indonesia: A Rasch analysis

Suryadi,

Fawaiz,

Kurniati

et al. 2023

JPR

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The waning interest of students in science became a global concern. The purpose of this research was to translate, adapt, and validate the My Attitude toward Science [MATS] questionnaire instrument, which was used to measure students' attitudes toward science in the Indonesian context. We also investigated the items that contributed to gender and academic level differences in responses. To analyze the psychometric properties of the instrument, 223 students participated in the four-dimensional Indonesian variant of the MATS instrument. The unidimensionality and model fit of the four dimensions of the questionnaire were evaluated using Rasch analysis. In general, In general, the MATS instrument has been confirmed as multidimensional, attaining a configuration of three dimensions through the amalgamation of two previously distinct dimensions. The reliability of the instruments was quite good, but the reliability of the instruments in the expectation and perception toward scientist dimensions is still relatively low. The questionnaire was incapable of distinguishing between students with positive and negative expectation and perception toward scientist. The range of MNSQ values for all three dimensions was approximately 0.73 to 1.55. In the gender based DIF analysis, two items were identified: MATS 14 (−0.68) and MATS 21 (−0.75). In the meantime, each class responded differently to one or more items based on their academic level. In conclusion, this study concluded by recommending the simplification of the scale used to assess the expectation and perception toward science dimensions. It is anticipated that the Indonesian version of the MATS instrument will aid educators, researchers, and policymakers in obtaining valid and dependable data regarding student attitudes toward science. The implications and future studies on masculinity, oldscientists, and lower ATS in early high school classes have been discussed.

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(Re-)Designing a measure of student’s attitudes toward science: a longitudinal psychometric approach

Cited by 7 publications

References 47 publications

Evaluating the Experiences of Different Identity Groups in a General Chemistry Course

Evaluating the Experiences of Different Identity Groups in a General Chemistry Course

Attitudes of Ecuadorian Secondary School Teaching Staff towards Online STEM Development in 2022

Gender- and academic level-bias in MATS when measuring attitude towards science in Indonesia: A Rasch analysis

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