Development and validation of a questionnaire for assessing perspectives of World Robot Olympiad on participants

Abstract

Many studies have examined the effects of robotics competitions, but few have investigated their effects on participants, especially from the perspectives of students, parents, and coaches. The researchers of this study developed and validated an instrument for exploring the impact of the World Robot Olympiad (WRO), a major international robotics competition, on participants from the perspectives of students, parents, and coaches. Through a literature review and expert discussion, the researchers proposed the first version of the questionnaire. After three years of data collection and three iterations as well as a reliability and validity analysis, factor analysis, and expert review, researchers developed an impact questionnaire for participants in WRO, which included 18 items in the following six dimensions: Learning Skill, Engineering Thinking, Emotional Engagement, Career Choice, Cooperative Solution, and Global Consciousness. Data from 636 valid responses revealed that the questionnaire has good reliability and validity and that students, parents, and coaches all highly valued the positive impact of WRO in 2019. Data analysis indicated that, by and large, students’ abilities have improved in various dimensions which were similar to those of previous research on robotics education and robotics competitions.

Exploring factors affecting communication in three-dimensional virtual worlds for second language learning: development and validation of a scale

“…The authors employed a comprehensive literature review and expert consultations to ensure the content validity of the questionnaire, as content validity is critical in evaluating the measure's relevance to the study population. The reliability of the questionnaire was established through EFA and further validated through CFA, following the guidelines (Chiang et al, 2023;Hooker et al, 2016;Hsu, 2010) for questionnaire development and validation. All data was de-identified to preserve participant confidentiality.…”

A Systematic Review of Research on Gender Diversity in STEM Education

“…Focus Areas References Conducting research on strategies and initiatives to promote gender parity in the STEM sector (Benavent et al, 2020), (García-Holgado et al, 2020), (Gweshe & Chiware, 2023), (Reinking & Martin, 2018), (Rushton & King, 2020) Interventions targeting the modification of female students' perspectives on STEM jobs (Dönmez, 2023) Conducting a study on the differences in confidence, interest, and goals across genders in the STEM fields, and investigating how cultural and societal expectations impact women's participation in STEM (Chan, 2022) Adapting formal and extracurricular educational programs and STEM courses to attract more genders. Adapting programs to boost female STEM enrollment in specific contexts is crucial (Friedman-Sokuler & Justman, 2020), (Goreth & Vollmer, 2023), (Levine et al, 2015), (Price et al, 2019), (Sangar, 2022), (Schilling & Pinnell, 2018), http://ijlter.org/index.php/ijlter (Sevilla et al, 2023) Analyzing the influence of STEM educational programs on students' attitudes (Van Wassenaer et al, 2023) Conducting research on particular policies that have a strong likelihood of reducing obstacles encountered by women in the field of science (Greider et al, 2019) Creating and evaluating virtual STEM laboratories with the aim of engaging female students (Vergara, 2023) Conducting research on the emotional components of learning and students' attitudes toward STEM subjects (Pelch, 2018), (Zhou et al, 2019) Examining the factors contributing to disparities in gender representation in STEM fields (Delaney & Devereux, 2019), (Naukkarinen & Bairoh, 2020) Examining the impact of gender and nationality on the experiences of women in STEM fields (Lim et al, 2021) Conducting research on women's cognitive abilities, interests, beliefs, motivation, engagement, advantages, and challenges in STEM fields (Chiang et al, 2023),…”

“…There is also a need for the identification of policies and strategies that will promote gender equality in the STEM fields (Benavent et al, 2020;García-Holgado et al, 2020;Gweshe & Chiware, 2023;Reinking & Martin, 2018;Rushton & King, 2020) as well as research to determine the levels of awareness, interest, confidence, motivation, engagement, advantages, and problems that women face when working in STEM disciplines (Chiang et al, 2023;Kans & Claesson, 2022), (Jiang et al, 2020;Kelly et al, 2019). Additionally there is a recognition that gender is one of the elements that influence the outcomes of STEM learning (Anaya et al, 2022;Wang et al, 2023), as well as investigation of the influence of external factors, such as family and environment, on gender equality in STEM education (Daniela et al, 2022).…”

“…This disparity is not only a matter of fairness but also has ramifications for fostering creativity, sustaining competitiveness, and tackling the socioeconomic issues of a country (Wang & Degol, 2017). The persistent lack of female participation in STEM fields has been a matter of constant concern for scholars and politicians alike (Chiang et al, 2023). Gender equality encompasses both the principles of human rights and the equitable involvement of women across all societal domains.…”

“…The second half of this research presents and analyzes the primary factors that impact the involvement and achievement of female students in STEM disciplines (Chavatzia, 2017). There is a possibility that emerging countries have a more significant gender imbalance in STEM fields (Chiang et al, 2023). Because it is pointed out that the gender STEM gap starts already around the age of 6, it is essential to encourage girls' interest in STEM disciplines from a young age so that they can build the confidence to pursue careers in these areas (Benavent et al, 2020).…”