The Development and Validation of Instrument for Measuring High School Students' Attitude Toward Convergence

Abstract

This study aims to develop and validate an instrument to measure students' attitude toward convergence. To do so, we have defined five constructs (i.e. knowledge about convergence, personal relevance, social relevance, interest and self-efficacy) of 'attitude toward convergence' based on literature review, developed items, and collected data from 233 11th grade science track students. The validity of these items have been evaluated by Messick's framework (1995) (i.e. content, substantive, structural aspects of validity), experts' review, Rasch analysis, and confirmatory factor analysis using structural equation modeling. Our results have confirmed the five constructs and 23 selected items have met the benchmark of item validity. Moreover, the theoretical model illustrating that the high level of attitude toward convergence increases the level of science motivation has also been supported by the data. The items developed in this study will be used to measure students' attitude toward convergence and to estimate the effect of learning program for convergence science.

The Relation of Gender and Track on High School Students’ Attitude Toward Convergence

“…The instrument administered to students was the attitude toward convergence instrument for a high school student developed by Shin et al (2014b). Appendix 1 showed the instrument of students' attitude toward convergence, which has been translated into the English version.…”

“…The instrument is beneficial for measuring students' attitude toward convergence because the teacher can estimate the effective teaching instruction of convergence in science learning. It can also measure whether the convergence teachinglearning programs can significantly affect students' attitude toward convergence or whether teaching science through a convergence approach becomes mediating effect on students' learning motivation for science (Shin et al, 2014a).…”

The Improvement of Attitudes toward Convergence of Preservice Teachers: Blended Learning versus Online Learning in Science Teaching Method Courses

“…Convergence in the educational context also has been spotlighted and embodied in STEM (Science, Technology, Engineering, and Mathematics) education (Sya'bandari et al, 2019). Attitudes toward convergence involve one's preferences on approaches, values, purposes, knowledge, and methods to integration because the concept includes the epistemic perception of convergence (Shin et al, 2014). To make integrated lessons prevalent in classrooms, it is critical that preservice teachers possess pedagogical knowledge through a profound understanding of STEM (Kim & Jeon, 2016).…”

“…The instruments to measure attitudes toward convergence were adapted from Shin et al's (2014) questionnaire comprises 23 items and five components of knowledge, personal relevance, social relevance, interest, and self-efficacy. The adaptation of the questionnaire consisted of an adjustment of specific subjects that did not match with the situation of the case in a teachers college, through it was applicable without the change of certain terms and translation.…”

“…Moreover, self-efficacy for learning course content and for technology skills are predictive variables of successful learner performance for online learners; thus, a comfortable and competent mindset with technological tools is useful in terms of developing positive beliefs about learner ability (Choi & Park, 2021;Lynch & Dembo, 2004). An integrated approach to science lets learners boost interest and curiosity about the scientific phenomena and possibly help to decide on STEM careers (Shin et al, 2014).…”