Abstract
The purpose of this research was to validate the assessing interest in STEM content scale. The sample in this research was 552 students in upper secondary school at Fangchanupathum School, Chiang Mai, Thailand, who validated the assessing interest in STEM content scale, which used a rating scale of four factors consisting of (1) science, (2) mathematics, (3) laboratorial skills, and (4) technology and 20 items. Confirmatory factor analysis was used to confirm the construct validity of the assessing interest in STEM content scale adapted from the study by Tyler-Wood, Knezek, and Christensen. The results confirmed that the construct validity of this assessing interest in STEM content scale had an excellent fit. They showed that the fitness index of validating the assessing interest in STEM content scale was X2 statistic of 163.679 (degree of freedom = 141, P value = 0.0928) and the X2/df ratio having a value of 1.160 indicating a good fit. The comparative fit index (CFI) was 0.991, and Tucker–Lewis coefficient (TLI) was 0.988. The root mean square error approximation (RMSEA) was 0.017. The standardized root mean residual (SRMR) was 0.047. All the indicators indicated that there was a good fit between the empirical data and the hypothetical measurement model.
Highlights
In recent years, STEM education has been a learning and teaching approach, integrating science, technology, engineering, and mathematics knowledge and skills [1]. is interdisciplinary field of study both supports and provides a positive contribution to students’ skills in the 21st century such as STEM literacy, problem solving, critical thinking, and creativity [2, 3]
Using an accurate assessment of interest in STEM education, we are able to identify each of the subject areas which are science, technology, engineering, and mathematics; the teachers can use the results to assess students’ interest to design and fulfill their classroom activities or students’ learning experience. is confirms the expectation that students learn more in environments in which instructional methods are congruent with their preferences [6]
To know how well the measured variables represent the construct validation of this questionnaire scale, the researchers use the confirmatory factor analysis (CFA) to examine the reliability and validity and verify the data reliability of this instrument. e confirmatory factor analysis (CFA) provides a standardized loading factor of each indicator where the research variable is quantified from a series of statements known as manifest variable. e standardized loading factor indicates the contribution of each indicator to the respective research latent variable. is model or hypothesis specifies which variables will be correlated with which factors and which factors are correlated
Summary
STEM education has been a learning and teaching approach, integrating science, technology, engineering, and mathematics knowledge and skills [1]. is interdisciplinary field of study both supports and provides a positive contribution to students’ skills in the 21st century such as STEM literacy, problem solving, critical thinking, and creativity [2, 3]. STEM education uses 21st century skills by assisting students to adapt or adjust themselves by applying their new knowledge through their perceived experience to new situations [4]. The researchers adjusted the instrument to assess the students’ interest in STEM content based on the educational context of ailand. To know how well the measured variables represent the construct validation of this questionnaire scale, the researchers use the confirmatory factor analysis (CFA) to examine the reliability and validity and verify the data reliability of this instrument. E adapted assessing interest in STEM content scale had four factors incorporated as descriptors for target statements reflecting perceptions of the students’ interest in science, mathematics, laboratorial skill, and technology separately.
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