Abstract
Students' attitudes towards science (SAS) is a prominent research area as evident in the science education literature. Many SAS studies incorporated science confidence (SC), science enjoyment (SE) and importance of science (IS) into the study of SAS. However, the incorporation of these constructs often depends on the subjective judgment of the researchers. This study examines the incorporation of the three constructs in the measure of SAS based on the Asian Student Attitudes Towards Science Class (ASATSC) instrument. A total of 1,133 7th to 11th graders from China completed a survey of the three constructs. Data was collectively assessed in terms of fit to the Rasch model that requires invariant and consistent response category functioning. Results indicated that SC was not correlated well with IS whilst SC and SE were consistent with each other in the measure of SAS. Recommendations were provided on how constructs on the measurement of SAS can be better designed.
Highlights
The study of Students’ attitudes towards science (SAS) is a prominent research area. Pell and Jarvis (2001) highlighted that attitudes affect students’ attention, consistence, and behavior in the classroom (Germann, 1988; Weinburgh, 1995)
We explore how Rasch analysis can be used to provide psychometric information to validate Wang and Berlin (2010)’s SAS instrument in China and how such information could help to improve the psychometric quality of this SAS scale
In Rasch analysis, fit statistics is reported as Infit/Outfit MNSQ which helps investigators to check how suitable the empirical data meets the requirement of the Rasch model (Bond & Fox, 2001, p.41)
Summary
The study of SAS is a prominent research area. Pell and Jarvis (2001) highlighted that attitudes affect students’ attention, consistence, and behavior in the classroom (Germann, 1988; Weinburgh, 1995). The study of SAS is a prominent research area. Pell and Jarvis (2001) highlighted that attitudes affect students’ attention, consistence, and behavior in the classroom (Germann, 1988; Weinburgh, 1995). Students who perceived science positively are more likely to pursue this subject after the compulsory education (Pell & Jarvis, 2001). A negative image dissuades them from it (Trumper, 2006). As evident in the science education literature, many scholars grappled with students’ negative image towards science (e.g., Anwer, Iqbal, & Harrison, 2012; Barmby, Kind, & Jones, 2008; Potvin & Hasni, 2014)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: EURASIA Journal of Mathematics, Science and Technology Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
