Education Faculty Research

Title

Construct Validation of Student Attitude toward Science, Technology, Engineering, and Mathematics Project Based Learning: The Case of Korean Middle Grade Students

Document Type

Article

Publication Date

1-1-2014

Published In

Middle Grade Research Journal

Abstract

The purpose of this study was to examine student attitudes toward science, technology, engineering, and mathematics (STEM) project-based learning (PBL). To guarantee the impact of STEM PBL on academic achievement, it is important to understand student attitudes toward STEM PBL. The initial survey consisted of 51 items, which were created by the authors and adapted/adjusted from previous studies. Exploratory factor analysis and confirmatory factor analysis were employed to examine the psychometric properties of the instrument, specifically reliability and validity for student attitudes toward STEM PBL. As a result, 5 factors and 25 items were extracted. The 5 factors were "self regulated learning," "collaborative learning environment," "interdisciplinary learning environment," "technology-based learning," and "hands-on activity." Using the developed instrument, 785 Korean middle grade students were surveyed and showed a positive attitude toward five factors of STEM PBL. Given the valid and reliable (0.766-0.861) scores in this study, the developed survey might be used in investigating student attitude toward STEM PBL in other areas. However, others should examine the English translation for its psychometric properties before using it for research. In addition, educators might refer to the information on student attitude toward STEM PBL in designing STEM integrated lessons.

Publication Information

Han, S. Y., & Carpenter, D. (2014). Construct validation of student attitude toward science, technology, engineering, and mathematics project based learning: the case of Korean middle grade students. Middle Grade Research Journal, 9(3), 27-41. Retrieved from: https://www.infoagepub.com/middle-grades-research-journal.html

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