Research Article
BibTex RIS Cite

Physics Course Attitudes Scale for High School Students: A Validity and Reliability Study

Year 2020, Volume: 7 Issue: 1, 62 - 72, 01.04.2020
https://doi.org/10.21449/ijate.693211

Abstract

The purpose of this study is to develop an up-to-date scale with high validity and reliability that could reveal the attitudes of high school students towards the physics course. In the process of developing the scale in question, three independent samples were formed, and the data obtained from a total of 1118 high school students were analyzed. Firstly, the opinions of 152 high school students on the physics course were collected in written form, and a 58-item pool was formed. Afterwards, the draft scale which was designed as a 5-point Likert-type scale whose items were reduced to 43 based on expert opinions was applied on 602 high school students. Based on the data obtained, an exploratory factor analysis (EFA) was carried out. With the EFA, it is determined that 22 items of the scale have factor loads between 0.490 and 0.816, while they explain 66.276% of the total variance and are distributed under four factors. These factors are named as interest, unwillingness, academic self and necessity. Additionally, these four factors are significantly correlated, and there is no autocorrelation problem. For all items in the scale, item-factor and item-test correlation coefficients were calculated, and it is determined that each item is consistent with not only the factor it is under but also the entire test.

References

  • Akpınar, M. (2006). Öğrencilerin fizik dersine yönelik tutumlarının fizik dersi akademik başarısına etkisi (Unpublished master’s thesis). Gazi University, Institute of Educational Sciences, Ankara.
  • Angell, C., Guttersrud, Ø., Henriksen, E. K., & Isnes, A. (2004). Physics: Frightful, but fun, Pupils’ and teachers’ views of physics and physics teaching. Science Education, 88, 683–706.
  • Balcı, A. (2009). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler. Ankara: PegemA Yayıncılık.
  • Baykul, Y. (2000). Eğitimde ve psikolojide ölçme: Klasik Test Teorisi ve uygulaması. Ankara: ÖSYM Yayınları.
  • Bayram, N. (2013). Yapısal eşitlik modellemesine giriş (2. baskı). Bursa: Ezgi Kitabevi.
  • Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Yayıncılık.
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Douglas, K. A., Yale, M. S., Bennett, D. E., Haugan, M. P., & Bryan, L. A. (2014). Evaluation of Colorado Learning Attitudes about Science Survey. Physical Review Special Topics - Physics Education Research, 10(2), 1-10/020128.
  • Faour, M.A., & Ayoubi, Z. (2018). The effect of using virtual laboratory on grade 10 students’ conceptual understanding and their attitudes towards physics. Journal of Education in Science, Environment and Health, 4(1), 54-68.
  • Golob, T.F. (2003). Structural equation modeling for travel behavior research. Transportation Research, 37(1), 1-25.
  • Henson, R.K., & Roberts, J.K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practise. Educational and Psychological Measurement, 66(3), 393-416.
  • İnceoğlu, M. (2010). Tutum, algı, iletişim. İstanbul: Beykent Üniversitesi Yayınları, No: 69.
  • Kaur, D., & Zhao, Y. (2017). Development of Physics Attitude Scale (PAS): An instrument to measure students’ attitudes toward physics. Asia-Pacific Educational Researcher, 26(5), 291-304.
  • Kline, P. (1994). An easy guide to factor analysis. New York: Routledge
  • Korkmaz, Ö., Şahin, A., & Yeşil, R. (2011). Bilimsel araştırmaya yönelik tutum ölçeği geçerlilik ve güvenirlik çalışması. İlköğretim Online, 10(3), 961-973.
  • Kurnaz, M.A., & Yiğit, N. (2010). Fizik tutum ölçeği: Geliştirilmesi, geçerliliği ve güvenilirliği. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4(1), 29-49.
  • Moll, R., & Milner-Bolotin, M. (2009). The effect of interactive lecture experiments on student academic achievement and attitudes towards physics. Canadian Journal of Physics, 87(8), 917-924.
  • Mualem, R., & Eylon, B.S. (2007). ‘Physics with a smile’-Explaining phenomenon with a qualitative problem-solving strategy. Physics Teacher, 45(3), 158-163.
  • Mulhall, P. J., & Gunstone, R. (2008). Views about physics held by physics teachers with differing approaches to teaching physics. Research in Science Education, 38(4), 435-462.
  • Nalçacı, İ.Ö., Akarsu, B., & Kariper, İ. A. (2011). Orta öğretim öğrencileri için fizik tutum ölçeği derlenmesi ve öğrenci tutumlarının değerlendirilmesi. Journal of European Education, 1(1), 1-6.
  • Olusola, O. O., & Rotimi, C.O. (2012). Attitudes of students towards the study of physics in College of Education Ikere Ekiti, Ekiti State, Nigeria. American International Journal of Contemporary Research, 2(12), 86-89.
  • Özçelik, D.A. (1998). Ölçme ve değerlendirme. Ankara: ÖSYM Yayınları.
  • Özyürek, A., & Eryılmaz, A. (2001). Ögrencilerin fizik dersine yönelik tutumlarını etkileyen etmenler. Eğitim ve Bilim Dergisi, 26(120), 21-28.
  • Papanastasiou, E.C., & Zembylas, M. (2002). The effect of attitudes on science achievement: a study conducted among high school pupils in Cyprus. International Review of Education, 48(6), 469-484.
  • Pohlmann, J. T. (2004). Use and interpretation of factor analysis in the journal of educational research: 1992-2002. The Journal of Educational Research, 98(1), 14-23.
  • Rivard, L.P., & Straw, S.P. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education, 84, 566-593.
  • Schumacker, R.E., & Lomax, R.G. (2004). A Beginner’s guide to Structural Equation Modeling (2nd ed.). NJ: Lawrence Erlbaum Associates, Mahwah.
  • Seçer, İ., (2015). Psikolojik test geliştirme ve uyarlama süreci. Ankara: Anı Yayıncılık.
  • Taşlıdere, E. (2002). The effect of conceptual on students’ achievement and attitudes toward physics (Unpublished master’s thesis). Middle East Technical University, Institute of Science and Technology, Ankara.
  • Taşlıdere, E., & Eryılmaz, A. (2009). Alternative to traditional physics instruction: effectiveness of conceptual physics approach. Eurasion Journal of Educational Research, 35, 109-128.
  • Tekbıyık, A. (2010). Bağlam temelli yaklaşımla ortaöğretim 9. sınıf enerji ünitesine yönelik 5E modeline uygun ders materyallerinin geliştirilmesi (Unpublished doctoral dissertation) Karadeniz Technical University, Institute of Science, Trabzon.
  • Tekbıyık, A., & Akdeniz, A.R. (2010). Ortaöğretim öğrencilerine yönelik güncel fizik tutum ölçeği: Geliştirilmesi, geçerlik ve güvenirliği. Türk Fen Eğitimi Dergisi, 7(4), 134-144.
  • Uz, H., & Eryılmaz, A., (1999). Effects of socioeconomic status, locus of control, prior achievement, cumulative gpa, future occupation and achievement in mathematics on students' attitudes toward physics. Hacettepe University Journal of Education, 17(17), 105-112.
  • Veloo, A., Nor, R., & Khalid, R. (2015). Attitude towards physics and additional mathematics achievement towards physics achievement. International Education Studies, 8(3), 35-43.
  • Wang, Y., Lin, H., & Luarn, P. (2006). Predicting consumer intention to use mobile service. Information Systems Journal, 16(2), 157-179.
  • Williams, C., Stanisstreet, M., Spall, K., & Boyes, E. (2003). Why aren’t secondary students interested in physics? Physics Education, 38(4), 324-329.
  • Yap, B.W., & Khong, K.W. (2006). Examining the effects of customer service management (CSM) on perceived business performance via Structural Equation Modelling. Applied Stochastic Models in Business and Industry, 22, 587-605.

Physics Course Attitudes Scale for High School Students: A Validity and Reliability Study

Year 2020, Volume: 7 Issue: 1, 62 - 72, 01.04.2020
https://doi.org/10.21449/ijate.693211

Abstract

The purpose of this study is to develop an up-to-date scale with high validity and reliability that could reveal the attitudes of high school students towards the physics course. In the process of developing the scale in question, three independent samples were formed, and the data obtained from a total of 1118 high school students were analyzed. Firstly, the opinions of 152 high school students on the physics course were collected in written form, and a 58-item pool was formed. Afterwards, the draft scale which was designed as a 5-point Likert-type scale whose items were reduced to 43 based on expert opinions was applied on 602 high school students. Based on the data obtained, an exploratory factor analysis (EFA) was carried out. With the EFA, it is determined that 22 items of the scale have factor loads between 0.490 and 0.816, while they explain 66.276% of the total variance and are distributed under four factors. These factors are named as interest, unwillingness, academic self and necessity. Additionally, these four factors are significantly correlated, and there is no autocorrelation problem. For all items in the scale, item-factor and item-test correlation coefficients were calculated, and it is determined that each item is consistent with not only the factor it is under but also the entire test.

References

  • Akpınar, M. (2006). Öğrencilerin fizik dersine yönelik tutumlarının fizik dersi akademik başarısına etkisi (Unpublished master’s thesis). Gazi University, Institute of Educational Sciences, Ankara.
  • Angell, C., Guttersrud, Ø., Henriksen, E. K., & Isnes, A. (2004). Physics: Frightful, but fun, Pupils’ and teachers’ views of physics and physics teaching. Science Education, 88, 683–706.
  • Balcı, A. (2009). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler. Ankara: PegemA Yayıncılık.
  • Baykul, Y. (2000). Eğitimde ve psikolojide ölçme: Klasik Test Teorisi ve uygulaması. Ankara: ÖSYM Yayınları.
  • Bayram, N. (2013). Yapısal eşitlik modellemesine giriş (2. baskı). Bursa: Ezgi Kitabevi.
  • Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Yayıncılık.
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Douglas, K. A., Yale, M. S., Bennett, D. E., Haugan, M. P., & Bryan, L. A. (2014). Evaluation of Colorado Learning Attitudes about Science Survey. Physical Review Special Topics - Physics Education Research, 10(2), 1-10/020128.
  • Faour, M.A., & Ayoubi, Z. (2018). The effect of using virtual laboratory on grade 10 students’ conceptual understanding and their attitudes towards physics. Journal of Education in Science, Environment and Health, 4(1), 54-68.
  • Golob, T.F. (2003). Structural equation modeling for travel behavior research. Transportation Research, 37(1), 1-25.
  • Henson, R.K., & Roberts, J.K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practise. Educational and Psychological Measurement, 66(3), 393-416.
  • İnceoğlu, M. (2010). Tutum, algı, iletişim. İstanbul: Beykent Üniversitesi Yayınları, No: 69.
  • Kaur, D., & Zhao, Y. (2017). Development of Physics Attitude Scale (PAS): An instrument to measure students’ attitudes toward physics. Asia-Pacific Educational Researcher, 26(5), 291-304.
  • Kline, P. (1994). An easy guide to factor analysis. New York: Routledge
  • Korkmaz, Ö., Şahin, A., & Yeşil, R. (2011). Bilimsel araştırmaya yönelik tutum ölçeği geçerlilik ve güvenirlik çalışması. İlköğretim Online, 10(3), 961-973.
  • Kurnaz, M.A., & Yiğit, N. (2010). Fizik tutum ölçeği: Geliştirilmesi, geçerliliği ve güvenilirliği. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4(1), 29-49.
  • Moll, R., & Milner-Bolotin, M. (2009). The effect of interactive lecture experiments on student academic achievement and attitudes towards physics. Canadian Journal of Physics, 87(8), 917-924.
  • Mualem, R., & Eylon, B.S. (2007). ‘Physics with a smile’-Explaining phenomenon with a qualitative problem-solving strategy. Physics Teacher, 45(3), 158-163.
  • Mulhall, P. J., & Gunstone, R. (2008). Views about physics held by physics teachers with differing approaches to teaching physics. Research in Science Education, 38(4), 435-462.
  • Nalçacı, İ.Ö., Akarsu, B., & Kariper, İ. A. (2011). Orta öğretim öğrencileri için fizik tutum ölçeği derlenmesi ve öğrenci tutumlarının değerlendirilmesi. Journal of European Education, 1(1), 1-6.
  • Olusola, O. O., & Rotimi, C.O. (2012). Attitudes of students towards the study of physics in College of Education Ikere Ekiti, Ekiti State, Nigeria. American International Journal of Contemporary Research, 2(12), 86-89.
  • Özçelik, D.A. (1998). Ölçme ve değerlendirme. Ankara: ÖSYM Yayınları.
  • Özyürek, A., & Eryılmaz, A. (2001). Ögrencilerin fizik dersine yönelik tutumlarını etkileyen etmenler. Eğitim ve Bilim Dergisi, 26(120), 21-28.
  • Papanastasiou, E.C., & Zembylas, M. (2002). The effect of attitudes on science achievement: a study conducted among high school pupils in Cyprus. International Review of Education, 48(6), 469-484.
  • Pohlmann, J. T. (2004). Use and interpretation of factor analysis in the journal of educational research: 1992-2002. The Journal of Educational Research, 98(1), 14-23.
  • Rivard, L.P., & Straw, S.P. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education, 84, 566-593.
  • Schumacker, R.E., & Lomax, R.G. (2004). A Beginner’s guide to Structural Equation Modeling (2nd ed.). NJ: Lawrence Erlbaum Associates, Mahwah.
  • Seçer, İ., (2015). Psikolojik test geliştirme ve uyarlama süreci. Ankara: Anı Yayıncılık.
  • Taşlıdere, E. (2002). The effect of conceptual on students’ achievement and attitudes toward physics (Unpublished master’s thesis). Middle East Technical University, Institute of Science and Technology, Ankara.
  • Taşlıdere, E., & Eryılmaz, A. (2009). Alternative to traditional physics instruction: effectiveness of conceptual physics approach. Eurasion Journal of Educational Research, 35, 109-128.
  • Tekbıyık, A. (2010). Bağlam temelli yaklaşımla ortaöğretim 9. sınıf enerji ünitesine yönelik 5E modeline uygun ders materyallerinin geliştirilmesi (Unpublished doctoral dissertation) Karadeniz Technical University, Institute of Science, Trabzon.
  • Tekbıyık, A., & Akdeniz, A.R. (2010). Ortaöğretim öğrencilerine yönelik güncel fizik tutum ölçeği: Geliştirilmesi, geçerlik ve güvenirliği. Türk Fen Eğitimi Dergisi, 7(4), 134-144.
  • Uz, H., & Eryılmaz, A., (1999). Effects of socioeconomic status, locus of control, prior achievement, cumulative gpa, future occupation and achievement in mathematics on students' attitudes toward physics. Hacettepe University Journal of Education, 17(17), 105-112.
  • Veloo, A., Nor, R., & Khalid, R. (2015). Attitude towards physics and additional mathematics achievement towards physics achievement. International Education Studies, 8(3), 35-43.
  • Wang, Y., Lin, H., & Luarn, P. (2006). Predicting consumer intention to use mobile service. Information Systems Journal, 16(2), 157-179.
  • Williams, C., Stanisstreet, M., Spall, K., & Boyes, E. (2003). Why aren’t secondary students interested in physics? Physics Education, 38(4), 324-329.
  • Yap, B.W., & Khong, K.W. (2006). Examining the effects of customer service management (CSM) on perceived business performance via Structural Equation Modelling. Applied Stochastic Models in Business and Industry, 22, 587-605.
There are 37 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Hülya Çermik 0000-0002-5343-5441

İzzet Kara

Publication Date April 1, 2020
Submission Date May 8, 2019
Published in Issue Year 2020 Volume: 7 Issue: 1

Cite

APA Çermik, H., & Kara, İ. (2020). Physics Course Attitudes Scale for High School Students: A Validity and Reliability Study. International Journal of Assessment Tools in Education, 7(1), 62-72. https://doi.org/10.21449/ijate.693211

23824         23823             23825