การพัฒนาเครื่องมือวัดอัตลักษณ์ด้านสะเต็มของนักเรียนไทย Developing a Scale Measuring Thai Students’ STEM Identity
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Abstract
This article presents the process of developing a Likert scale to measure Thai students’ STEM identity. STEM identify can be defined as seeing oneself as a STEM person, which play a crucial role in students’ decision making to pursue higher education and choose STEM-related careers. Theoretically, STEM identity comprises 3 components: being interested in STEM, being recognized in STEM, and performing competency in STEM. We collected and translated 14 items from the literature and then sent these items to three experts to check construct validity. Subsequently, we gathered data from 160 secondary students to determine reliability and conduct factor analysis. The research results reveal that the scale measuring STEM identity consists of 10 items (3 items measuring interest in STEM, 4 items measuring recognition in STEM, and 3 items measuring performance in STEM). The reliability values of each component are at 0.931, 0.933, and 0.899, respectively. Factor loading of each component are at 0.862, 0.901, and 0.968, respectively. Moreover, the result of confirmatory factor analysis indicated the significant fit between the model and the data at the level of .05. (Chi-square = 30.610, df = 28, p-value = 0.3346, RMSEA = 0.024, CFI = 0.998, and TLI = 0.997). Based on the additional analysis of the data with the students’ background, that male students significantly have stronger STEM identity than female students and that students with interest in STEM-related careers significantly have stronger STEM identity than students with interest in careers not related to STEM. Future research may use this instrument to measure and examine a change in students’ STEM identity.
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