Examining the Invariance of a Measurement Model of Teachers' Awareness and Exposure Levels to Nanoscience by Using the Covariance Structure Approach

TAN Ş., Ipek Z., Atik A. D., ERKOÇ F.

INTERNATIONAL JOURNAL OF ASSESSMENT TOOLS IN EDUCATION, cilt.8, sa.3, ss.487-508, 2021 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 8 Sayı: 3
  • Basım Tarihi: 2021
  • Doi Numarası: 10.21449/ijate.828459
  • Dergi Adı: INTERNATIONAL JOURNAL OF ASSESSMENT TOOLS IN EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), ERIC (Education Resources Information Center), TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.487-508
  • Anahtar Kelimeler: Configural invariance, Factorial structure invariance, Structural covariance invariance, Measurement residual invariance, Invariance of nanotechnology scale, NANOTECHNOLOGY, EDUCATION, STUDENTS, ATTITUDE, BELIEFS, SCALE
  • Gazi Üniversitesi Adresli: Evet

Özet

The main aim of this study is to examine the measurement invariance of the structural equating model constructed on the Awareness and Exposure subscales of Nanoscience and Nanotechnology Awareness Scale (NSTAS) test for three teacher branches, three school types, and two genders by using the covariance structural analysis to test configural and metric invariances. The other aim of this study is showing how to use the IBM AMOS-24 software package with examples to address the issue of measurement invariance using the covariance structural analysis approach. Study sample was 1039 complete records gathered from science teachers with convenience sampling. Research data were collected in two stages. In the first stage, data were obtained from 624 teachers who participated to the study in the 2015-16 academic year. In the second stage, data were obtained in 2019 from 415 teachers via a link to access to the scale and all the instructions for the NSTAS in 2019. The covariance structures analysis was used to examine the measurement invariance of the scale. The comparative fit index was used to compare the measurement invariance in the measurement model. The study revealed that configural, measurement weight and structural covariance invariances were ensured for branches, school types and genders. Residual invariance was ensured only for gender. As a result, it was concluded that the NSTAS scale was not biased for teacher branches, school types or gender. NSTAS scale is recommended for the purposes of comparing branch, school type and gender groups.