ERIC Number: EJ1417456
Record Type: Journal
Publication Date: 2024
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: EISSN-1464-5289
Measuring High School Student Engagement in Science Learning: An Adaptation and Validation Study
International Journal of Science Education, v46 n6 p524-547 2024
This study validated an instrument for measuring student engagement in the context of Chinese science curriculum reforms. We adapted existing items from well-designed instruments with the context of science learning and formed the initial instrument of the Student Engagement in Science Learning (SESL) consisting of 20 items in four subscales, including cognitive, emotional, behavioural, and agentic engagement. We recruited an expert panel to provide content and face validity during the adaptation process. The final sample of 578 was collected and analysed to provide the construct validity of the SESL instrument. The results from item analysis, confirmatory factor analysis, correlation analysis conformed the instrument's convergent and discriminant validity. Independent t-tests of gender and district groups confirmed the concurrent validity of the instrument. The Cronbach's coefficient alpha of the four subscales and the total scale are higher than 0.70, indicating the SESL instrument has the internal consistency reliability for measuring student engagement in science learning. Researchers and practitioners would benefit from the valid and reliable SESL instrument with the four constructs to measure and improve student engagement in science learning.
Descriptors: High School Students, Learner Engagement, Science Education, Science Curriculum, Foreign Countries, Educational Environment
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A