Factor Structure and Dimensionality of an Instrument Designed to Measure the Metacognitive Orientation of Thai Science Classroom Learning Environments
Saved in:
| Title: | Factor Structure and Dimensionality of an Instrument Designed to Measure the Metacognitive Orientation of Thai Science Classroom Learning Environments |
|---|---|
| Language: | English |
| Authors: | Thomas, Gregory P. (ORCID |
| Source: | International Journal of Educational Methodology. 2022 8(4):805-818. |
| Availability: | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 10 High Schools Secondary Education Grade 12 |
| Descriptors: | Foreign Countries, Factor Structure, Science Instruction, Teaching Methods, Measures (Individuals), Metacognition, Individual Development, Grade 10, Grade 12, High School Students, Reliability, Factor Analysis, Evaluation Methods |
| Geographic Terms: | Thailand |
| ISSN: | 2469-9632 |
| Abstract: | The purpose of this study was to establish the factor structure and dimensionality of the Metacognitive Orientation Learning Environment Scale -- Science (MOLES-S) in the Thai context. The metacognitive orientation of a science classroom learning environment is defined as the extent to which psychosocial conditions that are known to enhance students' metacognition are evident in a specific science classroom. This study builds on earlier work in the research areas of science education, metacognition, and learning environments. A sample of 5418 Thai science students in grades 10 to 12, from 40 schools across Thailand, completed the MOLES-S that had been translated into Thai. Exploratory factor analysis was undertaken and Rasch analysis was used to calibrate the scale and explore its dimensionality. The results suggest that the MOLES-S(T), where (T) represents Thailand, has the same factor structure as the original MOLES-S, is reliable, and can be used with confidence in research into metacognition in Thai high school science classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1368770 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to establish the factor structure and dimensionality of the Metacognitive Orientation Learning Environment Scale -- Science (MOLES-S) in the Thai context. The metacognitive orientation of a science classroom learning environment is defined as the extent to which psychosocial conditions that are known to enhance students' metacognition are evident in a specific science classroom. This study builds on earlier work in the research areas of science education, metacognition, and learning environments. A sample of 5418 Thai science students in grades 10 to 12, from 40 schools across Thailand, completed the MOLES-S that had been translated into Thai. Exploratory factor analysis was undertaken and Rasch analysis was used to calibrate the scale and explore its dimensionality. The results suggest that the MOLES-S(T), where (T) represents Thailand, has the same factor structure as the original MOLES-S, is reliable, and can be used with confidence in research into metacognition in Thai high school science classrooms. |
|---|---|
| ISSN: | 2469-9632 |
