Examining the Invariance of a Measurement Model of Teachers’ Awareness and Exposure Levels to Nanoscience by Using the Covariance Structure Approach
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 covaria...
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| Veröffentlicht in: | International journal of assessment tools in education 2021-01, Vol.8 (3), p.487-508 |
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| description | 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.
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 in |
| doi_str_mv | 10.21449/ijate.828459 |
| format | Article |
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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.</description><identifier>ISSN: 2148-7456</identifier><identifier>EISSN: 2148-7456</identifier><identifier>DOI: 10.21449/ijate.828459</identifier><language>eng</language><publisher>International Journal of Assessment Tools in Education</publisher><subject>Biology ; Chemistry ; Gender Differences ; Goodness of Fit ; High School Teachers ; High Schools ; Institutional Characteristics ; Measures (Individuals) ; Physics ; Science Teachers ; Structural Equation Models ; Teacher Characteristics</subject><ispartof>International journal of assessment tools in education, 2021-01, Vol.8 (3), p.487-508</ispartof><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c228t-bcb352a6555618d3ec3598e720b34394ad0d497c62259d32a525ca3ec3ecc7e63</citedby><cites>FETCH-LOGICAL-c228t-bcb352a6555618d3ec3598e720b34394ad0d497c62259d32a525ca3ec3ecc7e63</cites><orcidid>0000-0002-9892-3369 ; 0000-0002-5841-6004 ; 0000-0003-0658-2243 ; 0000-0002-8097-5849</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,690,780,885</link.rule.ids><linktorsrc>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1329450$$EView_record_in_ERIC_Clearinghouse_on_Information_&_Technology$$FView_record_in_$$GERIC_Clearinghouse_on_Information_&_Technology$$Hfree_for_read</linktorsrc><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1329450$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>TAN, Şeref</creatorcontrib><creatorcontrib>IPEK, Zeki</creatorcontrib><creatorcontrib>ATİK, Ali Derya</creatorcontrib><creatorcontrib>ERKOÇ, Figen</creatorcontrib><title>Examining the Invariance of a Measurement Model of Teachers’ Awareness and Exposure Levels to Nanoscience by Using the Covariance Structure Approach</title><title>International journal of assessment tools in education</title><description>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.
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.</description><subject>Biology</subject><subject>Chemistry</subject><subject>Gender Differences</subject><subject>Goodness of Fit</subject><subject>High School Teachers</subject><subject>High Schools</subject><subject>Institutional Characteristics</subject><subject>Measures (Individuals)</subject><subject>Physics</subject><subject>Science Teachers</subject><subject>Structural Equation Models</subject><subject>Teacher Characteristics</subject><issn>2148-7456</issn><issn>2148-7456</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNpNUMtOAkEQnBhNJMjRo8n8wOLsPPZxJAQVA3oQzpve2UaWwMxmZkG5-RUm_p5f4i4o8dSdquqqdBFyHbI-D6VMb8sV1NhPeCJVekY6DZgEsVTR-b_9kvS8XzHGwjiSIg075HP0DpvSlOaV1kukY7MDV4LRSO2CAp0i-K3DDZqaTm2B6xaeIeglOv_98UUHb-DQoPcUTEFH75Vt9XSCO1x7Wlv6BMZ6XWJrme_p3P9FDe0p6qV2W123d4OqcrZxvyIXC1h77P3OLpnfjWbDh2DyfD8eDiaB5jypg1znQnGIlFJRmBQCtVBpgjFnuWj-k1CwQqaxjjhXaSE4KK40tDLUOsZIdMnN0RddqbPKlRtw-2z0GAqeSsUaPjjy2lnvHS5OmpBlh96zQ-_ZsXfxA3a8ePM</recordid><startdate>20210101</startdate><enddate>20210101</enddate><creator>TAN, Şeref</creator><creator>IPEK, Zeki</creator><creator>ATİK, Ali Derya</creator><creator>ERKOÇ, Figen</creator><general>International Journal of Assessment Tools in Education</general><scope>AAYXX</scope><scope>CITATION</scope><scope>ERI</scope><scope>GA5</scope><orcidid>https://orcid.org/0000-0002-9892-3369</orcidid><orcidid>https://orcid.org/0000-0002-5841-6004</orcidid><orcidid>https://orcid.org/0000-0003-0658-2243</orcidid><orcidid>https://orcid.org/0000-0002-8097-5849</orcidid></search><sort><creationdate>20210101</creationdate><title>Examining the Invariance of a Measurement Model of Teachers’ Awareness and Exposure Levels to Nanoscience by Using the Covariance Structure Approach</title><author>TAN, Şeref ; IPEK, Zeki ; ATİK, Ali Derya ; ERKOÇ, Figen</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c228t-bcb352a6555618d3ec3598e720b34394ad0d497c62259d32a525ca3ec3ecc7e63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Biology</topic><topic>Chemistry</topic><topic>Gender Differences</topic><topic>Goodness of Fit</topic><topic>High School Teachers</topic><topic>High Schools</topic><topic>Institutional Characteristics</topic><topic>Measures (Individuals)</topic><topic>Physics</topic><topic>Science Teachers</topic><topic>Structural Equation Models</topic><topic>Teacher Characteristics</topic><toplevel>online_resources</toplevel><creatorcontrib>TAN, Şeref</creatorcontrib><creatorcontrib>IPEK, Zeki</creatorcontrib><creatorcontrib>ATİK, Ali Derya</creatorcontrib><creatorcontrib>ERKOÇ, Figen</creatorcontrib><collection>CrossRef</collection><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>International journal of assessment tools in education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>TAN, Şeref</au><au>IPEK, Zeki</au><au>ATİK, Ali Derya</au><au>ERKOÇ, Figen</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1329450</ericid><atitle>Examining the Invariance of a Measurement Model of Teachers’ Awareness and Exposure Levels to Nanoscience by Using the Covariance Structure Approach</atitle><jtitle>International journal of assessment tools in education</jtitle><date>2021-01-01</date><risdate>2021</risdate><volume>8</volume><issue>3</issue><spage>487</spage><epage>508</epage><pages>487-508</pages><issn>2148-7456</issn><eissn>2148-7456</eissn><abstract>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.
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.</abstract><pub>International Journal of Assessment Tools in Education</pub><doi>10.21449/ijate.828459</doi><tpages>22</tpages><orcidid>https://orcid.org/0000-0002-9892-3369</orcidid><orcidid>https://orcid.org/0000-0002-5841-6004</orcidid><orcidid>https://orcid.org/0000-0003-0658-2243</orcidid><orcidid>https://orcid.org/0000-0002-8097-5849</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Biology Chemistry Gender Differences Goodness of Fit High School Teachers High Schools Institutional Characteristics Measures (Individuals) Physics Science Teachers Structural Equation Models Teacher Characteristics |
| title | Examining the Invariance of a Measurement Model of Teachers’ Awareness and Exposure Levels to Nanoscience by Using the Covariance Structure Approach |
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