The Validation of the Systems Thinking Assessment Tool for Measuring the Higher-order Thinking Ability of Vietnamese High School Students

서지정보

· 발행기관 : 한국지구과학회
· 수록지 정보 : 한국지구과학회지 / 44권 / 4호
· 저자명 : Hyonyong Lee, Nguyen Thi Thuy, Hyundong Lee, Jaedon Jeon, Byung-Yeol Park

목차

I. Introduction
II. Method
1. Context of the Study
2. Participants and Data Collection
3. Measuring Tools
4. Data Analysis
III. Results
Result 1. Exploratory Factor Analysis
Result 2. Confirmatory Factor Analysis
Result 3. Analysis of Concurrent Validity
IV. Discussion and Conclusion
V. Limitations

영어초록

This study aimed to verify the validity of a measurement tool for Vietnamese high school students’ systems thinking abilities. Two quantitative assessment tools, the Systems Thinking Measuring Instrument (Lee et al., 2013) and the Systems Thinking Scale (Dolansky et al., 2020), were used to measure students’ systems thinking after translation into Vietnamese. As a result, it was revealed that Cronbach-α for each tool (i.e., STMI and STS) was .917 and .950, respectively, indicating high reliability for both. To validate the construct validity of the translated questionnaire, exploratory factor analysis was performed using SPSS 26.0, and confirmatory factor analysis was performed using AMOS 21.0. For concurrent validity, correlation analysis using structural equation modeling was performed to validate the translated questionnaire. Exploratory factor analysis revealed that 10 items from the STMI and 12 items from the STS loaded on the intended factors and appropriate factor loading values were obtained. For confirmatory factor analysis, a structural equation model organized with 10 items from the STMI and 12 items from the STS was used. The result of this showed that the convergent validity values of the model were all appropriate, and the model fit indices were analyzed to be χ 2 /df of 1.892, CFI of .928, TLI of .919, SRMR of .047, and RMSEA of .063, indicating that the model consisting of the 22 items of the two questionnaires was appropriate. Analysis of the concurrent validity of the two tools indicated a high correlation coefficient (.903) and high correlation (.571-.846) among the subfactors. In conclusion, both the STMI and STS are valid quantitative measures of systems thinking, and it can be inferred that the systems thinking of Vietnamese high-school students can be quantitatively measured using the 22 items identified in our analysis. Using the tool validated in this study with other tools (e.g., qualitative assessment) can help accurately measure Vietnamese high school students’ systems thinking abilities. Furthermore, these tools can be used to collect evidence and support effective education in ODA projects and volunteer programs.

참고자료

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