A tool of non-parametric statistics to explore the source of variance in the data and robust against differences in sample sizes of groups and violations of normality and homoscedasticity of variables.
Published in Chapter:
Adaptation of the Math-Biology Values Instrument to Preservice Teachers: German, Portuguese, and Spanish Versions
José María Marcos-Merino (Universidad de Extremadura, Spain), María Rocío Esteban-Gallego (Universidad de Extremadura, Spain), Nelson Mestrinho (Polythecnic Institute of Santarém, Portugal),
Bento Cavadas (Lusófona University, Portugal & Polytechnic Institute of Santarém, Portugal), Nora Rodilla-Martín (Universidad de Extremadura, Spain), and Jesús A. G. Ochoa de Alda (Universidad de Extremadura, Spain)
Copyright: © 2023
|Pages: 22
DOI: 10.4018/978-1-6684-5765-8.ch013
Abstract
Primary education curricula highlight the need for integrating STEM subjects in the classroom. Thus, preservice teachers' training programs must involve subject integration. Students' personal value to this integration is a crucial component of their motivation, influencing their outcomes. However, practitioners lack validated instruments to monitor student task-value changes to specific subject combinations. Using math in a biological context exemplifies STEM subject integration. This chapter shows the adaptation of the Math-Biology Values Instrument to preservice teachers, a tool to measure task values of using math in biology. Structural and construct validities were obtained from a sample of Spanish and an independent multicultural sample of preservice teachers, respectively. Multigroup confirmatory factor analysis supported partial measurement invariance across sexes, backgrounds, and countries. The instrument provides enough validity to monitor task-value in preservice teachers.