Assessing perceptions of programming education among P-12 school teachers and principals: A multigroup invariance analysis

Assessing perceptions of programming education among P-12 school teachers and principals: A multigroup invariance analysis

• Kong, Siu Cheung The Education University of Hong Kong
• Wang, Yi Qing The Education University of Hong Kong

Journal of Psychoeducational Assessment, 2018

SAGE Publications Inc

2018

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Measurement Invariance Multigroup Analysis Perceptions Programming Education Scale Validation

• Hong Kong

• 1997.7 onwards

• Primary Education

This study aims to establish a robust measurement to obtain a comprehensive understanding of perceptions of programming education (POPE) of teacher and principal groups. In this study, the POPE scale contains three dimensions: (a) understanding in programming (UP), (b) support for programming (SP), and (c) expectation of programming (EP). Self-reported questionnaires were administrated among 258 teachers and 229 principals. Multigroup analyses were used among the two groups. The results of measurement invariance tests show that configural and metric invariance are fully supported, and scalar invariance is partially supported, suggesting the factor structures, loadings, and most item intercepts of the POPE scale are equivalent across the groups examined. Implications of the study are discussed.
[Copyright of Journal of Psychoeducational Assessment is the property of SAGE Publications. Full article may be available at the publisher's website:
http://dx.doi.org/10.1177/0734282918787670]

• English

Journal Articles

• 07342829

• 10.1177/0734282918787670

https://bibliography.lib.eduhk.hk/en/bibs/83e6fa4d

2018-12-11