Exploring a measure of science attitude for different groups of students enrolled in introductory college chemistry

Abstract

Decisions about instruction, research, or policy often require the interpretation of student assessment scores. Increasingly, attitudinal variables are included in an assessment strategy, and it is important to ensure that interpretations of students' attitudinal status are based on instrument scores that apply similarly for diverse students. In this study, a shortened version of the Test of Science Related Attitudes (TOSRA) was used to gather validity evidence based on the internal structure of the instrument in an introductory chemistry course. Using measurement invariance analysis by sex and race/ethnicity, it was found that the internal structure holds by sex, but it did not hold by race/ethnicity in our sample. Further analysis revealed problems with the normality scales for Black students in our sample. Also, this study examined the relationship between the scales of the Shortened TOSRA, achievement in chemistry, and prior math knowledge. Using Structural Equation Modeling (SEM) it was found that two of the scales, attitude toward inquiry and career interest in science, have a small but significant influence on students' achievement in chemistry. This study highlights the importance of examining if the scores apply similarly for different groups of students in a population, since the scores of these assessments could be used to make decisions that will affect the students.

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