| 总结: | The purpose of the study was to develop an instrument for assessing primary school
mathematics teachers’ values in teaching fractions. There are few instruments available
for assessing mathematics teachers’ values. This study was guided by the theory universal
integrated perspective. Respondents were selected using the purposeful sampling method.
Items were generated based on the analysis of literature and relevant documents. The
initial instrument items were tested for content validity and refined through the focus
group feedback, experts’ panel consensus, and pilot study. The pilot study was conducted
on 150 national primary school mathematics teachers in Kuala Lumpur. The refined scale
contained 36 items organised into three sub-constructs and nine dimensions. The selfreport
perception questionnaire was used in the real study, conducted on 250 primary
school mathematics teachers in Kuala Lumpur, using a 5- point Likert scale. Both the pilot
study and real study results analysis determined the unidimensionality of the items and
goodness of fit. Internal consistency, item reliability, and construct reliability of the
instrument were determined by Rasch analysis, exploratory factor analysis and
Confirmatory factor analysis. The one-way Analysis of Variance showed that the
demographic factors except the teaching experience did not show a significant difference
in the respondents’ scores. This developed instrument may be used by the curriculum
developers, educators, textbook writers, researchers and preservice teachers looking for
appropriate outcomes through the implementation. The study provides a starting point for
further research on values assessment and values development for other mathematics
topics in primary schools and secondary schools.
|
|---|
