Abstract
This work sets out to examine the validity and reliability of the Mathematical Modeling Attitude Scale (MMAS), a instrument measuring teachers’ attitude towards mathematical modeling. A cross-sectional survey research was utilised to describe the validity and reliability of the MMAS. The population of the present study focused on Malaysian mathematics teacher in primary and secondary schools (N = 171) and this was achieved using convenience sampling. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and Rasch analysis were utilised in analysing the data in the present work. EFA revealed that the data from the teachers had a four-factor structure: constructivism, relevance and real-life, understanding and motivation and interest. The CFA confirmed that the model fit indices established the four-factor structure of the first- and second-order model. Although the Rasch analysis generally supported the finding of EFA and CFA, there was still room for improvement in terms of the rating scale and DIF criterion.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 17, Issue 12, December 2021, Article No: em2047
https://doi.org/10.29333/ejmste/11375
Publication date: 26 Nov 2021
Article Views: 2496
Article Downloads: 1750
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