USE OF RASCH ANALYSIS TO DEVELOP AN ARABIC LANGUAGE SURVEY (STPLTS) TO MEASURE OMANI SCIENCE TEACHERS’ VIEWS TOWARDS THE CLASSROOM APPLICATION OF PEDAGOGICAL LEARNING THEORIES

Mohamed A. Shahat*, William J. Boone, Abdullah K. Ambusaidi, Khalsa Al Bahri, Annika Ohle-Peters

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

A range of pedagogical learning theories has been proposed to guide science teachers’ classroom teaching. This study presents the results of the development and use of an 18-item Arabic language rating scale survey to assess Omani teachers’ (N = 400) views towards the application of selected pedagogical learning theories of potential use in their science classrooms. The current study was a quantitative approach following the survey design. Rasch analysis was used to guide the analysis of the instrument. The results suggested that one dimension was defined by survey items and item independence. Person and item reliability were acceptable. Analysis of category probability curves showed acceptable measurements from the rating scale. The Wright Map matched theory and so provided guidance for the future teaching of Omani science teachers. This study adds to the literature reporting the results of science education data collected from science teachers who teach for international use in general, and for Oman and Arab countries in particular. Perspectives and contributions of the study findings on improving science teaching and learning are discussed.

Original languageEnglish
Pages (from-to)513-527
Number of pages15
JournalJournal of Baltic Science Education
Volume21
Issue number3
DOIs
Publication statusPublished - 2022

Keywords

  • Oman
  • pedagogical learning theories
  • Rasch analysis
  • science teachers’ views

ASJC Scopus subject areas

  • Education

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