International Journal of STEM Education, Mar 8, 2022
Background: The Science Teaching Efficacy Belief Instrument A (STEBI-A; Riggs & Enochs, 1990 in S... more Background: The Science Teaching Efficacy Belief Instrument A (STEBI-A; Riggs & Enochs, 1990 in Science Education, 74(6), 625-637) has been the dominant measurement tool of in-service science teacher self-efficacy and outcome expectancy for nearly 30 years. However, concerns about certain aspects of the STEBI-A have arisen, including the wording, validity, reliability, and dimensionality. In the present study, we revised the STEBI-A by addressing many concerns research has identified, and developed a new instrument called the T-STEM Science Scale. The T-STEM Science Scale was reviewed by expert panels and piloted first before it was administered to 727 elementary and secondary science teachers. The combination of classical test theory (CTT) and item response theory (IRT) approaches were used to validate the instrument. Multidimensional Rasch analysis and confirmatory factor analysis were run. Results: Based on the results, the negatively worded items were found to be problematic and thus removed from the instrument. We also found that the three-dimensional model fit our data the best, in line with our theoretical conceptualization. Based on the literature review and analysis, although the personal science teaching efficacy beliefs (PTSEB) construct remained intact, the original outcome expectancy construct was renamed science teacher responsibility for learning outcomes beliefs (STRLOB) and was divided into two dimensions, above-and below-average student interest or performance. The T-STEM Science Scale had satisfactory reliability values as well. Conclusions: Through the development and validation of the T-STEM Science Scale, we have addressed some critical concerns emergent from prior research concerning the STEBI-A. Psychometrically, the refinement of the wording, item removal, and the separation into three constructs have resulted in better reliability values compared to STEBI-A. While two distinct theoretical foundations are now used to explain the constructs of the new T-STEM instrument, prior literature and our empirical results note the important interrelationship of these constructs. The preservation of these constructs preserves a bridge, though imperfect, to the large body of legacy research using the STEBI-A.
The 6 th Vital Sign app demonstrated poor validity compared to criterion standard Timing gates ... more The 6 th Vital Sign app demonstrated poor validity compared to criterion standard Timing gates and hand measurements provided valid and reliable speed measurements App speed moderately correlated with timing gate and hand-measured speed
Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics
The Student Survey of Motivational Attitudes toward Statistics is a new instrument designed to me... more The Student Survey of Motivational Attitudes toward Statistics is a new instrument designed to measure affective outcomes in statistics education. This instrument is grounded in the established Expectancy-Value Theory of motivation and is being developed using a rigorous process. This paper provides an overview of the four pilot studies that have been conducted during the survey development process. Additionally, a description of the methods used for analyzing the data and the way the results are used to holistically make decisions about revisions to the survey is included. Brief confirmatory factor analysis results are included from two pilot studies to demonstrate that substantial progress has been made on the development. Once finalized (Spring 2023), the survey will be made freely available.
Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics
Attitudes matter in statistics and data science education, but previous instruments have been lim... more Attitudes matter in statistics and data science education, but previous instruments have been limited in scope, resulting in many unanswered questions. This paper discusses the Surveys of Motivational Attitudes toward Statistics and Data Science, a family of instruments designed to provide a broad understanding of university-level student and instructor attitudes as well as learning environment characteristics. Based on Expectancy Value Theory, a meta-model explains the interrelationships among the instruments, and an iterative design process is followed for survey development. Psychometric results from data collections using instruments developed thus far are presented. This is the first time a cohesive, synergistic set of instruments has been designed to work together to give a broader understanding of the state of statistics and data science education.
Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics
The Motivational Attitudes in Statistics and Data Science Education Research group is developing ... more The Motivational Attitudes in Statistics and Data Science Education Research group is developing a family of validated instruments: two instruments assessing students’ attitudes toward statistics or data science, two instruments assessing instructors’ attitudes toward teaching statistics or data science, and two sets of inventories to measure the learning environment in which the students and instructor interact. The Environment Inventories measure the institutional structures, course characteristics, and enacted classroom behaviors of both the students and instructors, all of which interact with the student and instructor background. This paper will discuss our proposed theoretical framework for the learning environment and its development.
Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics
Attitudes play an important role in students’ academic achievement and retention, yet we lack qua... more Attitudes play an important role in students’ academic achievement and retention, yet we lack quality attitude measurement instruments in the new field of data science. This paper explains the process of creating Expectancy Value Theory-based instruments for introductory, college-level data science courses, including construct development, item creation, and refinement involving content experts. The family of instruments consist of surveys measuring student attitudes, instructor attitudes, and instructor and course characteristics. These instruments will enable data science education researchers to evaluate pedagogical innovations, create course assessments, and measure instructional effectiveness relating to student attitudes. We also present plans for pilot data collection and analyses to verify the categorization of items to constructs, as well as ways in which faculty who teach introductory data science courses can be involved.
Many colleges and universities offer courses, such as Remedial Mathematics or Elementary Algebra,... more Many colleges and universities offer courses, such as Remedial Mathematics or Elementary Algebra, that underprepared students must complete before they can take a college-level mathematics course. However, nationally there is a push to replace remedial mathematics courses with corequisite courses instead. This design allows students to enter directly into their general education mathematics course instead of first overcoming the barrier of a remedial course. Corequisite mathematics courses were implemented across the 23-campus California State University system during the 2018-19 academic year. I will discuss the design and implementation of a corequisite structure at California State University, Monterey Bay, in particular focusing on the redesign of our Introductory Statistics course and corresponding corequisite course. I will discuss the rationale for moving to this structure, the logistics of making this change, the design and pedagogy used for Introductory Statistics and its c...
Background The Science Teaching Efficacy Belief Instrument A (STEBI-A; Riggs & Enochs, 1990 in Sc... more Background The Science Teaching Efficacy Belief Instrument A (STEBI-A; Riggs & Enochs, 1990 in Science Education, 74(6), 625-637) has been the dominant measurement tool of in-service science teacher self-efficacy and outcome expectancy for nearly 30 years. However, concerns about certain aspects of the STEBI-A have arisen, including the wording, validity, reliability, and dimensionality. In the present study, we revised the STEBI-A by addressing many concerns research has identified, and developed a new instrument called the T-STEM Science Scale. The T-STEM Science Scale was reviewed by expert panels and piloted first before it was administered to 727 elementary and secondary science teachers. The combination of classical test theory (CTT) and item response theory (IRT) approaches were used to validate the instrument. Multidimensional Rasch analysis and confirmatory factor analysis were run. Results Based on the results, the negatively worded items were found to be problematic and t...
The Survey of Attitudes Toward Statistics (SATS) is a widely used family of instruments for measu... more The Survey of Attitudes Toward Statistics (SATS) is a widely used family of instruments for measuring attitude constructs in statistics education. Since the development of the SATS instruments, there has been an evolution in the understanding of validity in the field of educational measurement emphasizing validation as an on-going process. While a 2012 review of statistics education attitude instruments noted that the SATS family had the most validity evidence, two types of challenges to the use of these instruments have emerged: challenges to the interpretations of scale scores and challenges using the SATS instruments in populations other than undergraduate students enrolled in introductory statistics courses. A synthesis of the literature and empirical results are used to document these challenges.
The Survey of Motivational Attitudes toward Statistics (SOMAS) for Students is part of a family o... more The Survey of Motivational Attitudes toward Statistics (SOMAS) for Students is part of a family of instruments designed to assess attitudes toward statistics. In the SOMAS project, attitudes toward statistics are conceptualized broadly, and the instruments are designed drawing from ExpectancyValue Theory (EVT) (Eccles, 1983). In this way, the SOMAS project aims to build upon and extend the work of other attitude measures, e.g. the SATS-36. This paper describes the EVT model for students' motivational attitudes, the constructs to be assessed by the student SOMAS instrument, and future directions for the project.
To examine the relationship between club rugby participation, collegiate experiences, and perceiv... more To examine the relationship between club rugby participation, collegiate experiences, and perceived gains, 25 rugby players and 25 non-athlete students completed the Student-Athlete Experiences Inventory-Revised, Student-Athlete Gains Inventory, and Perceived Stress Scale at the start and end of a semester. A RM-ANOVA and partial-η2 effect sizes determined if group and time differences were present. We selected variables associated with the post-scores for practical and liberal arts gains with the lasso method. Rugby players engaged in more diverse social interactions (partial-η2 = 0.091) and were more actively involved on campus (partial-η2 = 0.0914) than non-athlete students, but paradoxically had lower practical arts gains (p < 0.0001). All students reported increasing stress levels from start to end of the semester (partial-η2 = 0.109), which contributed to decreasing practical arts gains. Students need help with stress management near semester’s end. Club rugby players shoul...
2014 ASEE Annual Conference & Exposition Proceedings
She works on an evaluation of the Golden LEAF Foundations' K12 STEM Initiative, a scale research ... more She works on an evaluation of the Golden LEAF Foundations' K12 STEM Initiative, a scale research study on the "Students Discover" National Science Foundation Math and Science Partnership grant, an evaluation of the Golden LEAF Foundation's Essential Skills workforce development initiative involving K12 schools and community colleges,and the evaluation of North Carolina's Race to the Top initiative.
and Senior Research Fellow at the Friday Institute for Educational Innovation. A focus of his res... more and Senior Research Fellow at the Friday Institute for Educational Innovation. A focus of his research and outreach work has been the integration of multimedia and multimodal teaching and learning approaches in STEM instruction. He has also worked on research and evaluation of technology integration in instructional settings in both secondary and post-secondary education. Dr. Wiebe has been a member of ASEE since 1989.
International Journal of STEM Education, Mar 8, 2022
Background: The Science Teaching Efficacy Belief Instrument A (STEBI-A; Riggs & Enochs, 1990 in S... more Background: The Science Teaching Efficacy Belief Instrument A (STEBI-A; Riggs & Enochs, 1990 in Science Education, 74(6), 625-637) has been the dominant measurement tool of in-service science teacher self-efficacy and outcome expectancy for nearly 30 years. However, concerns about certain aspects of the STEBI-A have arisen, including the wording, validity, reliability, and dimensionality. In the present study, we revised the STEBI-A by addressing many concerns research has identified, and developed a new instrument called the T-STEM Science Scale. The T-STEM Science Scale was reviewed by expert panels and piloted first before it was administered to 727 elementary and secondary science teachers. The combination of classical test theory (CTT) and item response theory (IRT) approaches were used to validate the instrument. Multidimensional Rasch analysis and confirmatory factor analysis were run. Results: Based on the results, the negatively worded items were found to be problematic and thus removed from the instrument. We also found that the three-dimensional model fit our data the best, in line with our theoretical conceptualization. Based on the literature review and analysis, although the personal science teaching efficacy beliefs (PTSEB) construct remained intact, the original outcome expectancy construct was renamed science teacher responsibility for learning outcomes beliefs (STRLOB) and was divided into two dimensions, above-and below-average student interest or performance. The T-STEM Science Scale had satisfactory reliability values as well. Conclusions: Through the development and validation of the T-STEM Science Scale, we have addressed some critical concerns emergent from prior research concerning the STEBI-A. Psychometrically, the refinement of the wording, item removal, and the separation into three constructs have resulted in better reliability values compared to STEBI-A. While two distinct theoretical foundations are now used to explain the constructs of the new T-STEM instrument, prior literature and our empirical results note the important interrelationship of these constructs. The preservation of these constructs preserves a bridge, though imperfect, to the large body of legacy research using the STEBI-A.
The 6 th Vital Sign app demonstrated poor validity compared to criterion standard Timing gates ... more The 6 th Vital Sign app demonstrated poor validity compared to criterion standard Timing gates and hand measurements provided valid and reliable speed measurements App speed moderately correlated with timing gate and hand-measured speed
Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics
The Student Survey of Motivational Attitudes toward Statistics is a new instrument designed to me... more The Student Survey of Motivational Attitudes toward Statistics is a new instrument designed to measure affective outcomes in statistics education. This instrument is grounded in the established Expectancy-Value Theory of motivation and is being developed using a rigorous process. This paper provides an overview of the four pilot studies that have been conducted during the survey development process. Additionally, a description of the methods used for analyzing the data and the way the results are used to holistically make decisions about revisions to the survey is included. Brief confirmatory factor analysis results are included from two pilot studies to demonstrate that substantial progress has been made on the development. Once finalized (Spring 2023), the survey will be made freely available.
Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics
Attitudes matter in statistics and data science education, but previous instruments have been lim... more Attitudes matter in statistics and data science education, but previous instruments have been limited in scope, resulting in many unanswered questions. This paper discusses the Surveys of Motivational Attitudes toward Statistics and Data Science, a family of instruments designed to provide a broad understanding of university-level student and instructor attitudes as well as learning environment characteristics. Based on Expectancy Value Theory, a meta-model explains the interrelationships among the instruments, and an iterative design process is followed for survey development. Psychometric results from data collections using instruments developed thus far are presented. This is the first time a cohesive, synergistic set of instruments has been designed to work together to give a broader understanding of the state of statistics and data science education.
Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics
The Motivational Attitudes in Statistics and Data Science Education Research group is developing ... more The Motivational Attitudes in Statistics and Data Science Education Research group is developing a family of validated instruments: two instruments assessing students’ attitudes toward statistics or data science, two instruments assessing instructors’ attitudes toward teaching statistics or data science, and two sets of inventories to measure the learning environment in which the students and instructor interact. The Environment Inventories measure the institutional structures, course characteristics, and enacted classroom behaviors of both the students and instructors, all of which interact with the student and instructor background. This paper will discuss our proposed theoretical framework for the learning environment and its development.
Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics
Attitudes play an important role in students’ academic achievement and retention, yet we lack qua... more Attitudes play an important role in students’ academic achievement and retention, yet we lack quality attitude measurement instruments in the new field of data science. This paper explains the process of creating Expectancy Value Theory-based instruments for introductory, college-level data science courses, including construct development, item creation, and refinement involving content experts. The family of instruments consist of surveys measuring student attitudes, instructor attitudes, and instructor and course characteristics. These instruments will enable data science education researchers to evaluate pedagogical innovations, create course assessments, and measure instructional effectiveness relating to student attitudes. We also present plans for pilot data collection and analyses to verify the categorization of items to constructs, as well as ways in which faculty who teach introductory data science courses can be involved.
Many colleges and universities offer courses, such as Remedial Mathematics or Elementary Algebra,... more Many colleges and universities offer courses, such as Remedial Mathematics or Elementary Algebra, that underprepared students must complete before they can take a college-level mathematics course. However, nationally there is a push to replace remedial mathematics courses with corequisite courses instead. This design allows students to enter directly into their general education mathematics course instead of first overcoming the barrier of a remedial course. Corequisite mathematics courses were implemented across the 23-campus California State University system during the 2018-19 academic year. I will discuss the design and implementation of a corequisite structure at California State University, Monterey Bay, in particular focusing on the redesign of our Introductory Statistics course and corresponding corequisite course. I will discuss the rationale for moving to this structure, the logistics of making this change, the design and pedagogy used for Introductory Statistics and its c...
Background The Science Teaching Efficacy Belief Instrument A (STEBI-A; Riggs & Enochs, 1990 in Sc... more Background The Science Teaching Efficacy Belief Instrument A (STEBI-A; Riggs & Enochs, 1990 in Science Education, 74(6), 625-637) has been the dominant measurement tool of in-service science teacher self-efficacy and outcome expectancy for nearly 30 years. However, concerns about certain aspects of the STEBI-A have arisen, including the wording, validity, reliability, and dimensionality. In the present study, we revised the STEBI-A by addressing many concerns research has identified, and developed a new instrument called the T-STEM Science Scale. The T-STEM Science Scale was reviewed by expert panels and piloted first before it was administered to 727 elementary and secondary science teachers. The combination of classical test theory (CTT) and item response theory (IRT) approaches were used to validate the instrument. Multidimensional Rasch analysis and confirmatory factor analysis were run. Results Based on the results, the negatively worded items were found to be problematic and t...
The Survey of Attitudes Toward Statistics (SATS) is a widely used family of instruments for measu... more The Survey of Attitudes Toward Statistics (SATS) is a widely used family of instruments for measuring attitude constructs in statistics education. Since the development of the SATS instruments, there has been an evolution in the understanding of validity in the field of educational measurement emphasizing validation as an on-going process. While a 2012 review of statistics education attitude instruments noted that the SATS family had the most validity evidence, two types of challenges to the use of these instruments have emerged: challenges to the interpretations of scale scores and challenges using the SATS instruments in populations other than undergraduate students enrolled in introductory statistics courses. A synthesis of the literature and empirical results are used to document these challenges.
The Survey of Motivational Attitudes toward Statistics (SOMAS) for Students is part of a family o... more The Survey of Motivational Attitudes toward Statistics (SOMAS) for Students is part of a family of instruments designed to assess attitudes toward statistics. In the SOMAS project, attitudes toward statistics are conceptualized broadly, and the instruments are designed drawing from ExpectancyValue Theory (EVT) (Eccles, 1983). In this way, the SOMAS project aims to build upon and extend the work of other attitude measures, e.g. the SATS-36. This paper describes the EVT model for students' motivational attitudes, the constructs to be assessed by the student SOMAS instrument, and future directions for the project.
To examine the relationship between club rugby participation, collegiate experiences, and perceiv... more To examine the relationship between club rugby participation, collegiate experiences, and perceived gains, 25 rugby players and 25 non-athlete students completed the Student-Athlete Experiences Inventory-Revised, Student-Athlete Gains Inventory, and Perceived Stress Scale at the start and end of a semester. A RM-ANOVA and partial-η2 effect sizes determined if group and time differences were present. We selected variables associated with the post-scores for practical and liberal arts gains with the lasso method. Rugby players engaged in more diverse social interactions (partial-η2 = 0.091) and were more actively involved on campus (partial-η2 = 0.0914) than non-athlete students, but paradoxically had lower practical arts gains (p < 0.0001). All students reported increasing stress levels from start to end of the semester (partial-η2 = 0.109), which contributed to decreasing practical arts gains. Students need help with stress management near semester’s end. Club rugby players shoul...
2014 ASEE Annual Conference & Exposition Proceedings
She works on an evaluation of the Golden LEAF Foundations' K12 STEM Initiative, a scale research ... more She works on an evaluation of the Golden LEAF Foundations' K12 STEM Initiative, a scale research study on the "Students Discover" National Science Foundation Math and Science Partnership grant, an evaluation of the Golden LEAF Foundation's Essential Skills workforce development initiative involving K12 schools and community colleges,and the evaluation of North Carolina's Race to the Top initiative.
and Senior Research Fellow at the Friday Institute for Educational Innovation. A focus of his res... more and Senior Research Fellow at the Friday Institute for Educational Innovation. A focus of his research and outreach work has been the integration of multimedia and multimodal teaching and learning approaches in STEM instruction. He has also worked on research and evaluation of technology integration in instructional settings in both secondary and post-secondary education. Dr. Wiebe has been a member of ASEE since 1989.
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Papers by Alana Unfried