A confirmatory factor analysis of mathematics beliefs scale in a malaysian context

Research output: Contribution to journalArticle

Abstract

Mathematics beliefs are an important element in strengthening the teaching and learning process among teachers. Previous research proposed that mathematics beliefs should be categorized into three dimensions that include beliefs about the nature of mathematics, beliefs about mathematics teaching, and beliefs about mathematics learning. This study aimed to validate a Mathematics Belief Scale (MBS) that consists of 36 items. The instrument was distributed to 254 mathematics secondary school teachers in one of the states in Malaysia. These teachers were required to respond to a fivepoint Likert scale instrument. Exploratory factor analysis and confirmatory factor analysis were used to examine the MBS using AMOS 16.0. All constructs revealed acceptable internal consistency reliability. A good model fit was found for mathematics beliefs measurement model using several fit index tests like CMINDF, GFI, CFI, TLI, and RMSEA. The findings showed that all fit indices criteria were fulfilled. It was also showed that acceptable construct reliability and variance extracted value were obtained.

Original languageEnglish
Pages (from-to)555-560
Number of pages6
JournalAustralian Journal of Basic and Applied Sciences
Volume5
Issue number3
Publication statusPublished - Mar 2011

Fingerprint

factor analysis
mathematics
secondary school teacher
Teaching
teacher
Malaysia
learning process
learning
Values

Keywords

  • Confirmatory factor analysis
  • Exploratory factor analysis
  • Mathematics beliefs
  • Mathematics teachers

ASJC Scopus subject areas

  • General

Cite this

@article{f32731c10040489083b3bb95569e1593,
title = "A confirmatory factor analysis of mathematics beliefs scale in a malaysian context",
abstract = "Mathematics beliefs are an important element in strengthening the teaching and learning process among teachers. Previous research proposed that mathematics beliefs should be categorized into three dimensions that include beliefs about the nature of mathematics, beliefs about mathematics teaching, and beliefs about mathematics learning. This study aimed to validate a Mathematics Belief Scale (MBS) that consists of 36 items. The instrument was distributed to 254 mathematics secondary school teachers in one of the states in Malaysia. These teachers were required to respond to a fivepoint Likert scale instrument. Exploratory factor analysis and confirmatory factor analysis were used to examine the MBS using AMOS 16.0. All constructs revealed acceptable internal consistency reliability. A good model fit was found for mathematics beliefs measurement model using several fit index tests like CMINDF, GFI, CFI, TLI, and RMSEA. The findings showed that all fit indices criteria were fulfilled. It was also showed that acceptable construct reliability and variance extracted value were obtained.",
keywords = "Confirmatory factor analysis, Exploratory factor analysis, Mathematics beliefs, Mathematics teachers",
author = "{Siti Mistima}, Maat and Effandi Zakaria and {Mohd Nordin}, {Norizah @ Norazah}",
year = "2011",
month = "3",
language = "English",
volume = "5",
pages = "555--560",
journal = "Australian Journal of Basic and Applied Sciences",
issn = "1991-8178",
publisher = "INSInet Publications",
number = "3",

}

TY - JOUR

T1 - A confirmatory factor analysis of mathematics beliefs scale in a malaysian context

AU - Siti Mistima, Maat

AU - Zakaria, Effandi

AU - Mohd Nordin, Norizah @ Norazah

PY - 2011/3

Y1 - 2011/3

N2 - Mathematics beliefs are an important element in strengthening the teaching and learning process among teachers. Previous research proposed that mathematics beliefs should be categorized into three dimensions that include beliefs about the nature of mathematics, beliefs about mathematics teaching, and beliefs about mathematics learning. This study aimed to validate a Mathematics Belief Scale (MBS) that consists of 36 items. The instrument was distributed to 254 mathematics secondary school teachers in one of the states in Malaysia. These teachers were required to respond to a fivepoint Likert scale instrument. Exploratory factor analysis and confirmatory factor analysis were used to examine the MBS using AMOS 16.0. All constructs revealed acceptable internal consistency reliability. A good model fit was found for mathematics beliefs measurement model using several fit index tests like CMINDF, GFI, CFI, TLI, and RMSEA. The findings showed that all fit indices criteria were fulfilled. It was also showed that acceptable construct reliability and variance extracted value were obtained.

AB - Mathematics beliefs are an important element in strengthening the teaching and learning process among teachers. Previous research proposed that mathematics beliefs should be categorized into three dimensions that include beliefs about the nature of mathematics, beliefs about mathematics teaching, and beliefs about mathematics learning. This study aimed to validate a Mathematics Belief Scale (MBS) that consists of 36 items. The instrument was distributed to 254 mathematics secondary school teachers in one of the states in Malaysia. These teachers were required to respond to a fivepoint Likert scale instrument. Exploratory factor analysis and confirmatory factor analysis were used to examine the MBS using AMOS 16.0. All constructs revealed acceptable internal consistency reliability. A good model fit was found for mathematics beliefs measurement model using several fit index tests like CMINDF, GFI, CFI, TLI, and RMSEA. The findings showed that all fit indices criteria were fulfilled. It was also showed that acceptable construct reliability and variance extracted value were obtained.

KW - Confirmatory factor analysis

KW - Exploratory factor analysis

KW - Mathematics beliefs

KW - Mathematics teachers

UR - http://www.scopus.com/inward/record.url?scp=79955080089&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79955080089&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:79955080089

VL - 5

SP - 555

EP - 560

JO - Australian Journal of Basic and Applied Sciences

JF - Australian Journal of Basic and Applied Sciences

SN - 1991-8178

IS - 3

ER -