Assessing Perceptions of Programming Education Among P-12 School Teachers and Principals: A Multigroup Invariance Analysis | Zendy

Kong Siu-Cheung | Zendy; Wang Yi-Qing | Zendy

Open Access

Assessing Perceptions of Programming Education Among P-12 School Teachers and Principals: A Multigroup Invariance Analysis

Author(s) -

Kong Siu-Cheung,

Wang Yi-Qing

Publication year - 2019

Publication title -

journal of psychoeducational assessment

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.631

H-Index - 48

eISSN - 1557-5144

pISSN - 0734-2829

DOI - 10.1177/0734282918787670

Subject(s) - measurement invariance , psychology , perception , metric (unit) , scale (ratio) , principal (computer security) , mathematics education , scalar (mathematics) , social psychology , confirmatory factor analysis , statistics , mathematics , structural equation modeling , computer science , operations management , physics , quantum mechanics , neuroscience , economics , operating system , geometry

This study aims to establish a robust measurement to obtain a comprehensive understanding of perceptions of programming education (POPE) of teacher and principal groups. In this study, the POPE scale contains three dimensions: (a) understanding in programming (UP), (b) support for programming (SP), and (c) expectation of programming (EP). Self-reported questionnaires were administrated among 258 teachers and 229 principals. Multigroup analyses were used among the two groups. The results of measurement invariance tests show that configural and metric invariance are fully supported, and scalar invariance is partially supported, suggesting the factor structures, loadings, and most item intercepts of the POPE scale are equivalent across the groups examined. Implications of the study are discussed.

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