Development of a Scale of Happiness in Mathematics Learning
Keywords:
Scale development, Happiness in studying mathematics, Mathematics learning, Secondary school students, Positive emotionAbstract
This research aims to develop a measurement model and a scale of happiness in mathematics learning. The population is grade 9 students from schools under the Office of the Basic Education Commission (OBEC). The sample has been obtained through a purposive sampling method. The research is divided into 3 phases. Phase 1 is to develop the conceptual framework, synthesize the components of happiness in mathematics learning and analyze their content validity. There are 7 components of happiness in mathematics learning including 1) accomplishment, 2) cognition, 3) engagement, 4) meaningfulness, 5) perseverance, 6) pleasure, and 7) relationship. Index of Item-Objective Congruence ranges from .67 to 1.00. Phase 2 is to preliminary inspection of tool quality. A sample of 33 cases, using purposive sampling. The Cronbach's alpha coefficient of the entire mathematics learning happiness measure is .913 and the Corrected Item-Total Correlation (CITC) ranges from.050 to .862. Then, 2 questions have been eliminated, leaving 24 questions in the scale. Phase 3 is to investigate the tool quality. A sample of 480 cases, using multi-stage sampling. Construct validity has been analyzed using Second Order Confirmatory Factor Analysis. It has been found that the measurement model is in good agreement with the empirical data, in which Chi-square value is different from zero at the .05 significant level ((230, N = 480) = 508.45, = 2.211, p = .061, CFI =0.990, GFI = .920, AGFI = .900, SRMR = .0042, RMSEA = .0480). Besides, correlation between scores of a scale of happiness in mathematics learning and a happiness in learning scale has demonstrated a moderate relationship (r = .445, p < .01) indicating that this scale has its criterion-related validity.
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