การพัฒนาแบบวัดทักษะการคิดเชิงคำนวณของนักเรียนชั้นมัธยมศึกษาปีที่ 3: การวิเคราะห์คุณสมบัติทางจิตมิติ

Abstract

The objective of this research was to develop a computational thinking skills assessment scale that does not focus on programming but uses situations that students aged 13-15 have the opportunity to encounter as questions. The objectives were to develop and examine the psycho-dimensional properties of the computational thinking skills scale for Grade 9 students and to analyze the computational thinking skills scale of Grade 9 students. The research instruments were the qualification form of the computational thinking skills scale for Grade 9 students. The results of the research revealed that 60 items of the computational thinking skill scale for Grade 9 students consisted of 4 components as follows: The first component was problem breakdown, 15 items, weight 20 points. The second component was format consideration, 20 items, weight 35 points. The third component was abstract thinking, 12 items, weighted 20 points. The fourth component was the algorithm design, 13 items, weight score 25 points. The total was 100 points. The results of the psycho-dimensional analysis of the computational thinking skills scale showed that the content validity, which was determined by the IOC consistency index, ranged from 0.63 to 1.00. Structural validity was measured by confirmatory factor analysis (CFA). The computational thinking skills scale model was harmonious with the empirical data with a difficulty value of between 0.51 – 0.81 and a power of discrimination between 0.19 – 0.91. Reliability was checked using Cronbach's alpha coefficient formula. It was found that the reliability of the whole copy was .974. Each question was multiple-choice in terms of language usage. The researcher revised the questions so that the interpretive language was clear, the computational thinking skill was easy to understand, the questions were unambiguous, and the expert advice was followed. Finally, the quality of data retention was determined by the percentage of data loss which was only 2.16 –5.76%. The level of computational thinking skills of 139 Grade 9 students was at a good level. If analyzed according to the level of the GPA range, it was found that the students in the 3.50 – 4.00 GPA had a very good level of computational thinking skills. Students with a GPA of 1.00 - 1.49 had a relatively low level of computational thinking skills. Comparative thinking skill levels of students with different GPA ranges showed that students in all GPA ranges had statistically different levels of computational thinking skills at the .05 level. Comparative thinking skill levels of students with different computational grades showed that students who achieved grade 4 had higher levels of computational thinking skills than students who received grades 3, 2.5, 2, 1.5, and 1. Students with grades 3.5 had higher levels of computational thinking skills than students with grades 2.5, 2, 1.5, and 1. Students who achieved grades 3, 2.5, and 2 had statistically significantly higher levels of computational thinking skills than students who achieved grade 1 at the .05 level.