A Study of the Development of the Teaching Effectiveness for Critical Thinking in Physical Education Scale

• Main Authors: Lee, Chao-Hsing, 李朝信
• Other Authors: Chou, Chien-Chih
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/72208324255283446036

碩士 === 臺北巿立體育學院 === 運動教育研究所 === 98 === The purpose of this study was to develop a Teaching Effectiveness for Critical Thinking in Physical Education Scale, with appropriate reliability and validity, suitable for being used by domestic physical education teachers. The research method was divided into three phases: (1) After the theoretical bases were explored and the script of the scale was drawn up, 143 physical education teachers in Taipei City and Taipei County in total were recruited to be the research participants receiving the primary test. (2) According to the arrangement of the questionnaires filled out by the primary participants, the question items were selected after the Analysis of Reliability and Validity was undertaken, to construct the validity of this scale and assess the extent of internal consistency. (3) The test was implemented formally, based on the research subjects comprising the recruited 402 physical education teachers nationwide. The Confirmatory Factor Analysis (CFA) was adopted, to verify whether the hypothetical measurement model of this scale fit in with the dimension of each subscale or not. The results indicated as follows: 1. The concepts of the Teaching Effectiveness for Critical Thinking in Physical Education Scale included the four subscales “Prior Knowledge”, “Belief”, “Teaching Strategy”, and “Class Learning Environment”, with 34 questions. The Cronbach’s α of each factor ranged between .91~.93, while the Cronbach’s α of the total scale was .92, showing that this scale had appropriate construct validity and reliability. 2. The Confirmatory Factor Analysis (CFA) of the formally-implemented test showed that the four subscales represented four different latent variables respectively. The revised scale model had fine goodness-of-fit, with appropriate construct validity. The Teaching Effectiveness for Critical Thinking in Physical Education Scale development in this study had appropriate validity and reliability, able to be provided as the self-assessment instrument for domestic physical education teachers to undertake critical thinking instruction.