Validity and Reliability of Learning Motivation and Self-Regulation in Science Learning Questionnaire for Secondary School Students

Abstract

Some studies have been conducted to ascertain the degree of learning motivation and self-regulation among secondary school students in science teaching. In the classroom, student engagement with science learning is thought to have been influenced by both student motivation and self-regulation regarding their efforts to succeed. The development of an instrument to assess learning motivation and self-regulation towards science learning among secondary school students in a Malaysian context was conducted in this study. The aim of this study focused on determining validity and reliability processes that were carried out to establish questionnaire measuring learning motivation and self-regulation scale among secondary school students during activity science learning in schools. This questionnaire was adapted from Learning Motivation and Self-Regulation in Science Learning Questionnaire used before. The validity of all items in this questionnaire was checked and verified by three (3) experts. The structure of the items were reviewed using content validity index (CVI) rates and received feedback from the experts. According to face validity analysis which was conducted, the instrument with total of 31 items was validated and the S-CVI/Ave value is 0.96. A pilot study was conducted with 39 respondents to determine the validity and reliability of the instrument to assess self-regulation in learning science among Malaysian secondary school students. The Cronbach Alpha coefficient for scale using 5-point Likert series showed a score of 0.97, thus establishing validity and reliablity of this instrument on learning motivation and self regulation on science learning.