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This paper presents the results of a confirmatory factor analysis on two self-efficacy scales designed to probe the self-efficacy of college-level introductory astronomy (Astro-101) students (n ¼ 1381) from 22 institutions across the United States of America and Canada. The students undertook a course based on similar curriculum materials, which involved students using robotic telescopes to support their learning of astronomical concepts covered in the “traditional” Astro-101 courses. Previous research by the authors using these self-efficacy scales within a pre-/post-test approach showed both high reliabilities and very high construct validities. However, the scale purporting to measure students’self-efficacy in relation to their use of the astronomical instrumentation associated with online robotic telescopes was particularly skewed and required further investigation. This current study builds on the previous work and shows how a slight adjustment of the survey items presents an improved and robust scale for measuring self-efficacy.
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Self-efficacy changes and gender effects on self-efficacy in a large-scale robotic telescope focused curriculum
In this paper, we present the results of an investigation into the effects of engaging with robotic telescopes during an Astronomy 101 (Astro101) course in the United States and Canada on the self-efficacy of students. Using an astronomy self-efficacy survey that measures both astronomy personal self-efficacy and instrumental self-efficacy, the authors probed their covariance with the respondents’ experience of an Astro101 course that uses robotic telescopes to collect astronomical data. Strong effects on both self-efficacy scales were seen over the period of a semester utilizing a scalable educational design using robotic telescopes. After participation in the course, the results show that the gender gap in self-efficacy between self-identified men and women is largely reduced to statistically insignificant differences compared to the initial large significant difference.
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- PAR ID:
- 10535935
- Publisher / Repository:
- Physical Review Physics Education Research
- Date Published:
- Journal Name:
- Physical Review Physics Education Research
- Volume:
- 20
- Issue:
- 1
- ISSN:
- 2469-9896
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1103/PhysRevPhysEducRes.20.010137
