PAPER A VALIDITY AND RELIABILITY STUDY OF THE BASIC ELECTRONICS SKILLS SELF-EFFICACY SCALE (BESS) A Validity and Reliability Study of the Basic Electronics Skills Self-Efficacy Scale (BESS) https://doi.org/10.3991/ijep.v6i4.6168 Ö. Korkmaz 1 and M.K. Korkmaz 2 1 Amasya University, Amasya, Turkey 2 Bilkent University, Ankara, Turkey Abstract—The aim of this study is to improve a measure- emphasizes that the skills that constitute the basic founda- ment tool to evaluate the self-efficacy of Electrical- tion score of the technology education should be earned Electronics Engineering students through their basic elec- together [6]. Therefore, it is possible to state that STEM tronics skills. The sample group is composed of 124 Electri- constitutes the foundation of the engineering education cal-Electronics engineering students. The validity of the [7]. scale is analyzed with two different methods through factor It is possible to say that depending on the need for tech- analysis and distinctiveness. To evaluate the how much each nology, the fact that engineering is strategically very im- item that exists in the scale can measure the factor they portant, causes the engineering education need to be more belong to, item total factor correlations and corrected corre- well-qualified and accreditation subjects remain on the lations are calculated on the data. According to the acquired agenda. In this frame, curriculum development and alter- values, each item and each factor in the scale are found to native learning-teacher studies continues increasingly. serve to the run-of the scale and the aim of scaling the de- STEM is one of the important products of this process. sired facility, in a meaningful level. Moreover, analyzing the Today’s engineering graduates are responsible for solving t value related to the differences between the groups of top the problems of a tomorrow in a world that develops fast 27% and bottom 27%, the item distinctiveness’s are re- and faces difficulties that are much more critical than it searched and it is detected that the distinctiveness of both of was in all the times [8]. Therefore it is inevitable that they the run-of the scale and each one of the items is high level; need to have several high-rank skills. Correspondingly, it in other words, it is detected that each item is distinctive in is possible to state that there is an important demand for the desired level. The internal consistency coefficients of the engineering in the societies. scale is calculated using two congruent halves correlations, Cronbach Alpha, Sperman-Brown formula and Guttmann Different educational approaches can be observed in split-half reliability formula. Consequently, it is concluded engineering; in addition to this, it is inevitable for engi- that the scale is a reliable and valid scale and this scale can neering education to change and develop for catching the be used to determine the basic electronics skills of the Elec- novelties of the time. Together with the respective altera- trical-Electronics Engineering students through their self- tion and developments, engineering profile and therefore perceptions. the effect of engineers on the society also changes [9]. Just like the fact that the alignment of the engineering educa- Index Terms—Basic electronics skills, engineering educa- tion with the novelties of the time effects the outcomes of tion, perception, self-efficacy this occupation; it is possible to say that the attitudes of engineering candidates towards engineering education and I. INTRODUCTION occupation effects the outcomes of this occupation The main aim of engineering education is to develop through academic success and performance in the occupa- the designing skills and to solve the design problems. tion in a similar manner. When considered in this frame, it Engineering, in general, can be considered as a road that does not see possible that the engineering profile decked starts with analysis, goes through synthesis by finding out with only theoretical knowledge can fulfill the ad- solutions to the needs of the society [1]. It is a stubborn vanced technology needs that is being lived today. There- fact that we are related to the scientific and technological fore, an engineering profile that possesses engineering innovations in the whole of our daily life. Engineering is skills alongside with fundamental theoretical knowledge is the key component of the technologic society and inven- required. Within this scope, it is possible to say that nur- tiveness [2]. In this context, many countries feel the need turing engineers that performs enough application has of reviewing their system of education grounding on Sci- laboratory and studio experience is necessary. Nowadays, ence, Technology, Engineering and Mathematics (STEM) as the accreditation institutions noticed this necessity too, quartet [2]. FeTeMM, is an educational approach that they emphasize the engineering sufficiency frequently. focuses on integrating the skills and knowledge about For example, according to [10] “the output of the program science, technology, mathematics and engineering areas should involve all of the components that defines the with an engineering design oriented education, and aims knowledge, skills and behavior that the students should to make the students obtain the skills of interdisciplinary earn until they graduate and are necessary for achieving collaboration, systematic thinking, being open to commu- the program’s educational goal after the graduation; and nication, belonging the ethical values, researching, pro- should be defined in a way that it involves the 11 qualities ducing, creativity and solving the problems in the most that [10] specifies.” Moreover, MÜDEK [10] embraces appropriate manner [3-5]. STEM, in general, can be de- the program outputs as an important criterion in the ac- fined as a complementary educational approach, which creditation process. While evaluating the program out- 30 http://www.i-jep.org PAPER A VALIDITY AND RELIABILITY STUDY OF THE BASIC ELECTRONICS SKILLS SELF-EFFICACY SCALE (BESS) comes “Engineering programs should prove that the stu- Totally sufficient”. The scale given the final form is ap- dents on the graduation stage possess the program out- plied to the study group. Help of a lecturer for each class comes.” criterion is addressed. Several different methods that are included in the scope of the study group is desired can be used to designate how much the program outcomes and applications are done under their supervision. The are fulfilled, or in other words, how much the graduate data collected are uploaded to the programs SPSS 15.00 engineers possess the skills that the department they are and AMOS 16 in order to be analyzed statistically in graduated from aims to bring in. One of these methods is terms of validity and reliability. the determination of how sufficient the graduates or stu- C. Data analysis dents see themselves in terms of these outcomes. In an- other saying we can express it as scaling of the self- In order to determine the structure validity of the scale, efficacy of the graduates or students about the skills that and to size and determine the factor load of the items on they should have earned. Self-efficacy is defined to be the the scale; principal components analysis is applied. While belief about achievement of a specific work. It is ex- deciding the convenience of the data to the factor analysis, pressed that if this belief is attempted to the behavior Kaiser-Meyer-Olkin (KMO) coefficient and the results of about the work or not effects the continuity of this behav- Bartlett test are used. In order for a datum to form factor ior, motivation about the behavior and consequently the structure, KMO coefficient should have a value bigger performance [11]. It is claimed that the strong belief about than 0.6 and Bartlett s test should give meaningful results the capabilities of the person increases the endeavor and [17]. For the meanings of the factors to be interpreted continuity [12]. better, Varimax rotation is done [18]. This rotation is one of the rotations that show the differences between the When literature is scanned, self-efficacy perception factors the best and most preferred. In the detection of the scales that are for the scaling of the sufficiency in the number of factors, eigenvalue is applied as 1.00 [19]. To fundamental engineering area of the graduates or engi- immobilize how much the scale evaluates the similar neering candidates that are continuing their education in attitudes of the items, items and the relation between the different statuses are not encountered. In this study, devel- factor scores of the items (item-factor correlation) are opment of a scale that evaluates the self-efficacy of Elec- found by calculations. Besides that, in order to immobilize trical-Electronics Engineering students in terms of basic how much each one of the items included in the scale electronics skills is aimed. scope effects the distinction of the students in terms of the II. METHOD level of attitudes; being looked at the scale scores, it is checked how meaningful is the distinction between the A. Sample item scores of top and bottom 27% groups. The items with Continuing 124 students of 2nd 3rd and 4th year in low factor load or a factor that disperses to multiple items Amasya University, Faculty of Technology, Electrical- or has a low item-total correlations coefficient are exclud- Electronics Engineering students constitute the study ed from the scale. After this processes, a scale consisting group for this research. The distribution of the study group of 19 items is prepared. After the exploratory factor analy- according to the sex and grade is summarized in Table 1: sis is done, confirmatory factor analysis is also done. The factor structure consisting of 19 items and 2 factors is TABLE I. verified. Korkmaz [20] expresses that, confirmatory factor THE DISTRIBUTION OF THE STUDY GROUP IN TERMS OF UNIVERSITY, analysis is a structural equation model that deals with the GRADE AND GENDER relations between the scaling techniques of hidden varia- bles and observed measurements. The calculations applied Class Female Male Total in order to determine the reliability are internal consisten- 2th 10 37 47 cy and test-retest calculations. This is applied as segment- 3th 4 44 48 ed test analysis, “one of the methods that are applied in the 4th 12 17 29 determination of internal consistency coefficient reliabil- Total 98 26 124 ity” [21]. While this study is being done, cronbach ! in- ternal consistency coefficient is calculated. Moreover, B. Development process of the scale scale is redone on 33 students with 6 weeks break using In the development process of the scale, firstly, overall test-retest method and the consistency level of the scale is effectiveness and curriculums of some of the faculty of researched calculating the relation between the two appli- technology Electrical-Electronics Engineering depart- cations. ments in Turkey are examined [13-16]. Along the frame of this examination of curriculum, the basic electronics III. RESULTS skills that the Electrical-Electronics students are expected A. Findings regarding the validity of the scale to hold before branching, in general, are revealed. Then, these skills revealed are reviewed by 4 experts of their The structural validity along the frame of the validity of areas, 2 associate professors and 2 assistant professors in Basic Electronics Skills Self-Efficacy Scale (BESS), item- Electrical-Electronics Engineering, and are given the final total correlations and item distinctiveness’s are analyzed form. The skills obtained in this way, lastly, are trans- and the findings are presented below: formed into self-efficacy expressions. At the end of this Findings regarding the exploratory factor analysis: In process, an item pool of 27 items including beginner, order to test the validity of BESS, Kaiser-Meyer-Oklin intermediate and advanced level skills. Across the items (KMO) and Bartlett tests are applied on the data, KMO= that are constituted, five degree choices to specify the 0,887; and Bartlett test value came out to be "2= student’s level of skills are placed. These choices are 1983,964; sd=351 (p=0,000). Pursuant to these values, it arranged and scored as “(1) Totally insufficient”, “(2) Not is understood that factor analysis can be done on the scale adequate”, (3) Intermediate”, “(4) Adequate” and “(5) with 27 items. In the first stage, principal components iJEP ‒ Volume 6, Issue 4, 2016 31 PAPER A VALIDITY AND RELIABILITY STUDY OF THE BASIC ELECTRONICS SKILLS SELF-EFFICACY SCALE (BESS) analysis is done in order to determine if the scale is one multiple factors are removed from the scale. However, as dimensional or not. Later on, Varimax rotation method is removing it may damage to item content validity, one item used according to the principal components. Accordingly, is not removed from the scale although its factor load is it is found that items with item load less than 0.4 does not 0.380. It is seen that the remaining 19 items are gathered exist. As is, it is determined that the scale consists of 6 under two factors. With the last form the KMO value of factors with eigenvalue bigger than 1 and the total vari- the scale with 19 items is determined as 0,871; it’s Bartlett ance is found to be 66.78. As is known, a scale is sup- values are found to be "2=1308,963 sd=171; p<0,001. posed to evaluate the behavior it is aimed to scale with the Factor loads of the 19 un-rotated items remaining in the least number of items and the least number of factors. scale are found to be lying in the range of 0.380 and Accordingly, the declared variance is found sufficient to 0.678; in return to this, the rotated forms of these loads be 30% for the scales with one factor, and 40% for the after varimax rotation method are seen to be in between scales with multiple factors [22, 23]. Therefore, the struc- 0.5696 and 0.800. After the operations done, the results ture of the scale is decreased to two factors and the anal- about the item loads with factor eigenvalues and the rate yses are repeated. After this process, 3 items with factor of variance explanation amounts are presented in Table II. load less than 0.40 and 5 items that are spread through TABLE II. FACTOR ANALYSIS RESULTS OF THE SCALE AS PER FACTORS Com. Items factor F1 F2 var. I12 I can control step motors using PID system .655 .788 el I6 I can control DC motors with high power and tork .678 .784 ev I5 I can control DC motors according to the software created .566 .736 L e I9 I can decrease the error rate generating a PWM value, using PID .566 .733 at system edi I2 I can control DC motors according to sensor values .585 .717 m I7 I can use Lipo batteries with high current and voltage values .501 .671 r nte I11 I can make high speed motor control and ESC control in high values .451 .642 1:I I4 I can generate algorithms according to sensor values .380 .616 F I10 I can control PWM using motor drivers .410 .594 I1 I can use digital and analog sensors .461 .569 I16 I can build/use resonance circuits .662 .800 vel II1157 II ccaann umsaek ael tterrannastfionrgm cautorrre cnot ncnireccutiitosn s ..664098 ..779515 e L I20 I can provide maximum power transfer from a source .514 .710 sic I25 I can build/use R-L and R-C filter circuits .494 .669 a B I19 I can execute Kirchoff`s current and voltage rules experimentally .506 .649 2: I21 I can measure power and energy in single phase systems .448 .637 F I27 I can transform AC current into DC current .462 .629 I24 I can build/use DC exualiser circuits .419 .621 Eigenvalue 7.633 2.384 Explained variance 26.906 25.814 As seen in Table II, “F1: Intermediate Level” factor in- volves 10 items and factor loads change in between 0.788 and 0.569. The eigenvalue of this factor in the scale is 7.633; it’s contribution to the general variance is 26.906%. “F2: Basic Level” factor contains 9 items. The factor loads of the items lie in between 0.800 and 0.621. The eigenvalue of the factor in the scale is 2.384; it’s contribu- tion to the general variance is 25.814%. Findings regarding confirmatory factor analysis: con- firmatory factor analysis is applied to the scale which is found to consist of 3 factors in the result of exploratory factor analysis, in order to validate the factor structures. As the result of the confirmatory factor analysis that is done using likelihood technique with no restrictions, goodness of fit values are found to be "2/DF= 1.537, p<.001, RMSEA= 0.046, S-RMR= 0.00, GFI= 0.901, AGFI= 0.899 and IFI= 0.89. According to these values, goodness of fit values of "2/DF, RMSEA and S-RMR occurs to be perfect, the rest of the goodness of fit values come out to show acceptable alignment. With another saying, this model reveals that the factors are confirmed by the data. The factorial model of the scale and the t value related to factor-item relation is given in the Fig. 1. Figure 1. Correlation diagram of the scale (t values) 32 http://www.i-jep.org PAPER A VALIDITY AND RELIABILITY STUDY OF THE BASIC ELECTRONICS SKILLS SELF-EFFICACY SCALE (BESS) Item factor total and corrected correlations: In this be changing between 0.391 and 0.719 and each relation part, calculating the correlation between the scores ob- are seen to be meaningful and positive. The correlation tained from each item in the factors with item-total corre- coefficients of the factors that are obtained by the test- lation method and corrected item correlation method and retest method are lying in between 0.614 and 0.609; the the scores obtained from the factors; levels of serving the correlation related to the total score is 0.712; and each purpose for each item are tested. The item-factor correla- relation are seen to be meaningful and positive. Therefore, tions obtained for each item is given in Table III. it can be said that the scale can make stable measure- As seen in Table III, item test correlation coefficients ments. are between 0.602 and 0.815 for the first factor; between TABLE III. ITEM-FACTOR SCORES CORRELATION ANALYSIS 0.680 and 0.786 for the second factor. Each item is in a meaningful and positive relationship with the factor F1 F2 (p<0,001). Hereunder, it is possible to say that each item I. r I. r serves to the purpose of the factor. I12 ,794(**) I16 ,786(**) I6 ,815(**) I15 ,775(**) Item discrimination: The discrimination powers of each I5 ,747(**) I17 ,756(**) item in the scale are calculated. Through this aim, firstly I9 ,742(**) I20 ,716(**) the raw scores obtained from each item are binned from I2 ,776(**) I25 ,707(**) the bigger to smaller, then top and bottom 27% groups I7 ,710(**) I19 ,699(**) consisting of top and bottom sub-groups with 34 students I11 ,670(**) I21 ,693(**) each, are designated. The t-test values for the independent I4 ,602(**) I27 ,700(**) groups are calculated through the total points in the I10 ,633(**) I24 ,680(**) groups. t values related to the distinctiveness powers and I1 ,667(**) the findings related to the meaningfulness level are pre- N=124; **=p<, 001 sented in Table IV. In Table IV, it is seen that the independent sample t test TABLE IV. ITEM DISCRIMINATION POWERS. values related to 19 item, factors and total score in the scale change between 6.361 and 9.656. For the run-of F1 F2 scale, t value is found to be 318.745. The levels of each I. t I. t difference identified are meaningful (p<0,001). Accord- I12 9.656 I16 7.478 ingly, it can be stated that the scale and the items in the I6 8.543 I15 8.203 scale, all have high distinctiveness levels. I5 6.513 I17 7.078 I9 8.210 I20 6.496 B. Findings regarding the reliability of the scale I2 7.182 I25 7.472 In order to calculate the reliability of the scale, internal I7 7.054 I19 7.112 consistency and stability analyses are applied on the data. I11 7.142 I21 7.622 The operations done and findings are presented below: I4 4.328 I27 6.674 I10 7.927 I24 6.361 Internal consistency level: The reliability analysis of the I1 6.635 F2 12.502 scale as a whole and regarding the factors is done using F1 12.277 Total 18.745 Cronbach Alpha reliability coefficient, two congruent *n=34, df=66, p<0,001 halves correlation value, Sperman-Brown formula and Guttmann split-half reliability formula. The resulting TABLE V. RELIABILITY ANALYSIS RESULTS CONSIDERING THE reliability analysis values about the scale as a whole and WHOLE OF THE SCALE AND ITS FACTORS. about each factor are summarized in Table V. Two con- As seen in Table V; the two congruent halves correla- Number gruent Sperman Guttmann Cronbach’s tion of the scale is 0.880; Sperman Brown reliability coef- Factors of items halves Brown Split-Half Alpha ficient is 0.878; Guttmann Split-Half value is 0.753; correlation Cronbach’s Alpha reliability coefficient is found to be F1 10 .863 .907 .902 .895 0.9158. On the other hand, the congruent halves correla- F2 6 .846 .765 .861 .883 tions regarding the factors are 0.863 and 0.846; Sperman Total 20 .880 .878 .753 .915 Brown values are 0.907 and 0.765; Guttmann Split-Half values are 0.902 and 0.861; Cronbach’s Alpha values are TABLE VI. TEST-RETEST RESULTS OF THE ITEMS OF THE SCALE. seen as 0.8989 and 0.883. Pursuant thereto, both factor and the scale in general are capable of making consistent F1 F2 evaluations. I. r I. r I12 .579(**) I16 .541(**) Stability level: The stability level of the scale is deter- I6 .597(**) I15 .550(**) mined using test-retest method. The last form of the scale I5 .601(**) I17 .465(*) with 19 items is re-applied to the 33 students who attend- I9 .641(**) I20 .647(**) ed the first application, 6 weeks later. The scores obtained I2 .391(*) I25 .478(*) these two applications are analyzed regarding both the I7 .695(**) I19 .641(**) scale and the factors separately. Thus, the ability of mak- I11 .467(*) I21 .711 (**) ing stable measurements of the scale, the items in the I4 .719**) I27 .596(**) scale, the factors are tested and the findings are summa- I10 .611(**) I24 .708(**) rized in Table VI. I1 .487(*) F2 .609(**) The correlation coefficient, that are obtained by test- F1 .614(**) Total .712(**) retest method, of each item scaled in Table VI are seen to N=33; *=p<0,05; **=p<, 001 iJEP ‒ Volume 6, Issue 4, 2016 33 PAPER A VALIDITY AND RELIABILITY STUDY OF THE BASIC ELECTRONICS SKILLS SELF-EFFICACY SCALE (BESS) IV. DISCUSSION the branches such as signals, antenna, image processing, medical electronics and coding, advanced level skills In this study, in the aim of measuring the basic electron- cannot be defined in a standard manner. ics skills of Electrical-Electronics engineering students through their self-effacement, a scale is developed. The The validity of the scale is analyzed in two different scale is developed taking the Classical Test Theory is methods via factor analysis and distinctiveness character- selected as the baseline. In the Classical Test Theory, the istics. To evaluate the how much each item that exists in results obtained from the group that the test is applied on the scale can measure the factor they belong to, item total are assessed as a whole. The power and distinctiveness factor correlations and corrected correlations are calculat- indices of the items can be estimated after all the data of ed on the data. According to the acquired values, each the group is obtained. While an assessment is being done, item and each factor in the scale are found to serve to the the points are studied as a whole, not seperately for each run-of the scale and the aim of scaling the desired facility, item [24]. In the Classical Test Theory, reliability can be in a meaningful level. In addition to this, analyzing the t attained as a result of assessment of the result of the test value related to the differences between the groups of top applied to the whole group. Differently from this, in the 27% and bottom 27%, the item distinctiveness’s are re- Item Response Theory, the aim is to estimate the charac- searched and it is detected that the distinctiveness of both teristics of the students through the items. The important of the run-of the scale and each one of the items is high part of the theory is the correct scaling of each of the items level; in other words, it is detected that each item is dis- in the trial stage. According to Hambelton, Swaminathan tinctive in the desired level. The internal consistency coef- and Rogers [25]; some limitedness such as personal test ficients of the scales calculated using two congruent development, identification of item biasness, weighting halves correlations, Cronbach Alpha, Sperman-Brown the distractors and equation of tests to each other can be formula and Guttmann split-half reliability formula. Re- resolved with the help of Item Response Theory. garding these values calculated, it is determined that the scale is able to make reliable evaluations. In order to de- It can be said that in the Item Test Theory one of the fine the level of stableness with time for the scale, test- very fundamental movement points is personalized test retest method is applied to the data obtained from the preparation and application [26]. However, this model has applications done with a 6-weeks space. Test-retest meth- some limitedness. For example, with this approach the od is applied on both the factors of the scale and to each of reliability may come out to be very low and meaningless the items and it is found that each of the items and factors in the item and skill estimations. In this theorem, the esti- are able to make stable scaling in terms of stableness with mations are done according to the models chosen. With time. the increasing number of the parameters in the model, the difficulties in estimations and calculations occur. Another V. CONCLUSION disadvantage is the single dimensionality. Similar to this study, traditionally in the identification of the dimension, Consequently, it can be said that BESS is a valid and factor analysis techniques are being imposed. However, reliable scale that can be used in the scaling of basic elec- Item Response Test approaches to the scale directly as tronics skills of Electrical-Electronics students through only one-dimensional. Although the Item Response Theo- their self-efficacies. In the literature, a reliable and valid rem is a powerful model to explain the covered character- measurement instrument that aims to scale these skills of istic that lies under the performance of the person, usage the students is not encountered. Therefore, this scale can of a one-dimensional model in the multiple dimensional be thought of making huge contribution to the literature. test data for which the one-dimensionality assumption is However the validity and reliability study of the scale is not fulfilled will result with validity problems in the esti- restricted in 124 Electrical-Electronics Engineering stu- mations of skills and items, and will rise important prob- dents. For this scale to be used in different education stag- lems in the model-data harmony [27]. On the other hand, es, repeating the validity and reliability studies can be the applications predicated on this Item Response Theo- suggested. rem are very difficult as the applications differ between REFERENCES the students [26]. Since, the scale that is developed in addition to these scales is multi-dimensional and does not [1] M. T. Genço#lu, and M. 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Amasya, TURKEY ([email protected]). [16] M.Ü., “Marmara University Faculty of Technical Education Makbule Kübra Korkmaz is with the Electrical Elec- Electrical and Electronic Engineering Brochure”, tronical Engineering Department, University of Bilkent http://dosya.marmara.edu.tr/tf/Elektrik_- Ankara, TURKEY([email protected]) Elektronik_M_hendisli_i.pdf, 2016. [17] J. Pallant, “SPSS Survival Manual: A step by step guide to data This research has been executed within the scope of SEB-BAP 15- analysis using the SPSS program”, (4th Ed.), New York: 068 project endorsed by Amasya University Project Coordination Unit of McGraw-Hill Company, 2010. Scientific Researches. Submitted, 23August 2016. Published as resubmit- [18] Y. S, Ho, “Review of second-order models for adsorption sys- ted by the authors on 23 September 2016. tems”, Journal of hazardous materials, 136(3), 681-689, 2006.. https://doi.org/10.1016/j.jhazmat.2005.12.043 iJEP ‒ Volume 6, Issue 4, 2016 35