Developing a Scale to Measure Secondary School Students’ Motivation Levels towards Physics Courses

Erdoğan Özdemir, Mehmet Kural, Sabri Kocakülah


In this study, it was aimed to develop a scale to measure secondary school students’ motivation levels in physics courses. As the first step in the development of the Motivation Scale for Physics Lesson (MSPL); an item pool considering the items in the scales developed by Chin and Shieh (2005), Dede and Yaman (2008) and Glynn vd. (2011) was formed. Thereafter, the experts in the fields of educational sciences and science education were consulted for the validity of the scale. The original version of the scale which consisted of 55 items was created in the direction of the experts’ opinions. MSPL consisting of 55 items, was applied to 492 students in science and anatolian high schools in three different regions of Turkey. Exploratory factor analysis (EFA) was performed to determine the construct validity of the scale and confirmatory factor analysis (CFA) was applied to test the appropriateness of the resulting factor structure. EFA results show that 38 items are grouped under seven factors. The contribution of the seven factors to the total variance is 57.50%, with factor loadings varying from .47 to .85. When the goodness of fit indices obtained from DFA is examined, the analysis results show acceptable model fit. Also, the Cronbach alpha coefficients for the reliability of the scale factors ranged from .60 to .87 and the Cronbach alpha internal consistency coefficient for the whole scale was calculated to be .92. The findings show that the developed scale can be used as a valid and reliable instrument for measuring the motivation levels of the secondary school students in physics courses.


motivation;physics education;scale development;secondary school

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