Factor Structure and Dimensionality of an Instrument designed to Measure the Metacognitive Orientation of Thai Science Classroom Learning Environments

Abstract

The purpose of this study was to establish the factor structure and dimensionality of the Metacognitive Orientation Learning Environment Scale - Science (MOLES-S) in the Thai context. The metacognitive orientation of a science classroom learning environment is defined as the extent to which psychosocial conditions that are known to enhance students' metacognition are evident in a specific science classroom. This study builds on earlier work in the research areas of science education, metacognition, and learning environments. A sample of 5418 Thai science students in grades 10 to 12, from 40 schools across Thailand, completed the MOLES-S that had been translated into Thai. Exploratory factor analysis was undertaken and Rasch analysis was used to calibrate the scale and explore its dimensionality. The results suggest that the MOLES-S(T), where (T) represents Thailand, has the same factor structure as the original MOLES-S, is reliable, and can be used with confidence in research into metacognition in Thai high school science classrooms.