In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.1,
M
a
r
ch
2018,
pp.
39~
4
7
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v
7
.
i
1
.11
1
3
8
39
Jou
rn
a
l
h
o
me
pa
ge
: h
t
t
p
:/
/
i
ae
sc
o
r
e.c
o
m
/
jo
urn
a
l
s
/i
nd
e
x
.
php
/
I
J
ERE
Constr
uct Validi
ty and R
eliability of A
ttitudes tow
a
rds
Chemistry of Science
Teacher Candidates
Woro
S
u
m
arni
1
,
E
nd
a
n
g
S
u
s
i
l
a
ni
ng
si
h
2
,
Y
e
r
i
Su
t
o
po
3
1,
2
Dep
artm
ent
o
f
Ch
e
m
i
s
t
ry, F
acul
t
y o
f
M
at
hem
a
ti
cs
an
d
N
atu
r
a
l
S
c
i
e
nce, U
ni
vers
i
t
as Neg
eri S
e
marang
, In
d
o
n
esi
a
3
Dep
a
rtm
e
nt o
f M
echani
cal E
ng
in
ee
ri
ng
, F
aculty
of
Engin
eerin
g, U
ni
verit
a
s
Negeri
S
em
arang,
I
ndon
esia
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
No
v
1
8
,
2
017
Re
vise
d Jan
2
2
, 2018
A
c
c
e
pte
d
F
eb 12,
2
0
1
8
Developing
s
t
u
d
e
nts'
p
os
itive
a
t
t
itude
t
o
w
ar
d
l
earning
i
s
one
o
f
the
i
m
port
a
nt
th
in
g
s
,
becau
se
s
om
e
res
e
a
r
ch
er
s
m
e
n
t
i
on
that
a
ttit
u
d
e
s
t
o
w
a
rd
the
s
u
b
j
ects
are
rel
a
ted
to
a
cad
em
ic
ach
iev
e
m
e
n
t
. Teachers
,
i
n
th
e
i
m
p
l
emen
t
at
ion
of
learning
can
e
val
u
ate
attit
udes
t
oward
t
h
e
sub
j
ec
t
s
,
i
n
o
rder
t
o
kn
ow
h
ow
st
udents'
a
t
t
itud
e
t
oward
learni
ng
t
hat
is/has
b
een
g
oing
o
n. T
heref
o
re,
an
attit
ude
assessment
i
s
r
equired
for
vali
d
,
r
eliable
and
pract
ic
a
l
l
e
a
rn
in
g.
T
he
pu
rpo
s
e
o
f
t
his
re
s
earch
i
s
t
o
d
evelo
p
a
L
ik
ert
scale
t
y
p
e
q
u
e
s
tionnaire
t
hat
can
m
e
a
sure
s
tudents'
a
tt
itudes
toward
c
hem
i
st
ry
. In
t
h
is
s
tudy
i
nitially
h
as
been
c
om
pi
led
as
m
any
as
4
3
it
e
m
s. The
items
i
n
t
h
e
p
r
esent
sca
le
w
e
r
e
adap
ted
fro
m
the
Test
o
f
S
c
i
e
n
c
e-
Relat
e
d
At
ti
tudes
(T
OS
RA)
a
n
d
Atti
t
udes
towards
Chem
istry
Less
ons
Scale
(A
TCLS)
.
A
ft
er
t
he
c
ontents
v
a
l
ida
t
io
n
of
th
e
q
u
es
ti
onn
aire
b
y
t
h
e
exp
e
rt,
th
e
q
u
es
ti
onn
aire
i
s
t
e
st
ed
o
n
2
4
5
c
o
l
l
e
g
e
st
ud
ents.
D
e
termin
ati
o
n
of
c
onstru
c
t
vali
d
i
ty
w
h
i
ch
i
s
co
nducte
d
with
exp
l
o
r
atory
factor
a
nal
y
s
i
s
o
b
t
a
in
ed
3
2
i
t
em
s
vali
d
qu
estion
.
T
h
e
r
e
s
ult
of
f
acto
r
a
n
a
ly
sis
s
h
ows
t
h
a
t
t
he
s
c
a
l
e
h
as
n
ine
f
acto
r
s
th
at
e
xp
l
a
i
n
62
.
1
0
5
%
of
the
total
variance. In
addition,
i
t
shows
t
h
e
f
i
ndi
ng
o
f
'
r
el
ia
bility
c
oef
f
i
c
i
en
t
(Cron
b
ach'
al
pha)
of
0
.
91.
T
he
r
es
ults
obt
a
i
n
e
d
s
h
o
w
ed
t
hat
it
has
o
b
t
a
ined
val
i
d
and
rel
i
able
q
uest
io
nn
a
i
res
as
a
m
easuri
n
g
to
ol
t
hat
can
be
u
se
d
to
det
e
rm
ine
student
a
ttit
udes
to
ward
c
h
e
mi
st
ry
i
n
chem
istry
f
o
o
d
stuff
s
lect
ures
.
K
eyw
ord
:
A
ttit
u
d
es
t
ow
a
r
ds c
hem
i
stry
A
ttit
u
d
es
T
ow
ards Chem
i
s
t
r
y
Lessons S
cale
(ATCLS)
F
a
ctor a
nal
y
s
i
s
Test o
f Sc
ienc
e
-
Rela
te
d
A
ttit
u
d
es (
TO
SRA
)
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Wor
o
S
um
arni,
D
e
pa
rtme
nt
o
f
Chem
ist
r
y,
Uni
v
ersi
tas Ne
geri
S
em
a
r
ang,
D
6
Bu
i
l
d
i
ng,
2
nd
F
loor,
S
e
kara
n Cam
p
us,
Gun
u
n
g
p
a
ti,
S
ema
r
ang,
Centr
a
l
J
ava,
Ind
on
e
s
i
a
.
Em
ail:
w
o
ro@
m
ail.un
nes.a
c
.
i
d
1.
I
N
TR
OD
U
C
TI
O
N
A
t
t
itu
de
t
ow
a
r
d
sc
i
e
nce
is
one
o
f
im
p
o
rta
n
t
pa
rt
s
t
o
g
e
n
er
ate
d
st
ud
e
n
t
s
w
ho
a
re
a
bl
e
t
o
t
h
i
nk
scie
nt
ifica
l
ly a
s the sc
ien
t
i
s
t
. The results of
the
study
[1]
i
n
d
i
c
a
t
e
t
h
a
t
t
he
f
orm
e
r succe
ss in c
h
em
istr
y courses
a
s
w
el
l
as
a
ch
i
e
v
e
me
nt
i
n
mi
ddl
e
sc
ho
ol
h
a
d
e
f
f
ect
s
on
h
igh
s
c
h
oo
l
st
ude
n
t
s’
i
n
t
e
lle
ctua
l
a
n
d
em
o
t
i
o
nal
att
itu
des
tow
a
rd chem
i
st
r
y
. T
h
i
s
f
ind
i
n
g
s
up
por
ts t
he
p
at
ter
n
e
sta
b
l
i
she
d
b
y pr
ev
i
o
u
s
rese
a
rc
h, sug
ge
sti
n
g t
h
a
t
att
itu
de
a
n
d
achie
ve
me
n
t
ar
e
r
elate
d
.
S
t
ude
n
t
s
w
h
o
a
r
e
ne
ga
tive
l
y
be
ha
ve
t
ow
ar
d
S
c
ienc
e,
f
or
e
xa
mple
,
a
r
e
n
o
t
i
n
t
e
r
e
s
t
e
d
o
r
a
f
r
a
i
d
o
f
ca
usin
g
the
m
t
o
fai
l
i
n
S
c
ienc
e.
S
t
atem
ents suc
h
a
s
"
I
love
c
h
em
ist
r
y"
o
r
"I
h
ate
che
m
is
t
r
y"
s
how
p
os
iti
ve
o
r
nega
t
i
ve
f
ee
l
i
ngs
t
ow
a
r
d
c
h
em
i
s
try.
V
a
r
i
ous
o
b
j
e
c
t
s
c
a
n
be
r
e
l
a
t
e
d
t
o
a
tt
it
ud
e
s
a
b
out
s
c
i
en
c
e
l
e
sson
s
,
scie
nt
ists,
sc
i
e
nce
i
n
r
e
a
l
li
fe
,
the
che
m
is
t
r
y
as
a
s
cho
o
l
s
ub
j
e
c
t
,
a
nd
e
t
c.
F
or
e
xa
mple,
stu
d
e
n
ts
'
att
itu
des
tow
a
rd
c
hem
i
s
t
r
y
a
s
a
branc
h
o
f
sc
ie
nce
a
nd
as
a
s
c
h
ool
s
ubje
c
t
m
ay
b
e
d
i
ffere
nt
i
n
na
tu
re
a
nd
l
eve
l
.
The
att
itu
de
i
s
a
p
s
yc
ho
l
o
g
i
c
a
l
c
ons
truc
t
w
h
ic
h
has
co
g
n
i
tive,
a
ffe
c
t
ive
a
n
d
be
ha
viora
l
c
om
pone
nts
[2]-[4]
.
I
n
In
do
n
e
si
a
,
b
ased
o
n
t
h
e
R
e
gu
l
a
ti
on
o
f
th
e
Mi
ni
st
er
o
f
Edu
c
ati
o
n
a
nd
C
u
l
t
u
re
o
f
th
e
Rep
ubl
i
c
o
f
Indo
n
e
si
a
numbe
r
65
o
f
2
0
13,
a
s
p
e
c
ts
o
f
a
t
tit
u
d
e
c
o
n
sists
o
f
r
e
ceiv
i
ng,
r
u
nni
ng
,
c
h
erish
,
a
pp
re
ci
at
e,
a
n
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 39
– 47
40
prac
t
i
c
e
.
Ther
efor
e,
t
he
a
spe
c
t
o
f
a
tti
tu
des
in
t
he
c
he
mis
t
ry
s
t
u
dy
w
ill
b
e
u
sefu
l
t
o
i
m
p
ro
ve
t
he
qua
l
ity
o
f
l
e
a
r
ni
ng
c
h
e
mist
ry
.
A
sse
ssm
e
nt
i
s
require
d
to
e
val
u
a
t
e
t
h
e
atti
tu
des
t
o
w
a
rd
l
e
s
so
ns
.
Th
ere
a
r
e
seve
ral
at
tit
ud
e
assessm
ent
s
t
h
a
t
ar
e
com
m
on
ly
u
se
d
to
e
va
lua
t
e
a
t
tit
u
d
es.
F
o
r
insta
n
ce,
t
he
C
hem
i
stry
A
tt
itu
de
S
ca
l
e
(
C
A
S
)
is
a
76-
item
fi
ve-P
oint
L
iker
t
-
sc
ale
in
strume
nt
.
S
i
m
i
l
a
rl
y,
t
he
Q
ue
st
i
o
nna
i
r
e
on
C
h
em
ist
r
y-Re
late
d
A
t
tit
ude
s
(Q
O
CRA
),
a
s
hor
tene
d
a
n
d
m
odi
fied
v
e
r
s
i
on
o
f
t
h
e
Test
o
f
S
c
ienc
e-
Re
late
d
A
tti
tu
des
(
T
O
S
RA
)
origina
lly
deve
l
ope
d by
[
5
]
c
o
n
s
is
t
s
o
f
3
0
L
i
k
e
r
t
-
s
c
a
l
e
i
t
e
m
s
[
6
]
.
Test of
S
c
ie
nc
e-Re
l
a
te
d
A
t
t
itu
des (TO
S
RA
)
ha
ving
a
n
impor
ta
nt
p
lac
e
in
t
h
i
s
pr
oce
ss.
T
he
A
t
tit
u
d
e
tow
a
rds
C
h
e
m
istry
L
e
sso
ns
S
c
a
le
(
A
T
CLS)
by
u
t
iliz
i
n
g
t
h
e
"Enjoy
m
e
nt
o
f
Science
Lessons",
w
hich
i
s
a
sub-scale
of
T
O
S
RA,
ha
s
bee
n
d
e
v
e
l
op
ed
[
7]
.
Th
e
Att
itu
de
tow
a
rd
C
hem
i
stry
L
e
ssons
S
cale
(A
TCL
S
)
is
d
e
v
e
l
ope
d
by
C
he
u
n
g
i
n
C
h
in
e
s
e
i
s
a
L
ik
e
r
t
-
sc
a
l
e
me
asu
r
e
con
s
is
tin
g
of
s
eve
n
-
poi
nt
1
2
item
s
.
T
he
A
tti
t
u
de
S
cale
t
o
w
a
rd
C
he
mis
t
r
y
(
A
S
TC),
d
e
v
el
o
p
ed
b
y
G
e
ba
n
,
Ertep
ı
nar
, Y
ı
l
m
az, A
ltın & Ş
ahbaz
i
n
1
99
4.
I
n
c
hem
i
s
t
ry
e
duca
tio
n,
[
8]
u
sed
a
sem
a
nt
ic differe
ntia
l
form
at
t
o
deve
l
o
p
item
s
t
o
m
e
a
s
ure
att
itu
de
s
toward
c
hem
i
s
t
ry
a
nd
c
hemistry
s
e
l
f-efficacy
as
p
art
of
t
heir
C
h
e
mistry
A
tt
itu
des
a
n
d
Ex
pe
r
i
e
n
ce
s
Q
u
est
i
onna
ire
(
C
A
E
Q
)
.
The
A
t
t
i
t
u
des
tow
a
r
d
s
the
S
u
b
j
ec
t
of
C
hem
i
s
try
I
nve
nt
ory
(A
S
C
I
)
[
9]
w
as
g
i
v
en
t
o
firs
t
ye
ar
u
n
d
e
r
gr
adua
te
n
ursi
ng
s
t
u
d
e
n
t
s
a
t
t
w
o
un
ive
r
sitie
s
.
The
AS
CI
i
s
a
tw
ent
y
i
tem
se
ma
ntic
d
iffere
ntia
l
wher
e
ea
ch
i
te
m
is
q
ua
nt
i
f
ie
d
wit
h
a
s
eve
n
p
o
i
nt
L
ikert
sc
ale
.
A
S
C
I
w
a
s
o
r
i
g
i
n
a
l
l
y
v
a
l
i
d
a
t
e
d
i
n
t
h
e
U
S
w
i
t
h
un
dergr
a
d
u
a
t
es
m
ajori
ng
in
c
hem
i
s
t
ry
[
9]
,
and
s
u
bse
que
nt
l
y
,
a
s
hor
t
e
r
ver
s
i
on
of
t
h
e
o
ri
gi
na
l
2
0
i
te
m
que
st
ion
n
a
i
r
e
w
a
s
d
eve
l
ope
d
by
[10],
als
o
i
n
che
m
i
s
try
u
n
d
er
gra
d
u
ate
s
.
The
At
tit
u
d
e
t
o
war
d
t
he
S
u
b
je
ct
o
f
Che
m
istr
y
I
n
v
e
nt
ory
(
A
S
C
Iv1)
d
e
v
e
l
o
p
e
d
by
[9]
to
m
ea
sure
s
tude
n
t
a
t
ti
tud
e
s
t
o
w
a
rd
c
h
e
mi
st
r
y
a
s
a
di
sc
ip
li
ne
w
as
r
ec
ent
l
y
use
d
t
o
q
u
an
t
i
fy
c
hem
i
stry
a
t
tit
u
d
es
o
f
c
ol
l
e
ge
l
e
v
e
l
s
tu
de
n
t
s
i
n
t
he
P
aci
fic
Islan
d
s
[1
1]
.
Th
is
s
hor
tene
d
versi
o
n
(
A
S
C
Iv2)
h
as
b
een
u
se
d
in
A
u
s
tral
ia
a
nd
t
h
e
U
S
[
12]
,
an
d
c
onta
i
n
s
e
ig
h
t
ite
ms
i
n
t
w
o
s
u
b
sc
al
e
s
,
‘i
nt
el
l
e
ctua
l
a
c
c
e
s
sib
i
lity
’
con
g
r
u
e
nt
w
i
t
h
t
h
e
c
ogni
tiv
e
c
o
m
p
o
n
e
n
t
o
f
a
t
tit
u
d
e
,
a
n
d
‘em
o
ti
ona
l sat
i
s
fac
t
i
on’
c
o
ngr
uen
t
w
i
t
h
the
affec
tive
com
p
o
n
en
t
of attit
u
de
.
N
on tes
t
i
ns
t
r
u
m
e
n
t
s
are
s
tate
d t
o
h
a
v
e
c
o
n
s
t
r
uc
t
va
l
i
d
i
t
y
,
if
the
y
c
an be use
d
t
o me
asure
conc
e
p
ts
a
s
defi
ne
d
.
F
or
e
xam
p
le
,
to
m
e
a
sure
a
t
t
itu
de
s
t
o
w
a
rd
c
he
mi
stry
i
t
is
n
e
c
e
ssar
y
t
o
firs
t
defi
ne
w
ha
t
a
t
tit
ude
s
tow
a
rd
c
h
e
m
i
s
t
ry,
a
f
ter
w
h
ic
h
a
ne
w
instrum
e
nt
i
s
pr
ep
are
d
t
o
m
ea
sur
e
a
tti
tude
s
to
w
a
r
d
c
hem
i
st
r
y
b
y
defi
ni
t
i
o
n
.
S
o
t
he
pur
p
o
se
o
f
tes
tin
g
t
h
e
va
li
d
ity
o
f
t
h
e
c
ons
t
r
u
c
t
i
s
t
o
o
b
t
a
i
n
e
v
i
d
e
n
c
e
a
b
o
u
t
h
o
w
f
a
r
t
h
e
mea
s
u
r
emen
t
r
e
s
u
l
t
s
giv
e
t
h
e c
o
nst
r
u
c
t
s
o
f me
as
u
r
e
d
v
ari
a
b
l
es.
In
d
e
v
el
op
i
ng
a
p
s
y
c
h
o
l
o
gi
cal
t
e
s
t
,
f
act
o
r
a
nal
y
si
s
i
s
v
e
r
y
re
l
e
v
a
n
t
t
o
t
e
s
t
the
c
ons
truc
t
va
lid
it
y.
T
his
t
e
c
hni
qu
e
is
c
o
ndu
c
t
ed
by
a
n
a
l
y
z
ing
the
i
t
ems
o
f
t
he
i
n
s
t
r
u
m
ent
c
onta
i
ne
d
i
n
a
num
ber
of
c
ertai
n
fa
ct
ors.
T
hese it
e
ms have a
n
elem
e
n
t
o
f
c
o
mm
on
fact
or me
r
ged i
n
to a new
fac
t
o
r
.
A
c
c
o
r
d
i
n
g
to [1
3]
t
here
a
re
f
o
u
r
b
a
s
i
c
s
t
e
p
s
t
o
c
a
r
r
y
o
u
t
t
h
e
a
n
a
l
y
s
i
s
o
f
f
a
c
t
o
r
s
,
n
a
m
e
l
y
(
1)
c
alcu
late
a
l
l
c
orre
la
tio
n
m
a
tr
i
x
f
o
r
e
a
c
h
varia
b
l
e
,
(2)
con
d
u
cte
d
f
ac
to
r
extra
c
t
i
o
n
. Som
e
m
e
tho
d
s
on
e
x
tr
ac
t
i
o
n
i
nc
lu
de
:
varim
a
x
me
t
h
o
d
,
qua
r
t
im
ax
me
tho
d
a
n
d
e
quam
a
x
m
e
th
o
d
. The
u
se
o
f
V
a
r
i
m
a
x
in
R
ota
t
io
n
o
p
ti
o
ns
i
s
pre
f
er
red
b
e
c
a
use,
acc
ord
i
n
g
t
o
[1
4].
V
a
rim
a
x
m
e
tho
d
p
ro
ve
d
ver
y
s
uc
cess
f
ul
a
s
a
n
a
nal
y
tic
a
ppr
o
a
c
h
t
o
ge
t
ort
h
og
o
n
a
l
r
ota
t
i
o
n
i.
e.
r
ot
a
t
i
on
w
ith
90
d
e
gree
a
n
g
le
o
n
a
fa
c
t
or,
(
3
)
co
nd
uc
t
e
d
the
ro
ta
ti
o
n
. R
o
t
at
i
on
i
s
a
m
e
t
hod
u
se
d
in
f
ac
tor
ana
l
ys
is
t
o
reduc
e
data
f
ro
m
som
e
va
r
iab
l
es
i
n
t
o few
e
r f
actors w
h
e
n
us
i
n
g
t
he e
x
t
ra
ct
ion me
t
hod
sti
l
l
ca
n n
o
t
be
o
b
t
a
ine
d
clea
r fac
t
or
c
om
pone
n
t; A
n
d
(
4
) na
me
s eve
r
y fact
or.
Th
is
s
t
u
d
y
f
oc
uses
o
n
t
h
e
de
vel
o
pme
n
t
of
s
tu
d
e
nt
a
tt
itu
de
a
sse
s
sm
e
n
t
ins
t
rum
e
n
t
t
ow
ard
c
h
em
i
s
try
by
t
e
s
t
i
ng
t
he
c
on
st
r
u
c
t
v
a
l
id
i
t
y
us
i
n
g
fac
t
or
a
na
lys
i
s.
I
nstr
u
me
nt
s
a
r
e
ar
ra
nge
d
in
t
he
f
orm
of
q
ues
t
i
onna
ire
with
L
i
k
ert
sc
ale.
The
L
i
k
ert
sc
ales
p
r
o
d
u
c
e
t
he
h
i
g
hest
r
e
l
ia
b
i
l
i
t
y
am
on
g
o
t
her
form
ats
a
nd
ot
hers
s
ug
ge
st
tha
t
a
s
em
ant
i
c
d
i
ffe
ren
t
ial
form
at
m
a
y
r
educ
e
t
h
e
ac
q
u
i
e
sc
e
bi
as
w
he
n
m
e
a
s
ur
i
ng
po
si
t
i
ve
p
s
y
c
h
o
l
og
ic
a
l
con
s
truc
ts
[
12]
a
rgue
t
hat
i
t
i
s
i
m
p
o
rtan
t
t
o
u
se
i
ns
trum
ent
s
t
ha
t
a
v
oid
r
e
d
u
nda
nc
y
a
n
d
a
s
se
ssm
e
nt
f
a
tig
ue
i
n
order
t
o
o
b
t
a
i
n
qua
li
ty
d
a
t
a.
S
hor
te
r
i
n
strum
e
nt
s
c
a
n
a
l
s
o
b
e
u
se
fu
l
t
o
o
ve
rc
ome
t
h
e
fat
i
gue
o
f
resp
o
nde
nt
s
i
n
re
ad
in
g
a
nd
res
p
ondi
ng
t
o
qu
est
i
on
s.
A
t
t
i
t
u
d
e
s
c
a
l
e
c
o
m
p
o
s
ed
o
f
f
ou
r
a
t
ti
t
u
d
e
s
asp
ect
s
to
wa
rd
c
h
e
mi
st
ry
refers
t
o
t
h
e
a
t
t
i
t
ude
a
sse
ssm
e
nt
o
f
t
h
e
c
h
e
m
ica
l
t
h
a
t
w
a
s
de
v
e
l
o
p
e
d
[4]
a
nd
[7]
inc
l
u
d
e
t
he
d
i
f
fic
u
l
t
y
of
t
he
che
m
is
try
co
ur
se,
t
h
e
in
ter
e
st
o
f
the
c
h
em
i
s
tr
y
co
ur
se
,
the
u
s
e
fu
l
n
ess
of
c
h
e
mistry
c
ourse
f
or
s
t
u
den
t
s
'
f
utur
e
ca
ree
r
,
and
t
h
e
impor
t
a
nce
o
f
c
hem
i
s
t
r
y
for
s
tude
nts
'
li
f
e
w
ith
p
o
i
n
t
d
istri
b
ut
ion
as o
ut
l
i
ne
d in Ta
b
le 1.
Th
e
re
sea
r
ch
p
ro
bl
ems
are
fo
rmu
l
a
t
e
d
a
s
foll
o
w
s:
1
)
Ho
w
is
t
h
e
va
l
i
d
ity
o
f
the
c
onstruc
t
of
s
tu
de
n
t
att
itu
de
a
sse
ss
me
nt
i
ns
trum
ent
t
o
w
a
rd
t
he
d
eve
l
ope
d
c
h
e
m
i
s
try
?
a
nd
2)
H
ow
i
s
t
h
e
relia
b
i
l
i
t
y
o
f
t
h
e
st
ude
n
t
att
itu
de
a
ssess
m
e
nt in
s
t
r
ume
n
t
o
n
t
he
d
ev
el
ope
d
chem
is
t
r
y
?
The
resu
l
t
o
f
r
e
se
ar
ch
o
f
s
t
u
d
e
nt
a
t
t
i
t
u
d
e
a
p
praisa
l
ins
t
r
u
m
e
nt
t
ow
ar
d
c
h
e
m
ist
r
y
i
s
e
x
p
e
c
ted
t
o
g
ive
sign
ifica
n
t
c
o
ntri
bu
t
i
on
a
m
o
n
g
o
the
r
s:
1
)
a
cade
m
ica
lly,
th
e
re
s
u
l
t
of
t
hi
s
re
sea
r
ch
c
a
n
e
n
r
ich
t
h
e
repe
rt
oire
o
f
kn
ow
le
d
g
e/
l
i
br
ary
o
f
e
d
u
cat
i
o
n
o
n
assess
me
nt
,
part
ic
u
l
ar
l
y
i
n
t
h
e
r
e
s
ul
t
of
a
s
t
a
nd
ardi
z
e
d
a
nd
re
l
i
a
b
l
e
in
strum
e
n
t
f
or
a
ssessin
g
c
he
m
i
c
a
l
at
t
i
t
u
des
.
2).
the
r
e
s
ul
ts
o
f
t
h
i
s
stu
d
y
can
b
e
e
m
p
i
ri
cal
d
at
a
fo
r
re
sea
r
ch
e
r
s
to conduct
further
res
e
arch.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Cons
tr
u
c
t Val
i
di
ty
a
nd Re
li
a
b
i
l
i
t
y
of
At
t
i
t
ude
s to
war
d
s C
h
e
m
istry o
f
Sc
ien
c
e
T
e
ache
r
..
. (Wor
o Sum
arn
i
)
41
2.
RESEARCH
M
ETH
O
D
I
n
strum
e
n
t
o
f
a
t
t
i
t
ude
a
sse
ssm
ent
tow
a
rd
c
hem
i
stry
r
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t
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c
o
nt
e
n
t
v
a
l
i
di
ty
b
a
s
e
d
o
n
exp
e
rt
eva
l
ua
tio
n
test
ed
t
o
24
5
st
ud
ent
s
c
o
n
s
i
ste
d
o
f
1
97
fem
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le
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nd
4
8
ma
l
e
s
tude
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t
s
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p
artm
ent
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C
he
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i
str
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niv
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eg
eri
Semaran
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(UNNES)
i
n
Semaran
g
,
I
n
d
o
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a.
A
c
c
o
rd
in
g
to
[
1
5
]
, the
s
a
m
ple
i
s
v
ery
w
e
a
k
w
he
n
it
is
50,
w
e
a
k
w
h
en
it
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th
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he
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20
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O
n
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n
d
,
A
ccor
d
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t
o
[
1
6
]
,
t
he
a
ppro
p
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p
le
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iz
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for
f
a
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t
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umbe
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our sa
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ple
(N
=
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h
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Te
st
o
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c
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Re
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A
t
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s
(
T
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and
A
tti
t
u
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s t
o
w
a
r
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s Chem
istry L
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CLS)
.
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t
o
thre
e
e
x
p
e
rt
s
to
e
va
lu
a
t
e
th
e
v
a
li
dity
o
f
th
e
cont
e
n
t
s
a
nd
l
e
g
i
b
il
it
y
o
f
th
e
it
e
m
s
.
Ex
p
e
rt
v
al
id
at
i
o
n
re
sul
t
s
ob
ta
i
n
ed
4
3
i
t
ems
(3
0
po
si
tiv
e
an
d
1
1
n
e
g
a
t
i
v
e
st
at
eme
n
t
s
)
are
el
i
g
i
b
l
e
(Ta
b
l
e
1
). In
s
t
r
u
m
ent
s
u
si
ng
L
ik
ert
scale
f
r
o
m
1
=
st
rong
ly
d
i
s
ag
re
e
t
o
5
=
s
t
r
on
gl
y
ag
re
e. Ne
g
a
t
i
v
e
se
nt
en
ce
s
w
er
e
re
verse
sc
ored.
I
n
t
hi
s
stu
dy,
t
he
w
id
th
o
f
t
h
e
c
l
a
ss
i
n
t
e
rv
a
l
i
s
fo
und
b
y
d
i
vid
i
ng
t
he
d
a
t
a
ra
ng
e
of
t
h
e
num
ber
o
f
t
he
s
e
l
e
c
t
ed
c
l
a
ss.
Range
=
h
i
g
he
st
v
a
l
u
e
-
l
o
w
e
s
t
v
a
l
u
e
=
5
-
1
=
4
,
t
h
e
c
l
a
s
s
i
n
t
e
r
v
a
l
=
4
/
5
=
0
.
8
0
.
Thus,
in
o
rder
t
o
e
v
a
l
ua
te
t
he
f
in
di
ng
s
ob
ta
ine
d
from
the
da
ta a
nal
y
s
i
s,
t
he in
t
e
r
va
ls
u
se
d:
4,2
1 -
5,
0
0 is stro
n
g
l
y
a
gree
, 3
,
41
-
4,
20
a
gr
ee,
2
,
6
1 - 3,40
neu
t
ra
l
,
1,
8
1
- 2.60 d
i
sa
gre
e
a
nd
1.
0
0
-
1
.80
is
s
tron
g
l
y d
i
sa
g
r
ee.
Th
e
met
h
o
dolog
i
cal
s
t
e
p
s
o
f
th
is
r
e
s
e
a
rc
h
are
ca
rri
ed
out
w
i
t
h
t
h
e
fol
l
o
w
i
ng
s
tage
s:
(
1)
d
e
t
erm
i
nin
g
the
"a
tt
it
u
d
e
t
o
w
a
rd
c
hem
i
s
t
ry"
as
t
he
v
ariab
l
es
t
ha
t
t
h
e
ins
t
r
um
en
t
w
i
l
l
d
eve
l
op,
(
2)
d
eve
l
op
i
ng
t
h
e
conc
e
p
tua
l
a
n
d
opera
tio
na
l
de
fin
i
t
i
on
o
f
t
he
a
tti
tu
de
v
ar
ia
b
l
e
t
o
c
hem
i
s
t
ry
a
s
a
psyc
ho
lo
g
i
cal
r
e
s
p
onse
in
t
he
form
o
f
fe
e
l
i
ng
or
e
mot
i
on
p
e
rson,
(
3)
f
orm
u
la
te
d
p
o
i
nts
s
t
atem
e
n
t
t
o
c
he
mic
a
ls
a
n
ass
e
ssme
n
t
ins
t
ru
m
e
nt
i
s
base
d
o
n
a
s
c
a
l
e
of
s
em
ant
i
c
d
i
f
fer
e
n
t
i
a
l,
(
4)
v
al
ida
t
i
n
g
t
h
e
t
h
e
o
r
eti
c
a
l
t
o
t
h
e
g
r
oup
o
f
e
xp
e
r
t
p
a
n
e
li
st
s
as
j
u
dge
s
for
t
h
e
se
lec
t
ion
of
item
s
,
(5)
the
r
e
vise
d
ins
t
ru
m
e
n
t,
(
6)
c
on
d
u
ct
t
r
i
a
l
. D
ata
ob
ta
ine
d
t
hr
ou
gh
tr
i
a
ls
are
used
t
o
tes
t
t
he
e
mp
iric
a
l
v
al
i
d
it
y
a
nd
r
e
lia
b
i
l
i
t
y
o
f
t
h
e
pro
duc
t.
(
7)
A
nal
y
zi
n
g
t
he
item
s
b
y
usin
g
fact
or
a
n
al
y
s
i
s
p
ro
ced
u
r
es
a
nd
a
l
pha
in
t
er
na
l co
ns
is
t
e
nc
y
relia
b
ilit
y
,
(
8
)
i
mp
l
e
me
n
t
s
.
The
s
t
a
tist
i
ca
l
tes
t
u
se
d
is
t
he
Mea
s
u
r
e
o
f
S
a
m
p
l
i
ng
A
de
q
u
ac
y
(
MSA
)
,
K
a
iser-Me
y
er-
O
lk
in
(K
MO
)
m
easure
of
s
am
p
l
ing
a
d
e
qua
c
y
a
nd
Bartle
t
t
t
est
of
s
phe
r
i
c
ity.
Mea
s
ur
e
of
S
am
plin
g
Adeq
ua
cy (
M
S
A)
i
s
used
t
o
d
e
ter
m
ine
w
h
e
t
he
r
a
va
ria
b
le
i
s
a
d
e
q
u
ate
for
further
analys
i
s
(
M
S
A
>
0.5).
T
hi
s
val
u
e
c
a
n
be
s
e
e
n
in
t
he
v
a
l
u
e
o
f
ant
i
-ima
ge
c
or
rela
ti
o
n
m
a
t
ri
x
.
I
f
the
va
lue
t
h
e
n
t
he
v
ar
iab
l
e
i
s
s
uffi
c
i
e
n
t
to
be ana
l
y
ze
d
f
u
rther.
If
a
n
M
SA
value of th
e
in
i
t
i
a
l
var
i
a
b
l
e
s
l
ess
t
h
a
n
0.5 must be e
xcl
u
d
e
d from
t
he an
a
l
y
sis,
it
i
s
sorte
d
fro
m
the va
riab
le
w
hose MS
A
va
l
u
e
i
s
the
s
ma
l
l
e
s
t
a
n
d is n
o
t
use
d
anym
ore.
Ex
pl
ora
t
or
y
fa
c
t
or
a
nal
y
s
i
s
w
a
s
use
d
t
o
f
i
nd
o
u
t
if
t
he
s
ub-sca
l
e
s
i
d
e
n
tifie
d
b
y
o
t
h
er
s
[1
0]
w
er
e
prese
n
t
i
n
t
he
c
oh
ort
of
p
re-
s
e
r
vice
t
e
ache
r
s
tude
n
t
s.
T
he
i
nte
r
n
al
s
truc
t
u
re
o
f
a
l
l
da
ta
w
as
a
ssessed
us
ing
t
h
e
pri
n
ci
pa
l
a
x
i
s
f
ac
tor
i
ng
me
t
h
o
d
w
ith
v
a
r
ima
x
r
o
t
at
i
o
n
[1
7]
,
Co
n
fir
m
atory
F
a
c
t
or
A
nal
y
s
i
s thr
o
ug
h
the
ana
l
ys
is
o
f t
h
e
Max
i
mum
Lik
e
l
i
h
o
od (
M
L
)
m
e
t
hod.
I
nte
r
nal
co
ns
is
t
e
n
c
i
e
s
o
f
i
t
e
ms
l
o
a
di
ng
i
nt
o
e
a
c
h
i
d
ent
i
f
i
e
d
sub
-
sc
a
l
e
we
re
e
st
imat
ed
u
si
ng
C
ro
nb
a
c
h'
s.
A
ll
t
h
e
p
r
o
ces
s
o
f
f
a
cto
r
a
n
a
ly
sis
was
u
s
in
g
SPSS
f
o
r
Wi
n
dow
s V
e
rsi
o
n
2
0
.0
3.
RESULT
S
A
N
D
ANALY
S
IS
3.1.
Resu
l
t
s
The resu
l
t
s
of
t
he
pre
l
i
m
i
nary
s
ta
ge s
how
e
d
t
he K
aiser
Me
y
e
r O
l
kin
Meas
ure
of
S
a
m
pli
n
g A
d
e
q
u
a
c
y
(
K
M
O
M
SA
)
a
s
s
h
o
w
n
i
n
T
a
b
l
e
1
.
Table
1. K
M
O
and
B
a
rtl
e
tt'
s
Test
Ka
i
s
e
r
-
M
ey
er
-
O
l
k
i
n
M
eas
u
r
e o
f
S
am
p
l
i
n
g
Ad
eq
u
a
c
y
.
.
824
Ba
r
tle
tt
's Te
s
t
o
f
Sph
e
r
ic
ity
A
ppr
o
x
.
C
hi
-
S
qua
re
3837.
6
3
4
Df
903
Si
g
.
.
000
Tab
l
e
1
pro
v
i
de
s
inf
o
rma
tio
n
o
n
t
w
o
f
ac
t
o
r
anal
ys
is
a
ss
u
m
pt
i
o
n
s
. Th
e
re
su
l
t
s
o
f
th
e
p
r
el
i
m
in
a
r
y
st
a
g
e
sh
ow
ed
t
he
K
a
i
se
r
Me
yer
O
l
k
i
n
M
easure
o
f
S
a
m
pli
n
g
A
d
e
q
u
a
c
y
(
K
M
O
M
S
A
)
o
f
0
.
8
2
4
w
i
t
h
a
sign
ifica
n
ce
o
f
0.00
0.
The
B
a
r
tl
e
t
t
Te
s
t
(
p
<
0.0
01)
s
h
o
w
ed
t
ha
t
t
h
e
co
rre
l
a
t
i
o
n
c
o
eff
i
ci
en
t
s
a
l
l
z
e
ro
a
nd
ΚΜ
Ο>
0
.70
in
di
cat
e
s
t
h
a
t
th
e
sa
mp
l
e
d
at
a
su
it
ab
l
e
f
o
r
f
a
c
to
r
an
al
ys
i
s
(
H
a
i
r
,
A
nderson,
T
a
t
ha
m,
&
B
lac
k
,
20
0
6
),
w
hi
c
h
m
e
a
ns
g
o
o
d
a
nd
sig
n
i
fica
nt.
A
c
c
o
rding
to
t
he
c
ri
te
ria
[13]
f
rom
Bartleet
t
es
t
for
test
o
f
sp
he
ri
c
ity
al
so
o
b
t
ai
n
e
d
C
h
i
S
quar
e
o
f
38
3
7
,
6
3
4
w
i
th
a
d
egr
ee
of
free
dom
9
0
3
i
n
th
e
sig
n
i
f
i
c
a
nt
o
f
0
,
000
,
w
h
ic
h m
e
a
n
s that t
he
c
orr
e
la
t
i
o
n
m
atrix i
s
n
ot a
n i
d
e
n
t
i
t
y
ma
t
r
i
x
s
o t
h
a
t
i
t c
a
n be
use
d
a fac
t
or
ana
lys
i
s.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 39
– 47
42
R
e
s
u
lts
o
f
a
n
ti
i
m
age
c
o
rrel
a
tion
(AIC)
can
n
ot
b
e
found
w
ith
t
he
t
e
s
t item
M
S
A
rates
be
l
o
w
0.5
0
s
o
for
t
h
e
ne
xt
p
r
o
c
e
ss
al
l
te
st
i
t
e
m
s
i
ncl
u
ded
a
g
ai
n
in
t
he
a
na
ly
sis.
F
urtherm
o
re
,
of
t
he
4
3
i
t
e
m
s
w
e
re
i
ncl
ude
d
in
t
he
a
n
a
l
y
si
s
roo
t
c
hara
ct
erist
i
c
va
lues
o
bt
a
i
ne
d
fac
t
or
(ei
g
en
v
a
l
u
es>
1
)
i
n
t
h
e
ta
ble
to
ta
l
va
rianc
e
exp
l
a
i
ne
d)
a
nd
t
he
r
es
ul
ts
d
isp
l
ay
s
c
r
ee
p
l
o
t
s
how
s
t
h
e
h
i
g
h
ar
ched
r
ed
uct
i
o
n
wa
s
o
b
s
e
r
ved
after
t
w
elv
e
fa
ct
ors.
F
rom thi
s
,
i
t
can
b
e
sa
id
t
ha
t th
e
sc
al
e
has tw
e
l
ve
fa
ctors [
18].
F
r
om t
he
Tota
l
V
arianc
e Ex
pla
i
ne
d used t
o
c
onf
i
r
m the va
lidi
t
y
of
t
h
e
c
onst
r
u
c
t
,
o
bt
a
i
n
e
d
th
e
t
w
elve
con
s
truc
t
i
o
n
f
a
c
tors
t
h
a
t
c
o
n
s
i
s
te
d
of
4
3
i
t
em
s
ar
e
able
t
o
e
x
p
la
i
n
6
3.4
7
2
%
o
f
t
h
e
t
o
ta
l
varian
t.
Thus
i
t
c
a
n
b
e
conc
l
ude
d
tha
t
t
he
i
ns
trume
n
t
at
tit
ude
a
sse
ssme
n
t
o
n
c
he
mistry
de
ve
lo
ped
is
v
a
l
i
d
i
n
ter
m
s
of
c
o
n
s
t
ruc
t
val
i
d
it
y.
I
n
add
i
t
i
on
to
t
he
f
ac
tor
c
h
arge
v
a
r
i
a
nce
t
h
a
t
c
a
n
e
x
p
l
a
i
n
the
var
i
a
n
ce
o
f
a
tti
t
u
d
e
s
t
o
w
a
rd
c
he
m
i
st
r
y
,
the c
u
mu
la
t
i
ve
c
har
g
e of the
t
w
e
lve fac
t
ors
is
63.47
2% va
r
i
a
nce
.
In
ro
t
at
ed
ma
t
ri
x
co
mp
on
ent
,
it
is
s
how
in
g
no
i
tem
pa
ssi
ng
t
h
rou
g
h
t
he
c
ha
rge
fa
c
t
or
"cu
t
of
f
po
int"
<
0
.30.
The
l
arge
st
f
a
c
t
or
l
oa
ds
a
re
i
n
i
t
em
42
of
0
.82
9
a
n
d
t
he
s
ma
l
l
e
s
t
po
int
12
is
0
.3
24.
Thus
a
ll
st
a
t
em
ents
a
r
e
v
a
lid,
b
u
t
f
or
i
tem
s
2
7,2
5
,
3
3,12,2
3
,
3
2,20
a
nd
3
1
a
re
n
o
t
i
nc
l
ude
d
i
n
t
he
f
ur
the
r
a
na
ly
sis
bec
a
u
s
e
o
f
t
he
f
ac
tor
l
o
a
d
<
0.5.
A
fte
r
t
he
r
el
ea
se
o
f
8
item
s
m
ak
e
t
h
e
nu
mb
e
r
o
f
it
e
m
s
re
ma
i
n
ing
as
m
a
n
y
as
35
it
e
m
s.
The
r
esult
s
o
f
c
o
mputa
t
io
n
af
t
e
r
the
th
irt
y
-fi
ve
i
tem
s
i
n
t
h
e
r
e
-
a
n
a
l
y
s
i
s
p
r
o
d
u
c
e
d
K
M
O
a
n
d
B
a
rttl
e
t
t'
s Test
a
s shown
in
T
able
2
.
Table
2. K
M
O
and
B
a
rtl
e
tt'
s
Test
Ka
i
s
e
r
-
M
ey
er
-
O
l
k
i
n
M
eas
u
r
e o
f
S
am
p
l
i
n
g
Ad
eq
u
a
c
y
.
.
800
Ba
r
tle
tt
's Te
s
t
o
f
Sph
e
r
ic
ity
A
ppr
o
x
.
C
hi
-
S
qua
re
2812.
0
1
6
Df
595
Si
g
.
.
000
F
r
om
T
a
b
le
2
t
he
v
al
ue
o
f
K
M
O
MS
A
i
s
0
.80
0
.
Thi
s
v
a
l
ue
i
s
a
t
e
s
t
of
a
na
ly
tic
a
l
r
equ
i
re
me
nt
s
inc
l
ude
d
i
n
e
i
t
he
r
cate
g
or
y
.
Th
i
s
me
ans
e
x
act
f
ac
tor
an
a
l
ysis
t
o
a
n
a
l
yze
da
t
a
i
n
t
h
e
form
o
f
c
o
rre
l
a
t
i
o
n
ma
trices.
Resu
lts
o
f Bar
tle
tt
's tes
t i
n
dica
te
d
t
h
e t
e
st
o
f S
phe
ri
c
i
t
y
of 2
812
.0
16
o
n 595
d
eg
re
e
s
of
fre
edo
m
wi
t
h
a
sig
n
ific
a
n
t
l
e
vel
o
f
0
0
00
i
s
v
e
r
y
goo
d.
Thus
t
he
c
orr
e
l
a
ti
on
m
a
tri
x
f
orm
e
d
is
n
o
t
t
he
i
de
nti
t
y
ma
tr
ix,
so
fa
ct
or
a
na
lys
i
s
ca
n
procee
d. F
urthe
r
mor
e
,
of
t
he
3
5
item
s
w
ere
i
n
cl
ud
e
d
i
n
t
h
e
a
n
alysi
s
r
oo
t
ch
a
r
a
c
t
eri
s
t
i
c
val
u
es
o
b
t
a
i
ne
d
fac
t
or
(e
i
g
en
va
l
u
es>
1
)
in
the
tab
l
e
an
d
t
h
e
t
o
ta
l
vari
anc
e
e
xp
la
in
e
d
s
cre
e
p
lo
t
d
i
s
p
l
ay
resul
t
s as
s
how
n in Ta
b
le
3 a
n
d
F
i
gur
e 1.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Cons
tr
u
c
t Val
i
di
ty
a
nd Re
li
a
b
i
l
i
t
y
of
At
t
i
t
ude
s to
war
d
s C
h
e
m
istry o
f
Sc
ien
c
e
T
e
ache
r
..
. (Wor
o Sum
arn
i
)
43
Ta
b
l
e 3.
Tota
l
V
arianc
e
Expl
a
i
ne
d
C
o
m
pone
nt
In
i
tia
l
Ei
g
e
nv
a
l
ue
s
E
x
trac
tion
Su
m
s
o
f
S
q
u
a
re
d
L
o
a
d
ings
R
o
t
a
tion
Su
m
s
of Squa
re
d L
o
a
d
ings
T
o
ta
l
% o
f
Va
r
i
a
n
c
e
Cu
mu
l
a
t
i
v
e
%
To
t
a
l
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f
Va
r
i
a
n
c
e
C
u
m
u
l
a
tiv
e
%
To
t
a
l
%
of
Var
i
a
n
c
e
C
u
m
u
l
a
tiv
e
%
1
7
.
018
20.
050
20.
050
7.
018
20.
050
20.
050
3.
0
1
2
8
.
605
8.
605
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2
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754
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478
16.
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2
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243
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408
34.
327
2.
243
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327
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050
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163
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21
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22
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239
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24
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25
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149
26
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1.
223
92.
371
27
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1.
100
93.
472
28
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534
29
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95.
524
30
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910
96.
434
31
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864
97.
298
32
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766
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064
33
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737
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34
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637
99.
438
35
.197
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562
100.
00
0
E
x
trac
tion
Me
thod:
P
rinc
i
p
a
l
C
o
m
p
o
n
e
nt
A
n
a
l
y
si
s.
In
T
able
3
,
the
tota
l
e
x
p
l
a
i
ne
d
va
ria
n
ce
of
3
5
p
oin
t
s
w
a
s
p
u
t
i
n
t
o
t
h
e
fa
c
t
or
a
na
lys
i
s
sh
o
w
e
d
t
ha
t
t
h
e
numbe
r
of
f
a
c
t
ors
a
t
t
i
t
u
d
e
s
to
w
a
r
d
c
he
mis
t
ry
i
s
10,
a
c
c
o
rd
in
g
t
o
m
a
n
y
i
n
d
ica
t
o
r
s
es
tima
t
e
d
.
Th
us
it
ca
n
be
sa
id
t
h
a
t
t
h
e
inst
ru
ment
o
f
atti
t
u
d
e
a
sses
sme
n
t
o
f
c
h
e
mi
st
ry
i
s
va
l
i
d
i
n
vie
w
o
f
t
h
e val
i
di
t
y
o
f
t
h
e
c
ons
tr
uct.
I
n
add
i
tio
n
t
o
t
he
f
a
c
t
o
r
char
ge
v
aria
nc
e
tha
t
c
a
n
e
x
p
l
a
i
n
the
att
itu
de
t
ow
ar
d
c
h
em
i
s
try,
c
umula
t
iv
el
y
t
h
e
te
n
fa
ct
ors a
r
e
equal to
6
2.1
0
5
%
va
r
ia
nce
.
F
i
gure
1
sh
ow
s
di
sp
la
y
of
s
cr
e
e
p
l
o
t
is
t
he
e
xp
l
a
nat
i
on
for
t
o
t
a
l
v
ar
i
a
nce
e
x
p
l
a
i
ne
d
t
a
bl
e
s
in
graph
i
c
for
m
.
Scree
pl
ot
d
ia
gram
s
ho
w
s
how
t
he
d
o
w
nw
a
r
d
tre
nd
Ei
ge
n
va
l
u
e th
at
i
s
used
t
o
s
ub
jec
t
i
v
e
l
y
de
t
e
r
m
in
e
the n
u
m
b
er
of
fac
t
or
s used.
F
i
gur
e 1.
Sc
re
e pl
o
t
diagram
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 39
– 47
44
In
T
ab
le
4
o
f
r
o
ta
t
e
d
m
a
tri
x
c
om
pone
nt
,
i
t
is
s
h
o
w
i
n
g
n
o
i
t
e
m
pa
ssi
n
g
thr
o
u
g
h
t
he
c
har
g
e
fac
t
or
"c
u
t
o
f
f
poi
nt
"
<0.3
0
.
The
bi
g
g
est
fac
t
or
l
oa
ds
a
r
e
i
n
i
t
em
42
of
0
.82
7
a
n
d
t
h
e
sm
all
e
s
t
p
o
i
n
t
9
i
s
0.43
8.
Thu
s,
a
l
l
st
a
t
em
ents
a
re
v
al
i
d
.
H
o
w
e
ve
r,
f
or
i
t
e
ms
9
,
26,
4
0
ar
e
exc
l
ude
d
from
further
analys
is
b
ec
au
s
e
t
h
e
f
a
c
t
o
r
l
o
ad
i
s
<
0
.
5
.
T
h
u
s
t
h
e
n
u
m
b
e
r
o
f
i
t
e
m
s
i
n
t
h
e
i
n
s
t
r
u
m
e
n
t
o
f
a
t
t
i
t
u
d
e
e
v
al
ua
tio
n
o
f
f
i
n
a
l
c
he
m
i
stry
a
s
m
u
c
h
a
s
32
it
e
m
s
is
v
al
id
i
tem
s
i
n
ter
m
s
of
t
he
v
a
l
i
d
i
t
y
of
t
he
c
ons
t
r
uc
t
a
nd
has
a
l
o
a
d
f
a
c
t
or
o
f
>
0
.
5. In
a
d
d
i
ti
o
n
t
o
t
h
e
fa
ct
or
c
ha
rge
v
a
riance
t
ha
t
ca
n
ex
p
l
a
i
n
t
h
e
a
t
t
i
t
u
de
t
ow
ard
c
h
e
m
i
s
t
ry,
cu
m
u
l
a
t
i
ve
l
y
t
he
t
e
n
f
ac
to
r
s
a
re
e
qua
l
to 6
2.1
0
5
%
v
aria
nce.
T
a
b
l
e 4.
Ro
t
ate
d
C
om
pone
nt
M
a
t
rix
a
Co
m
p
o
n
e
n
t
1
2
3
4
5
6
7
8
9
10
V
A
R
00015
.738
V
A
R
00016
.645
V
A
R
00006
.613
V
A
R
00008
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V
A
R
00014
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V
A
R
00009
-.481
.
438
V
A
R
00042
.
827
V
A
R
00043
.
809
V
A
R
00041
.
653
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A
R
00039
.
501
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320
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303
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A
R
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A
R
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.
629
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A
R
00005
.
531
.
388
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A
R
00024
.
517
-.
455
V
A
R
00021
.
507
.
345
-.
366
V
A
R
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.
500
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A
R
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.
828
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A
R
00002
.
822
V
A
R
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.
668
.
373
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A
R
00001
.
618
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A
R
00029
.
817
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A
R
00028
.
665
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A
R
00030
.
611
V
A
R
00037
.
767
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A
R
00038
.
765
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A
R
00040
.
438
.
306
.
498
V
A
R
00018
.
743
V
A
R
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.
727
V
A
R
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.
726
V
A
R
00034
.
748
V
A
R
00036
.
683
V
A
R
00035
.
620
-.
314
V
A
R
00022
.
694
V
A
R
00026
.384
-.
317
.
440
V
A
R
00007
.
832
E
x
trac
tion
Me
t
hod:
P
rinc
i
p
a
l
C
o
m
po
ne
nt
A
n
a
l
y
sis
.
R
ota
tion
Me
thod:
V
a
r
i
m
a
x
w
it
h
K
a
is
e
r
N
or
m
a
lizat
ion.
a
.
R
ot
a
tion c
onve
r
g
e
d
i
n
12
it
e
r
a
tion
s
.
Ea
ch
f
acto
r
i
s
n
a
me
d
ac
co
rd
i
n
g
to
t
h
e
c
on
st
ru
ct
d
es
cri
b
ed
b
y
t
h
e
i
t
em
. The
f
ac
tor
na
m
e
c
onsi
d
ers
t
h
e
ch
a
r
g
e
a
nd
s
t
at
ement
soun
d
s
o
n
e
ach
i
t
e
m
t
h
a
t
d
esc
r
i
b
e
s
t
h
e
c
o
n
s
t
i
t
u
e
n
t
a
s
p
e
c
t
s
.
I
t
t
u
r
n
s
o
u
t
t
h
a
t
a
f
t
e
r
t
h
e
di
stri
b
u
t
i
on
o
f
fact
or
l
oa
ds,
i
t
e
m
7
o
n
t
he
t
e
n
t
h
f
act
or
h
as
t
h
e
sa
me
n
am
e
with
t
he
f
irst
f
act
or,
so
i
tem
7
is
enter
e
d
in
to
t
he
f
irs
t
f
ac
t
o
r.
The
d
is
tri
but
i
on
of
t
he
g
r
a
di
n
g
in
strume
n
t
o
n
che
m
ica
l
a
sse
ssm
ent
to
9
f
a
c
t
o
rs
i
s
prese
n
t
e
d i
n
T
a
b
l
e
5.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Cons
tr
u
c
t Val
i
di
ty
a
nd Re
li
a
b
i
l
i
t
y
of
At
t
i
t
ude
s to
war
d
s C
h
e
m
istry o
f
Sc
ien
c
e
T
e
ache
r
..
. (Wor
o Sum
arn
i
)
45
Tab
l
e
5.
T
he di
s
tri
b
u
tio
n o
f
th
e
gr
a
di
ng i
n
s
t
r
u
me
nt
o
n c
h
e
m
ic
al
a
ss
e
s
sm
ent
D
i
stributio
n
of
ite
m
F
a
c
t
or
N
am
a
F
a
ktor
Q
6
,
Q
7,
Q
8
.
Q
14, Q15,
Q
16
1
Diffic
u
lt
ie
s
i
n
c
once
p
t a
ppl
i
c
a
tions
Q
39,
Q
41,
Q
42,
Q
43
2
T
he
i
m
porta
n
c
e
of
s
tudy
ing
c
h
e
m
istry
for
l
if
e
Q
5
,
Q
10,
Q
11,
Q
1
3
,
Q
21,
Q
24
3
inte
r
e
s
t
i
n
l
e
a
r
ning c
onc
e
p
ts
Q
1
,
Q
2,
Q
3,
Q
4
4
Diffic
u
lt
y
in
unde
r
s
ta
ndi
n
g
t
he
c
on
c
e
pt
s
Q
28,
Q
29,
Q
30
5
The
i
m
porta
n
c
e
of
s
tudy
ing
c
h
e
m
istry
for
li
f
e
Q
37,
Q38
6
C
h
em
i
s
tr
y
h
a
s a
n
e
f
f
e
c
t
on
life
Q
17,
Q
18,
Q
19
7
I
n
te
r
e
st
i
n e
x
p
e
ri
m
e
nt
a
t
i
o
n
Q
34,
Q
35,
Q
3
6
8
C
h
em
ica
l
r
e
l
a
t
ion wi
th
t
e
c
hnology
a
n
d
l
i
f
e
Q
22
9
C
h
em
ica
l
i
nt
e
r
e
s
t
t
o
s
olve
p
r
oble
m
.
The
first
fac
t
or
r
e
l
ates
t
o
"
D
iff
i
c
u
l
ties
in
c
o
n
ce
p
t
a
p
p
l
ic
atio
ns.
"
T
he
i
te
ms
u
nde
r
t
h
is
f
ac
tor
a
r
e
rela
t
e
d
t
o
t
he
d
iffic
u
lt
i
e
s
of
t
h
e
s
tu
de
nt
s
o
n
t
he
a
p
p
lica
t
io
n
of
c
hem
i
cal
c
o
n
ce
p
t
s
in
e
ver
yda
y
l
i
fe
.
Th
is
f
a
c
to
r
con
s
is
t
s
o
f
5
item
s
w
i
t
h
a
l
o
ad
b
e
t
w
e
e
n
0
.
5
9
5
a
nd
0.7
38
a
n
d E
x
p
la
i
n
s
2
0
.1%
of
t
he
t
o
t
al
v
a
r
ia
nt.
O
n
e
exa
m
ple
o
f
t
he
s
ta
tem
e
n
t
i
n
fa
c
t
or
1
i
s,
"
I
am
not
a
bl
e
t
o
i
nte
rpret
the
world
ar
ound
m
e
using
che
m
ica
l
k
n
o
w
l
ed
ge".
The
s
t
a
t
em
en
t
of
t
he
s
e
c
o
n
d
fac
t
or
i
s
r
e
late
d
to
"
T
h
e
im
po
r
t
a
n
c
e
of
s
t
u
d
y
i
n
g
chem
is
t
r
y
for
life".
F
a
ctor
2
c
on
sists
o
f
4
i
te
ms. The
l
oa
di
ngs
f
ac
tor
of
t
he
i
t
e
m
s
l
i
s
ted
u
nder
t
h
i
s
f
ac
tor
r
a
nge
s
fr
om
0
.5
0
1
to
0
.
8
27
e
x
p
l
a
i
ns
7
.9%
of
t
he
t
o
t
a
l
v
aria
nt.
Tw
o
exa
m
p
l
es
o
f
th
e
st
at
emen
ts
u
n
d
e
r
f
acto
r
2
a
re
:
"C
h
e
mi
st
ry
i
s
usefu
l
f
or
s
o
l
v
i
n
g
p
ro
b
l
em
s
in
e
very
da
y
l
i
fe"
a
n
d
"C
hem
i
s
t
r
y
i
s
o
ur
h
o
p
e
to
s
ol
ve
v
a
r
ious
e
n
v
iro
n
m
ental
pro
b
lem
s". T
h
e
t
h
i
rd
f
a
c
t
or
i
s
rela
t
e
d
t
o
"
In
tere
st
i
n
lea
r
n
i
ng
t
he
c
o
n
c
e
p
t
o
f
c
h
e
m
istr
y".
F
a
ctor
3
c
ons
ists
o
f
6
it
e
m
s.
The
l
oa
din
g
s
fa
ct
or
o
f
the
it
e
m
s
l
i
st
e
d
b
el
ow
t
h
i
s
fa
cto
r
ran
g
es
fro
m
0.50
0
to
0
.7
02
e
x
p
l
ai
ns
6
.
4
%
o
f
the
t
o
ta
l
varia
n
t.
Thre
e
e
xa
m
p
les
of
t
he
s
tatem
e
nts
in
f
a
c
t
or
3
a
re
; "Th
e
c
he
mistr
y
l
e
s
so
ns
a
re
m
y
favor
ite
sub
j
e
c
t
s.",
"I want
t
o
ge
t m
o
re
c
he
mistry less
ons",
a
nd "c
h
e
m
i
s
try
less
on
i
s
a
v
ery
i
n
te
res
tin
g
su
bj
e
c
t
".
Ma
ximum
li
ke
li
h
ood e
s
t
i
ma
ti
on
m
eth
o
d
s w
e
re used
a
n
d t
h
e
inp
u
t
f
or e
ac
h
ana
l
ys
is w
a
s
t
h
e
c
o
v
aria
nc
e
ma
trix
o
f
t
h
e
item
s
.
C
o
m
p
u
t
a
tio
n
w
i
t
h
m
axim
um
p
r
o
b
a
b
i
l
i
t
y
co
nfi
rm
at
ory
me
tho
d
(
ML)
i
n
t
he
f
irst
t
es
t,
ob
ta
ine
d
t
he
s
u
ita
b
i
l
i
t
y
o
f
goo
dne
ss
o
f
tes
t
o
f
0.
90,
a
s
w
e
ll
a
s
t
h
e
m
a
xim
u
m
proba
bi
li
ty
(
ML)
in
t
he
s
e
c
on
d
t
e
st
o
b
t
a
i
n
e
d
th
e
suit
a
b
il
ity
of
g
o
o
dne
ss
o
f
f
i
t
t
es
t
o
f
0
.
9
1 w
h
ic
h
i
n
dica
t
e
s
t
h
e
fi
t
m
o
del
or
m
ode
ls
t
o
be
ac
cept
e
d
w
h
i
c
h
m
eans
very
s
ig
n
i
fica
nt.
The
good
ne
ss-
o
f-fit
of
t
he
m
o
d
e
l
s
w
a
s
e
v
alu
a
te
d
us
i
ng
the
a
b
so
lu
te
go
o
dne
ss-of-f
it
i
n
d
ic
es.
The
re
su
lts
o
f
da
t
a
p
r
o
cessi
n
g
a
na
l
y
s
i
s
s
how
s
tha
t
t
he
c
o
n
s
t
ruc
t
i
s
use
d
t
o
es
t
a
b
lish
a
rese
arc
h
m
ode
l,
t
he
c
on
firm
ator
y
fac
t
o
r
a
na
lysis
pr
oc
ess
h
a
s
me
t
the g
o
o
dne
ss
of
f
it c
r
i
t
e
r
ia
t
hat
ha
ve
b
e
e
n
se
t
.
P
ro
b
a
bi
l
ity v
a
l
u
e
of
g
oodn
e
ss
o
f
f
i
t
t
e
st
s
h
o
w
ed
t
h
e
v
a
l
u
e
o
f
0.
0
0
(
<
0
.0
5),
and
RMS
E
A
0.
05
2
(
<
0:
08)
.
Fi
t
in
di
c
e
s
g
en
era
t
ed
b
y
t
h
e
LISR
EL
p
r
og
ra
m
Sh
o
w
ed
t
h
a
t
t
h
e
mo
d
els
fi
t
t
e
d
w
e
l
l
the
M
ini
m
u
m
Dat
a
F
it
F
un
ct
ion
Ch
i
-
S
quar
e
=
2
82.5
4
(P
=
0
.00).
F
o
l
l
ow
i
n
g
M
a
rsh,
B
a
l
l
a
,
a
n
d
H
a
u
(
1
9
9
6
)
&
(H
oyle,
1
9
95)
i
n
(S
cha
u
fe
l
i
&
B
a
k
ker,
2
0
04)
,
t
h
ree
r
e
lat
i
ve
goo
dn
es
s-of-f
it
m
ea
su
re
s
w
e
re
c
a
l
cula
te
d:
(
1)
norm
e
d
F
i
t
I
n
d
e
x
(N
F
I);
(2)
Non-
Norm
ed
F
it
I
n
d
e
x
(
NNFI);
a
nd
(
3
)
C
o
m
p
ara
tive
F
i
t
Inde
x
(
C
F
I).
F
or
a
l
l
three
i
n
d
i
ces
a
r
e
r
ela
tive
l
y
fi
t,
a
s
a
ru
le
o
f
th
umb,
v
a
l
u
e
s
gr
eate
r
t
ha
n
0.
90
a
re
c
ons
id
e
r
e
d
a
s
i
ndi
c
a
t
i
n
g
a
go
o
d
fi
t
.
Re
sul
t
s
o
f
c
om
pa
t
i
b
ili
t
y
t
e
s
ts
nor
me
d
F
it
In
dex (
N
FI
)
=
0
.
91,
N
on-
norm
e
d
F
it
Inde
x
(N
NF
I)
=
0.9
1
and
Com
p
ara
t
i
v
e
F
it I
nde
x (
C
F
I
)
=
0.91 so
t
he
m
odel ha
s
b
e
e
n
de
cl
are
d
f
it
.
Test
in
g
of
i
n
t
e
r
na
l
co
ns
is
t
e
nc
y
o
f
a
l
pha
r
el
i
a
bi
l
i
t
y
c
oeffi
c
i
e
n
t
i
n
t
h
e
f
i
r
s
t
a
n
d
t
h
e
s
e
c
o
n
d
t
e
s
t
s
s
h
o
w
s
the
c
o
e
f
f
i
c
i
e
n
t
val
u
es
i
ncr
eas
e
. T
h
e
r
e
l
i
a
b
ili
ty
o
f
the
sca
l
e
i
n
t
h
e
firs
t
tr
ia
l
w
a
s
α
=
0.
86,
o
b
t
a
i
ned
fro
m
t
he
sub-sca
l
e
rel
i
a
b
i
l
i
t
y
c
oe
ffic
i
e
nts
o
f
0
.90
;
0.91
;
0
.8
2
a
nd
0.
81
.
The
re
lia
b
i
li
ty
c
oeffic
i
e
n
t
i
n
t
he
s
e
c
o
n
d
t
es
t
o
f
0.91
o
b
t
a
i
ne
d
fr
om
t
he
s
u
b
-sc
a
le
c
oe
ffi
c
ie
nt
o
f
0.
92
eac
h
;
0.9
4
;
0
.
8
8
a
nd
0
.
90
. Th
e
Cronb
a
c
h
a
l
p
h
a
coe
f
fic
i
e
n
t
for
the
w
h
o
l
e
sc
al
e
is
f
o
und
a
t
0
.91
for
t
h
e
3
2
ite
m
s
.
N
unna
l
l
y
sta
t
e
d
a
v
e
r
y
depe
nda
b
l
e
sc
a
l
e
i
f
Cr
o
nbac
h
A
l
p
ha
i
s
≥
0.
80,
α
<
1
.
00.
S
po
ore
n
e
t
a
l
.
[1
9]
a
s
s
er
t
e
d
tha
t
t
he
C
r
o
nbac
h
a
lp
h
a
v
al
ue
a
bove
0
.70
is
sufficie
n
t
G
e
orge
a
n
d
M
al
ler
y
[
20]
d
ecla
r
e
d
t
ha
t
A
l
pha
v
a
l
u
e
s
g
rea
t
er
t
han
0.
9
is
e
xc
e
l
le
n
t
a
n
d
g
rea
t
e
r
t
han
0.8
i
s
g
ood.
The
refore,
it ca
n be
sai
d tha
t
ite
m
s
on
a
sc
ale
de
vel
o
ped
are
r
e
lia
b
l
e m
e
a
s
urem
ent to
o
l
s.
3.2.
Discussion
V
a
li
di
ty
t
e
s
tin
g
is
c
ond
uc
te
d
t
o
d
e
t
e
r
m
i
n
e
w
he
t
h
e
r
t
he
m
e
a
surin
g
t
o
ol
u
se
d
i
n
t
h
i
s
stu
dy
rea
l
ly
me
asure
w
h
a
t
t
o
be
m
ea
sur
e
d.
I
n t
h
is
r
esea
rch has d
o
n
e
t
w
o
sta
g
e
s
o
f v
a
l
i
d
i
t
y t
e
s
t
,
tha
t
i
s con
t
e
n
t va
lid
i
t
y an
d
con
s
truc
t
va
l
i
di
t
y
.
I
n
t
h
i
s
r
e
sea
r
ch
f
or
c
on
t
e
nt
v
a
l
id
ity
c
on
du
c
t
e
d
t
h
r
ou
gh f
o
cu
s
gr
ou
p
di
scus
sio
n
s
w
ith
expe
r
t
’s
e
val
u
ati
o
n
chem
ica
l
e
duc
a
t
i
on
a
n
d
li
tera
cy
e
x
p
e
r
ts
i
n
o
n
e
tea
c
h
er
e
duca
tio
n
in
C
en
tra
l
J
a
v
a
.
T
he
val
i
d
it
y
o
f
c
o
n
s
t
r
u
ct
s
aims
t
o
f
i
nd
ou
t
t
h
e
e
x
t
e
nt
t
o
w
h
i
c
h
t
h
e
m
easure
m
ent
score
s
can
i
l
l
u
stra
t
e
t
he
the
o
re
tica
l
c
o
n
s
t
ruc
t
s
u
n
d
erly
i
ng
t
h
e
m
e
a
s
ur
ing
i
n
str
u
m
e
n
t
.
F
o
r
t
he
f
u
l
f
illm
en
t
of
t
h
i
s
c
o
n
s
truc
t
v
a
li
d
ity
fa
ct
or
a
na
l
y
s
i
s
has
be
e
n
d
o
n
e
t
o
te
st
w
he
t
h
er
t
he
item
or
i
nd
ic
ato
r
i
t
e
ms
u
se
d
ca
n
c
o
n
f
i
r
m
a
fac
t
o
r
o
r
con
s
truc
t
o
r
v
ariab
l
e
. Te
c
h
n
ica
lly
t
his
is
c
o
n
d
u
c
t
ed
b
y
co-
v
ar
y
ing
a
l
l
varia
b
l
e
s
obs
erve
d (m
anife
s
t
or obse
r
v
e
d
va
riables).
F
actor
a
na
lysis
give
s
the
be
st
i
te
m
descr
i
pt
i
on. T
h
e
b
e
s
t
it
e
m
s
c
o
nv
e
r
g
e
o
n
a
fa
ct
o
r
. It
ems
t
h
at
h
av
e
a
high
c
o
rrel
a
ti
o
n
w
i
t
h
o
ne
f
a
c
t
o
r
h
ave
a
low
c
o
rre
l
a
tio
n
w
i
t
h
o
ther
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 39
– 47
46
fa
ct
ors.
F
ac
tor
ana
l
ysi
s
p
rov
i
d
e
s
c
o
n
f
irm
a
tio
n
of
t
he
t
en
f
a
c
t
o
rs
t
ha
t
m
a
ke
u
p
the
s
cale.
I
t
e
ms
t
ha
t
h
i
g
h
l
y
corr
elate
wi
t
h
one
f
ac
tor
bec
o
me
the
f
i
n
a
l
it
e
m
.
Ba
se
d
on
the
fac
t
or
a
nal
y
s
i
s
on
t
h
e
f
i
r
s
t
te
st
u
se
d
the
e
x
pl
ora
to
ry
m
e
t
h
o
d
,
w
h
i
ch
i
nit
i
all
y
e
xt
racti
on
shows t
h
ere
a
r
e as m
a
ny as 12 fa
ct
ors.
T
he
extrac
tio
n of a
ll th
e
fact
ors ob
ta
ine
d
b
y i
t
em
o
f s
t
atem
en
t as
m
uch
as
4
3
i
t
em
s.
O
f
t
h
e
t
w
e
l
v
e
s
uc
h
fact
ors
ga
ve
t
he
p
erc
e
n
t
age
of
t
o
tal
va
ria
n
c
e
6
3
,
4
7
2
%.
A
ll loa
d
in
g
fac
t
or
ar
e
w
o
rth
ove
r 0.
3
0
. Com
p
u
ti
ng
w
i
t
h
m
axim
u
m
p
robab
i
l
i
t
y
c
on
firm
ator
y
m
e
tho
d
(
ML)
ob
ta
ine
d
s
ui
ta
bi
l
i
t
y
te
s
t
of
0
.9
0
g
o
odn
e
s
s
of
f
it
m
o
d
e
l
or
m
odel
s
i
nd
ica
t
e
acc
ep
t
a
ble.
Te
st
i
ng
b
y
f
a
c
t
or
a
na
lys
i
s
o
n
t
he
s
e
c
o
nd
te
st
us
i
n
g
c
o
n
f
irmator
y
m
eth
o
d
,
i
n
i
tia
l
l
y
ex
tra
c
tio
n
s
how
e
d
t
h
e
re
w
e
r
e
a
s
ma
ny
a
s
1
0
f
act
ors.
The
r
e
s
ul
t
of
1
0
fa
ct
or
e
x
t
rac
t
ion
was
o
b
ta
i
n
ed
a
f
t
e
r
t
he
i
t
e
m
statem
en
t
was
iss
ue
d
a
s
m
any
a
s
8
i
t
e
ms. The
r
esul
ts
o
f
t
h
e
extra
c
tio
n
gave
t
he c
umula
t
iv
e varia
n
c
e
o
f t
h
e
ten
fac
t
ors
of 6
2
.
10
5%. Comp
u
t
in
g
wit
h
M
ax
i
m
u
m
Li
k
e
l
ih
ood
ob
ta
ine
d
su
i
tab
ili
ty g
o
o
d
n
ess
of
f
i
t
t
es
t
of
0
.91 i
n
dica
te
s
a
f
i
t
m
o
d
e
l
o
r
m
o
d
e
l
s
t
o
b
e
a
c
c
e
p
t
e
d
,
w
h
i
c
h
me
ans ve
ry si
g
ni
fican
t.
Howe
v
er,
after t
h
e
fa
ctor c
har
g
e is
d
is
tri
b
ute
d
, the
re is an
i
te
m o
n
t
he
t
e
n
th fa
c
t
or tha
t
h
a
s
t
h
e
s
a
me
n
ame
a
s
t
h
e
f
i
r
st
f
act
o
r
,
so
t
h
a
t
t
h
e
it
e
m
i
s
i
n
se
rted
i
n
t
o
t
h
e
f
i
rst
fa
c
t
or.
Thus,
the
d
i
str
i
b
u
tion
o
f
t
h
e
ass
e
ssmen
t i
t
ems o
n
c
h
emi
c
al
a
sse
ssme
n
t b
e
co
mes 9
f
a
ct
o
r
s
.
G
i
ve
n
t
h
e
dat
a
o
b
t
a
i
ne
d
fro
m
a
s
am
pl
e
o
f
p
ros
p
ec
t
i
ve
c
hem
i
stry
t
e
ac
he
r
st
ude
n
t
s
i
n
o
ne
o
f
the
teac
her
e
duca
t
io
n,
t
hi
s
s
t
u
d
y
pr
ov
ide
s
e
vide
nce
for
t
h
e
relia
bi
l
i
t
y
a
n
d
v
a
l
id
ity
o
f
the
a
tti
t
u
d
e
s
c
a
le
o
n
che
m
is
try.
I
n
l
i
n
e
w
i
t
h
w
h
a
t
h
as
b
ee
n
di
sc
o
v
ere
d
b
y [2
1],
fo
u
n
d
t
h
a
t
t
h
e
s
c
a
l
e
o
f
a
t
t
i
t
u
d
e
s
t
o
w
a
r
d
c
h
e
m
i
s
t
r
y
deve
l
ope
d,
i
n
bo
t
h
t
es
t
i
n
g
ha
s
pro
d
u
ce
d
tes
t
r
eq
uire
me
nt
s
ana
l
y
s
i
s
w
i
t
h
K
aiser
Me
yer-O
l
k
i
n
a
bou
t
the m
e
a
s
ure
of
s
am
pli
n
g
a
d
e
quac
y
(K
M
O
MS
A
)
r
espe
ctive
l
y
0.
82
4
a
n
d
0.80
0
w
h
ich
b
e
lo
n
g
t
o
t
h
e
C
a
teg
o
ry
is ver
y g
o
od.
S
om
eth
i
ng
si
m
i
l
a
r t
o
B
a
r
t
l
et
t's
t
e
st for
t
e
s
t
of
sph
e
rici
t
y
, w
it
h de
gree
s o
f
fr
e
edom
d
f
=
9
0
3
an
d
a
sign
ifica
n
ce
l
e
v
e
l
o
f
0,0
0
0
o
n
th
e
first
a
t
tem
p
t,
a
nd
w
i
t
h
de
g
r
e
e
s
o
f
f
r
e
e
d
o
m
d
f
= 595
a
n
d
a
s
i
g
n
i
fica
nc
e
le
vel
of
0
.00
0
a
t
t
h
e
se
co
nd
tria
l.
Comp
u
t
i
ng
w
i
t
h
m
ax
imum
p
r
o
bab
i
l
i
t
y
con
f
i
r
ma
t
o
ry
m
et
hod
(
M
L
)
obta
i
n
e
d
su
i
t
a
b
il
i
t
y
of
t
he
g
o
o
d
n
ess
of
a
t
est
o
f
0
.9
0
i
n
t
he
f
i
r
st
t
es
t
i
n
d
ic
ate
s
a
f
it
m
odel
or
m
od
e
l
s
to
b
e
ac
ce
pte
d
,
as
we
l
l
as i
n
th
e
s
e
c
o
nd
t
est
ob
t
a
i
n
e
d
go
odn
e
ss o
f
a
t
e
s
t
of
0
.91
.
The de
ve
lo
pe
d
att
itu
de sca
l
e
a
l
s
o show
s g
o
o
d
i
nter
na
l
c
o
n
s
iste
n
c
y
r
el
iab
i
lit
y, as abo
v
e th
e
sug
g
es
ted
thres
h
o
l
d
o
f
0
.91
in
t
he
t
r
i
a
l
.
I
n
t
e
rnal
c
onsis
te
ncy
r
e
lia
b
i
l
i
t
y
o
f
0
.
80
has
s
h
o
w
n
g
o
o
d
r
el
i
a
bi
l
i
t
y
[1
9],
[
2
0
],
[22].
The
inte
rcorr
e
l
a
ti
o
n
o
f
a
l
l
fac
t
o
r
s
a
f
t
e
r
i
t
em
e
x
cl
usi
on
a
t
t
h
e
l
ow
f
ac
tor
and
EF
A
c
o
rre
l
a
t
i
o
n
st
a
g
es
y
iel
d
e
d
e
leve
n
item
s
t
h
a
t
w
e
re
k
ille
d
.
T
his
show
s
t
h
at
t
he
t
hirt
y-t
w
o
item
s
o
f
a
ttit
u
d
e
sca
l
e
de
v
e
lo
p
e
d
meet the valid and
re
liab
l
e
cr
iter
i
a
.
Fo
r
p
r
a
c
ti
ca
l
ap
pli
c
a
tio
n
s
,
t
h
is
s
ca
le
can
b
e
u
s
ed
a
s
a
n
i
n
s
tru
m
e
nt
i
n
e
d
u
c
ati
o
nal
resea
r
ch.
S
cale
c
a
n
h
e
lp
i
n
d
e
t
e
rmi
n
in
g
th
e
sp
e
c
ia
l
i
z
a
t
io
n
in
h
ig
h
sc
hoo
l
.
In
fa
ct
,
t
he
s
ca
le
c
an
g
i
v
e
i
n
form
ation
w
h
a
t
m
ajors
sho
u
l
d
b
e
ta
ke
n
in
t
he
c
o
n
ti
nua
t
i
o
n
o
f
t
h
e
i
r
st
u
d
ie
s.
Wit
h
the
a
v
a
i
la
b
i
li
ty
o
f
t
h
is
a
tti
tu
de
s
ca
le,
c
h
e
m
i
s
try
teac
hers
c
a
n
k
no
w
s
t
ude
n
t
s
'
a
tti
tu
des
to
l
ea
rni
ng
i
n
o
rde
r
t
o
o
p
t
imiz
e
a
c
a
dem
i
c
ac
hie
v
em
ent,
b
ec
au
se
t
he
att
itu
de
o
f
stu
d
en
ts
t
ow
ards
s
ub
jec
t
s
i
s
t
he
b
i
gge
st
p
redi
c
t
or
s
i
n
t
h
e
pr
e
d
i
c
tio
n
o
f
s
u
c
c
e
ss
in
l
e
a
rn
i
ng.
B
y
kn
ow
i
ng
e
a
rl
y
on
t
h
e
at
t
itu
de
o
f
st
u
d
en
ts
t
o
t
h
e
l
e
sson,
t
he
re
a
r
e
v
a
riou
s
step
s
th
a
t
c
a
n
b
e
do
n
e
i
n
opt
i
m
i
z
i
ng
the s
u
c
cess of l
ea
rni
n
g
.
4.
CONCL
U
S
ION
Base
d
on
t
he
e
xam
i
na
tio
n
o
f
t
he
v
al
i
d
i
t
y
o
f
c
on
str
u
c
t
s
usin
g
fa
ct
o
r
a
n
a
l
y
si
s
an
d
i
n
t
e
rn
al
con
s
is
t
e
ncy
/
rel
i
ab
i
lit
y
o
n
t
he
s
cale
d
e
vel
o
ped,
it
ca
n
b
e
c
onc
l
u
d
e
d
t
h
a
t
3
2
i
t
e
m
s
o
f
s
t
a
t
e
m
e
n
t
s
o
n
t
h
e
ins
t
rum
e
nt
o
f
assessing
a
ttitudes
t
o
w
ard
c
h
emi
c
a
l
s
si
gn
if
ic
an
tl
y
c
o
ntrib
u
t
e
to
t
he
i
n
d
i
c
ator.
F
r
om
T
ab
le
6
it
ca
n
be
s
e
e
n
t
h
at
i
n
tw
o
ex
pe
rime
n
t
a
l
t
e
s
ts
c
once
p
tua
l
ly
9
f
a
c
t
o
rs
a
re
f
e
w
er
t
h
a
n
the
o
re
ti
c
a
lly
e
stimat
ed
,
nam
e
ly
:
(1)
D
i
ff
i
c
u
lti
es
i
n
th
e
ap
pl
ica
t
io
n
o
f
c
o
n
c
e
p
ts,
(2)
th
e
i
m
po
rt
a
n
c
e
o
f
stu
dyi
ng
c
h
e
mi
st
ry
f
o
r
l
i
f
e
,
(
3
)
in
t
e
rest
i
n
lea
r
ni
n
g
c
o
n
ce
pts,
4
)
D
i
ffic
u
l
t
y
in
u
n
d
ersta
n
di
ng
t
h
e
c
on
c
e
p
t
s,
(
5
)
T
h
e
i
mpo
r
t
a
n
c
e
o
f
s
t
udyi
ng
che
m
is
try
for
l
i
fe
,
(6)
Che
m
i
s
try
has
a
n
e
ff
ect
o
n
l
i
fe,
(7)
I
n
t
e
rest
i
n
ex
pe
rime
nta
t
i
on,
(
8)
C
hem
i
c
a
l
r
e
l
a
t
ion
wi
t
h
t
e
c
hnol
ogy
a
n
d
li
fe
, a
n
d
(9
) Ch
e
m
i
c
al
in
t
ere
s
t
t
o
so
l
v
e
p
r
ob
lem
.
The
sca
l
e
de
v
e
lo
pe
d
i
n
t
h
i
s
stu
d
y
c
a
n
b
e
use
d
by
re
se
arc
h
ers
in
e
xpe
ri
me
n
t
al
a
nd
d
e
sc
ri
ptiv
e
stud
ies.
H
ow
e
v
er,
since
m
y
r
e
s
ear
ch
h
a
s
onl
y
be
e
n
d
o
n
e
in
o
ne
t
e
a
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io
n,
I
p
l
a
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c
o
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d
u
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t
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h
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arc
h
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o
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t
he
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el
iab
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y
a
n
d
v
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o
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s
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u
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sca
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o
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educ
a
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opef
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l
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t
he
s
c
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le
o
f
at
tit
u
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ow
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deve
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ve
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t
s'
a
tti
t
u
de
s
tow
a
rd
t
he
s
ub
je
c
t
espec
i
al
ly
a
t th
e
begi
n
n
in
g
an
d e
nd o
f
t
he sc
hoo
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year
.
ACKNOW
LEDG
E
MEN
T
S
The
au
th
ors
expre
s
se
d
gra
t
i
t
ude,
e
s
pe
c
i
a
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o
st
u
d
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t-tea
c
her
w
ho
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l
un
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ere
d
w
il
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t
o
be
the s
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b
j
ec
t
of r
esea
rch.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Cons
tr
u
c
t Val
i
di
ty
a
nd Re
li
a
b
i
l
i
t
y
of
At
t
i
t
ude
s to
war
d
s C
h
e
m
istry o
f
Sc
ien
c
e
T
e
ache
r
..
. (Wor
o Sum
arn
i
)
47
REFE
RENCES
[1]
A.
K
ah
veci
,
“A
ss
e
s
s
i
ng
H
ig
h
Sch
o
o
l
S
tud
e
n
t
s’
A
tti
t
ud
es
T
o
w
ard
C
hem
i
stry
W
it
h
A
Sh
o
r
t
e
ned
S
e
m
a
ntic
Diff
eren
ti
a
l
,”
Ch
em.
Ed
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R
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act
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[2]
A. H.
E
a
g
l
y
and
S.
Ch
a
i
k
en
,
“Th
e
p
sy
cho
l
og
y o
f
att
i
t
ud
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rt Brace J
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v
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ich
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O
sb
or
ne
,
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,
“A
ttitudes
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sc
i
e
nce:
A
r
e
v
iew
of
t
he
l
i
t
e
r
at
ure
and
i
t
s
impli
cat
ions,”
In
ternat
io
nal Jo
ur
nal
of
Sci
e
nce E
d
u
c
ati
o
n
,
v
o
l/is
s
u
e
: 2
5
(9
),
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04
9–10
79,
2
0
0
3
.
[4]
K.
S
alt
a
a
nd
C
.
Tzou
grak
i,
“
Attit
u
d
e
s
tow
a
rd
c
hem
i
stry
a
m
o
n
g
1
1
t
h
g
rade
s
t
ude
n
t
s
i
n
h
ig
h
sch
o
ol
s
in
G
reece,”
Sci
e
nce E
duca
tion
,
vol.
8
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,
p
p.
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–5
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,
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[5]
B
.
F
r
a
s
e
r
,
“
T
e
s
t
o
f
S
c
i
e
n
c
e
R
e
l
a
te
d
A
t
t
i
tu
de
s
(
T
OS
R
A
)
,
”
T
h
e
Au
s
t
r
ali
a
n
Cou
n
cil
f
o
r
Edu
c
ati
o
n
a
l
Re
s
earch
Limited
,
M
el
bourne,
Vi
ctori
a
,
A
u
s
t
rali
a,
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[6]
Q. C.
L
a
ng
,
et al.
,
“S
t
udent perce
pt
io
n
s
o
f
ch
emistry lab
o
rato
ry le
a
rni
n
g
env
i
ro
n
ment
s, st
u
d
e
n
t
–teach
er
i
n
t
eracti
o
n
s
and
attitudes
in
s
econd
ary
school
g
i
f
t
e
d
educati
o
n
classes
i
n
S
ingap
o
re,
”
R
e
sear
ch in
Sci
e
nce
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uca
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n
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99-3
2
1
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[7]
D.
C
h
e
un
g,
“
De
ve
lo
ping
a
s
c
a
l
e
to
m
e
a
su
re
s
tu
d
e
n
t
s
a
t
titu
d
e
s
to
w
a
rd
c
hem
i
s
t
r
y
l
es
sons
,
”
In
ternat
io
nal Jou
r
nal
of
Sci
e
nce E
duca
tion
,
vol/issu
e:
3
1
(
1
6
),
p
p.
2
1
85-220
3,
200
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[8]
J.
D
alge
t
y
,
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al
.
,
“
D
ev
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ent
o
f
C
hemistry
A
tt
it
ud
e
s
a
nd
E
xp
eriences
Q
u
e
s
t
i
o
n
n
a
i
re
(
CAEQ),”
J. R
e
s. S
c
i
.
Te
a
c
h
., vo
l
/
i
ssue: 40
(
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–
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6
8
,
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3.
[9]
C.
B
auer,
“
A
t
t
itu
d
e
t
o
ward
s
chem
istry
:
A
s
emant
i
c
diff
eren
ti
a
l
i
n
strum
e
nt
f
or
a
ss
essing
c
urricul
u
m
im
pact
s,”
J
o
urna
l o
f
Ch
e
m
ic
a
l
Edu
c
at
io
n
,
vo
l/issu
e:
8
5(10
),
p
p.
144
0—1
445,
2
00
8.
[10]
X.
X
u
and
J
.
L
ewi
s
,
“Re
f
i
n
ement
o
f
a
c
hemi
stry
a
t
titude
m
easure
f
or
c
ol
leg
e
s
t
udents,
”
J
o
urna
l o
f
Che
m
ic
al
Educat
ion
, v
ol
. 8
8
,
p
p.
56
1
—
56
8, 2
01
1.
[11]
S.
J
.
Bro
w
n
,
et
al
.
,
“Q
uan
t
if
ying
at
ti
tu
de
t
o
ch
emist
r
y
i
n
s
tu
dents
at
t
he
U
n
i
vers
ity
o
f
t
h
e
S
o
uth
P
aci
fi
c,”
Che
m
.
Ed
uc.
Res.
Pr
act
., vo
l
. 1
5
, pp
.
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4
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,
2
0
1
4
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[12]
A.
R
.
Brandri
e
t,
et al.
,
“Diagno
s
ing
changes
in
a
tti
t
u
de
i
n
fi
rst-year
c
o
l
l
e
ge
c
h
e
m
i
st
ry
s
tu
de
n
t
s
wi
th
a
sh
or
te
ne
d
vers
ion
of Bauer'
s
s
e
m
anti
c
diff
e
r
ent
i
al,
”
Chem
istry
Edu
c
atio
n
R
e
sear
ch a
n
d
Pr
act
i
ce
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l
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,
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p
.
2
71
-27
8
, 2
01
1.
[13]
M
.
N
o
r
u
s
is
,
“
SPS
S
fo
r
Wi
nd
o
ws
P
r
of
essio
n
a
l
S
tat
i
stics
Releas
e
6
,0
,”
C
hi
cago:
M
arket
i
ng
D
ep
artm
en
t
SP
S
S
I
n
c
,
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ulti
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ate d
a
ta an
a
lys
i
s,” New Jers
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re
n
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ti
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e
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l, Upp
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a
d
d
l
e
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ver,
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[15]
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Co
mrey
and
H.
B.
L
ee,
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fi
rst
co
urs
e
in
f
a
cto
r
a
nal
i
ysis
,”
H
i
l
l
s
dale, New J
ersey
:
E
r
l
bau
m
, 1
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2
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[16]
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B
.
Klin
e,
“
P
r
inci
ples
a
n
d
P
ra
cti
s
e
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S
truc
tura
l
Eq
ua
tio
n
Mo
de
l
i
n
g
:
a
R
e
s
e
a
r
c
h
er’s
G
uide
,”
N
e
w
Y
o
r
k,
G
u
i
l
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s
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G
oru
s
ch,
“E
x
p
lorat
o
ry
f
acto
r
a
n
a
ly
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I
ts
r
ole
i
n
i
t
e
m
an
a
l
ys
is,
”
Jo
ur
na
l of
Pe
r
s
o
nalit
y A
s
s
e
ssm
e
nt
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o
l
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6
8
,
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p
.
53
2—56
0,
1
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[18]
A.
F
ie
ld
,
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is
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ng
s
t
a
ti
st
ics
us
ing
S
P
S
S
,
”
S
a
g
e
pu
bli
cati
o
n
s
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, UK:
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on
do
n
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01
2.
[19]
P.
S
po
ore
n
,
et al.
,
“
S
t
uden
t
e
val
u
ati
o
n
of
t
each
in
g
qual
i
t
y
i
n
h
i
gh
e
r
e
d
u
cati
o
n
:
dev
e
l
o
p
m
e
n
t
of
a
n
ins
t
rum
e
nt
b
as
ed
on
10
Li
kert
-scales
,”
A
s
sessment &
Evaluatio
n Hig
h
e
r
Ed
uc
a
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,
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[20]
D. Geo
rge an
d P
. Ma
l
lery
, “SP
S
S
f
or w
in
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step
b
y
step
1
1
.
0
u
pd
ate,
” New
Yo
r
k
, Al
l
y
n
& Baco
n, 2
00
3.
[21]
W.
B
.
S
c
hauf
eli
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A
.
B
ak
ker,
“
Jo
b
de
m
a
nd
s,
j
o
b
r
eso
u
rces,
an
d
t
hei
r
r
el
ati
onshi
p
with
b
urno
u
t
a
n
d
e
ng
a
g
em
en
t:
a
mu
l
t
i-
s
a
mp
le
s
tu
dy
,
”
J. Or
ga
niz.
Beha
v
.
,
v
ol.
25,
p
p.
2
9
3–3
15
, 2
00
4.
[22]
K.
S
ingh
a
nd
S
.
J
.
J
ha,
“The
P
ositive
Pe
rsonality
T
rai
t
s
Quest
i
on
naire:
C
o
n
s
t
ru
ctio
n
an
d
Est
i
m
a
tio
n
o
f
P
s
y
c
hom
et
ric P
r
o
p
erti
es,
”
Ps
y
c
hol
og
ical Stu
d
y
,
vol
/i
ss
ue:
55(3
)
,
pp.
248
–2
55
,
20
1
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.