PLS-SEM Approach: Validity and Reliability of a Questionnaire on Context, Input, Process and Acceptance of STEM Implementation in Malaysia

Mohammad Azri Bin Amatan; Crispina Gregory K. Han; Vincent Pang

doi:10.35877/454RI.asci3885

Authors

Mohammad Azri Bin Amatan Faculty of Human Sciences, Universiti Pendidikan Sultan Idris, Jalan Universiti, 35900 Tanjong Malim, Perak, Malaysia
Crispina Gregory K. Han Faculty of Education and Sport Studies, Universiti Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia
Vincent Pang Faculty of Education and Sport Studies, Universiti Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia

DOI:

https://doi.org/10.35877/454RI.asci3885

Keywords:

Reliability, STEM education, questionnaire, validity

Abstract

This study aims to test the validity and reliability of the context, input, process, and acceptance of STEM implementation questionnaires for secondary school teachers in Malaysia. Partial Least Squares Structural Equation Modelling (PLS-SEM) with SMARTPLS 3.2.3 software was used to do the analysis. The study involved 825 secondary school teachers using stratified random sampling. Based on composite reliability and Cronbach's alpha values, the Reflective Measurement Model showed that there was internal consistency reliability. Convergent validity was also achieved through outer loading analysis and average variance extracted (AVE). It also met the criteria for discriminant validity based on the Fornell-Larcker Criterion, Cross Loading, and the Heterotrait-Monotrait (HTMT) Ratio. The findings of this study demonstrate that this questionnaire is valid and reliable for assessing STEM implementation among secondary school teachers in Malaysia.