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題名 | 國小教師體育教學目標量表之建構效度--驗證性因素分析的應用=The Construction of the Inventory of the Physical Education Teaching Objectives Scale for the Elementary School Teachers: The Application of Confirmatory Factor Analysis |
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作者 | 潘義祥; | 書刊名 | 大專體育學刊 |
卷期 | 3:2 2001.12[民90.12] |
頁次 | 頁23-34 |
分類號 | 523.37 |
關鍵詞 | 體育教學目標; 驗證性因素分析; Physical education teaching objectives; Confirmatory factor analysis; |
語文 | 中文(Chinese) |
中文摘要 | 本研究主要是用驗證性因素分析(confirmatory factor analysis)驗證潘義祥(民87)所編製的國小教師體育教學目標量表的建構效度,潘義祥(民87)以Annarino (1977)、Gallahue(1993)的體育目標分類架構為基礎編製量表,對體育教學目標分成運動認知、體適能、動作技能與情意等四構面,經信效度考驗後,編成初步的量表。本研究樣本以分層叢集抽樣,按照臺北縣九大行政區各區抽取一所學校,實際發出問卷220份,共收有效問卷197份,有效回收率90%,蒐集的資料經LISERL 8.3版進行驗證性因素分析,研究結果顯示: 一、體育教學目標量表的一階測量模式符合實徵資料,其□值未達顯著(□=25.55, P>0.5),其餘參考指標也都符合標準(□/df=1.68, GFI=0.97, AGFI=0.92, CFI=0.99, RMR=0.03),證明體育教學目標的量表結構非常適合實徵資料,顯示體育教學目標量表具有建構效度,本量表可以提供國小教師在測量體育教學目標認同傾向上使用。 二、男女教師在體育教學目標一階測量模式因素結構的一致性考驗中,其□值未達顯著(□=80.63, p>.05)其餘參考指標也都符合標準(□/df=1.25、GFI=0.92、CFI=0.98、RMR=0.05),顯示男女教師在體育教學目標量表具有一致性的建構效果,本量表也證明可以同時適用於男女教師。 三、體育教學目標二階測量模式也符合實徵資料,適合度指標(□=40.87, P<0.5、□/df=1.95、GFI=-0.96、AGFI=0.90、CFI=0.98、RMR=0.04),代表四個潛在變項運動認知、體適能、動作技能與情意目標皆受一個更高階的潛在共同性體育教學目標影響。 |
英文摘要 | Pan(1998) made a physical education teaching objectives scale(PETOS) which based on physical education objectives theory of Annarino (1977) and Gallahue(1993) whose physical objective have four dimensions, including movement skill, physical fitness, cognitive learning, affective learning. The validity and reliability of the PETOS reached standard. The purpose of the study was to conduct confirmatory factor analysis to test the construct validity of PETOS made by Pan(1998). The stratified random cluster sampling method was used in this study. Two hundred and twenty teachers were selected and one hundred and two subjects were returned validly form nine administrative division of Taipei County. The statistical data were analyzed by confirmatory factor analysis. The results were as follows: 1. The first-order hypothetical model of TEPOS fitted the data.(□/df=1.95, GFI=0.96, AGFI=0.90, CFI=0.98)RMR=0.04). It meant that the TEPOS has a good construct validity, and the TEPOS would offer the elementary schools teacher to understand their physical education teaching objectives. 2. The second-order hypothetical model of TEPOS also showed good fit. (□/df=1.95, GFI=0.96、AGFI=0.90, CFI=0.98、RMR=0.04). It meant that four latent variables, including movement skill, physical fitness, cognitive learning, affective learning, were affected in common by one latent variable. 3.The test of consistent factor construct of TEPOS about male and female teachers that the □ value was not significant (p>.05). The results showed that construct of TEPOS was consistent between male and female teachers. The TEPOS would fit in different gender teachers to measure their physical education teaching objectives, and represented consistent factor construct of TEPOS for male and female teachers. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。