PSYCHOMETRIC EVALUATION OF STUDENT ATTITUDE SCALES TOWARD STEM SUBJECTS AMONG SENIOR SECONDARY SCHOOLS IN RIVERS STATE

Abstract

This study evaluated the psychometric properties of a student attitude scale toward STEM subjects among senior secondary school students in Rivers State, Nigeria. A cross-sectional survey design was employed, with 410 students sampled through a multistage procedure. Data were collected using a structured Student Attitude toward STEM Scale and analyzed using exploratory and confirmatory factor analyses, alongside reliability and construct validity assessments. Exploratory factor analysis revealed a clear three-factor structure Interest, Self-Efficacy, and Perceived usefulness accounting for 72.6% of the total variance. Confirmatory factor analysis confirmed the model fit (χ²/df = 2.46; CFI = 0.942; TLI = 0.931; RMSEA = 0.054; SRMR = 0.047). Internal consistency reliability was high (α = 0.842–0.912), and construct validity assessments confirmed both convergent and discriminant validity. Findings indicate that the scale is a reliable and valid instrument for measuring student attitudes toward STEM in the Rivers State context. The study recommends the regular use of the scale for assessment, targeted curricular interventions to trengthen the identified dimensions of attitude, longitudinal application for monitoring attitude changes, and teacher training programs that enhance self-efficacy and perceived usefulness of STEM subjects.