The development of a self-evaluation checklist for measuring Filipino students’ science giftedness
Tóm tắt
Identification of science-gifted students remains a problem due to the lack of availability of a valid and reliable identification tool. There are several instruments published to identify science-gifted students in other countries, but it is difficult to assume the reliability and validity of these tools specifically for Filipinos’ socially constructed notion of science giftedness. During initial stages of identification, some science-gifted students are excluded in nomination and selection because teachers are not particularly adept at evaluating the characteristics of these students. This paper reports the validity and reliability of an adapted 60-item checklist on science giftedness of Filipino students. The subjects for this study are 365 first-year high school students from various science-oriented secondary schools with different programs in the Philippines. The checklist was completed through self-rating. Exploratory factor analysis using the principal component analysis as the extraction method identified 12 factor components: scientific awareness, rational observation, experimentation, application, visualization, initiative, quantification, oblivion in learning, engrossment in learning, integrated learning, and acquiring of skills. Overall, results show that the Cronbach alpha reliability coefficient is 0.954, which shows that the checklist is reliable in determining giftedness in the context of the Philippines. When students enrolled in four different science-gifted programs used this checklist to evaluate themselves there were significant differences in the range of scores. Further testing with an improved checklist using a wider demographic profile should be conducted. This study suggests that tools used to identify science giftedness must not only be domain specific, but should also be holistic and assess other facets of giftedness.
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