SSLEQ-Physics: Developing And Validating A Survey To Measure Student Engagement In Science Laboratories

Abstract

Student engagement is a multifaceted construct having different dimensions: cognitive, behavioural, and emotional. Despite its centrality in learning and learning outcomes, student engagement has proven difficult to measure. Furthermore, it is under researched in undergraduate sciences, including physics. The aim of this paper is to present the development, validation, and evaluation of a survey which measures student engagement in physics laboratory learning; the Science Student Laboratory Engagement Questionnaire (SSLEQ). The survey measures undergraduate students’ cognitive, behavioural, and emotional engagement while doing experiments. Items from ASLE (ASELL Student Learning Experience) and AEQ (Achievement Emotions Questionnaire)-Physics Prac were adapted in developing this survey. The items for cognitive engagement are about motivators underpinning understanding of content and development of skills. The items for behavioural engagement query the resources provided such as experimental lab notes and demonstrators’ help. For emotional engagement, items explored positive and negative emotions. Confirmatory factor analysis and descriptive statistics conducted with a sample of 308 first year physics students confirm the reliability and internal validity of the survey for the purposes. This survey was evaluated with the first year physics students to compare engagement with students who experienced a face to face laboratory session before moving to online and students who experienced only online laboratory sessions. This survey can now be used in other contexts providing academics with measures of three types of engagement for use in science courses to positively influence students’ engagement with laboratory exercises.