Evaluation of the Content and Face Validity of the STEM-TPACK Teaching and Learning Practice, Professional Development, Attitude, and Self-Efficacy Instrument (STPAS-I) among Polytechnic Lecturers

This study aimed to evaluate the content and face validity of the Science, Technology, Engineering, and Mathematics- Technological Pedagogical and Content Knowledge (STEM-TPACK) Teaching and Learning Practice, Professional Development, Attitude, and Self-Efficacy Instrument (STPAS-I) developed for Malaysian polytechnic lecturers. The STPAS-I consists of 69 items across four constructs: STEM-TPACK Teaching and Learning Practice, Professional Development, Attitude, and Self-Efficacy. A quantitative descriptive design was employed, involving seven experts in STEM education and psychometrics to assess item clarity, relevance, and representativeness. The Face Validity Index (FVI), Content Validity Index (CVI), and Content Validity Ratio (CVR) were used for analysis. Findings revealed that the FVI demonstrated excellent clarity and comprehensibility, with item-level (I-FVI) values ranging from 0.86 to 1.00 and an overall S-FVI/Ave of 0.99. For content validity, I-CVI values ranged between 0.86 and 1.00, with S-CVI/Ave values of 0.96 for STEM-TPACK Teaching and Learning Practice, 0.98 for Professional Development, 1.00 for Attitude, and 0.99 for Self-Efficacy. The CVR results also showed strong expert consensus, with 48 items achieving a perfect score of 1.00 and 8 items scoring 0.71, exceeding the acceptable threshold. Overall, the STPAS-I demonstrated high face and content validity, confirming its suitability for assessing STEM-related teaching competencies among polytechnic lecturers. Future research should focus on pilot testing and psychometric evaluation, including exploratory and confirmatory factor analyses for broader educational settings.

STEM-TPACK, professional development

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