ISSN: 2226-6348
Open access
The development of a strong research culture in secondary schools is critical for enhancing teaching practices and encouraging student learning. However, there is a lack of reliable tools specifically designed to assess the level of research culture within these institutions. This study aims to develop and validate a research culture assessment tool customized for secondary schools in Malaysia. A survey questionnaire was created to measure core indicators of research culture and was evaluated by a panel of ten experts for content validity. The Content Validity Index (CVI) and Inter-Rater Agreement (IRA) were used to analyze the experts' ratings. Items with an I-CVI score of 0.80 or higher were retained, while items scoring lower were modified or removed. The findings showed robust content validity across most items, indicating that the tool accurately reflects the relevant dimensions of research culture in secondary schools. However, some items required revision based on expert feedback. Further statistical tests, such as construct validity and reliability analysis, are recommended to ensure the tool’s robustness across diverse educational settings. This validated tool is expected to play a crucial role in guiding future efforts to cultivate research culture in schools, contributing to the professional development of teachers and the improvement of student outcomes
Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research: A Primer. Frontiers in Public Health, 6(June), 1–18. https://doi.org/10.3389/fpubh.2018.00149
Borg, S. (2010). Language teacher research engagement. In Language Teaching (Vol. 43, Issue 4). https://doi.org/10.1017/S0261444810000170
Bougie, R., & Sekaran, U. (2020). Research Methods For Business: A Skill Building Approach (8th ed.). John Wiley & Sons, Inc.
Burn, K., Conway, R., Edwards, A., & Harries, E. (2021). The role of school-based research champions in a school–university partnership. British Educational Research Journal, 47(3), 616–633. https://doi.org/10.1002/berj.3675
Chakraborty, D., & Biswas, W. (2020). Motivating factors in a teacher’s research and developmental activities and their impact on effective quality teaching in higher education institutions. Journal of Applied Research in Higher Education, 12(4), 609–632. https://doi.org/10.1108/JARHE-07-2018-0161
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill Companies, Inc.
Gleeson, J., Cutler, B., Rickinson, M., Walsh, L., Ehrich, J., Cirkony, C., & Salisbury, M. (2023). School educators’ engagement with research: an Australian Rasch validation study. Educational Assessment, Evaluation and Accountability, 35(2), 281–307. https://doi.org/10.1007/s11092-023-09404-7
Hallgren, K. A. (2012). Computing Inter-Rater Reliability for Observational Data: An Overview and Tutorial. Tutorials in Quantitative Methods for Psychology, 8(1), 23–34. https://doi.org/10.20982/tqmp.08.1.p023 Hill, M. F., & Haigh, M. A. (2012). Creating a culture of research in teacher education: Learning research within communities of practice. Studies in Higher Education, 37(8), 971–988. https://doi.org/10.1080/03075079.2011.559222
Kanageswari, S., Shanmugam, S., & Mee, L. S. (2017). Barriers of Implementing Action Research among Malaysian Teachers. Pertanika J. Soc. Sci. & Hum, 25(4), 1651–1666. http://www.pertanika.upm.edu.my/
Khoo, T. (2021). Creating spaces to develop research culture. International Journal for Academic Development. https://doi.org/10.1080/1360144X.2021.1987913
Koller, I., Levenson, M. R., & Glück, J. (2017). What do you think you are measuring? A mixed-methods procedure for assessing the content validity of test items and theory-based scaling. Frontiers in Psychology, 8(FEB). https://doi.org/10.3389/fpsyg.2017.00126
Kwiek, M. (2020). Internationalists and locals: international research collaboration in a resource-poor system. In Scientometrics (Vol. 124, Issue 1). Springer International Publishing. https://doi.org/10.1007/s11192-020- 03460-2
Leung, K., Trevena, L., & Waters, D. (2018). Content validation of the evidence-based nursing practice assessment tool. Nurse Researcher, 26(1), 33–40. https://doi.org/10.7748/nr.2018.e1544
Leuverink, K. R., & Aarts, A. M. L. (2019). A quality assessment of teacher research. Educational Action Research, 27(5), 758–777. https://doi.org/10.1080/09650792.2018.1535445
Luo, Y., Tack, H., Valcke, M., Zuo, H., & Vanderlinde, R. (2022). Unpacking the rural-urban gap of teacher involvement in inquiry-based working: the roles of school research culture and infrastructure. Professional Development in Education, 00(00), 1–18. https://doi.org/10.1080/19415257.2022.2155985 Martín?dorta, W. J., Brito?brito, P. R., & García?hernández, A. M. (2021). Development and content validation of the ceecca questionnaire to assess ability to communicate among individuals with aphasia based on the nanda?i and noc. Healthcare (Switzerland), 9(11). https://doi.org/10.3390/healthcare9111459
Oktavia, R., Irwandi, I., Rajibussalim, T., Mentari, M., & Mulia, I. S. (2018). Assessing the validity and reliability of questionnaires on the implementation of Indonesian curriculum K-13 in STEM education. Journal of Physics: Conference Series, 1088. https://doi.org/10.1088/1742-6596/1088/1/012014
Osman, A. A., Lim, K. T., Roslin, E. N., & Ismail, J. (2021). Validation of lean transformation sustainability assessment tool for manufacturing industry: Experts’ insights. AIP Conference Proceedings, 2339(May). https://doi.org/10.1063/5.0044536
Penuel, W. R., Briggs, D. C., Davidson, K. L., Herlihy, C., Sherer, D., Hill, H. C., Farrell, C., & Allen, A. R. (2017). How School and District Leaders Access, Perceive, and Use Research. AERA Open, 3(2), 1–17. https://doi.org/10.1177/2332858417705370
Plummer, B. D., Galla, B. M., Finn, A. S., Patrick, S. D., Meketon, D., Leonard, J., Goetz, C., Fernandez-vina, E., Bartolino, S., White, R. E., & Duckworth, A. L. (2014). A Behind-the-Scenes Guide to School-Based Research. 8(1), 15–20.
Polit, D., & Beck, C. T. (2006). The Content Validity Index: Are You Sure You Know What’s Being Reported? Critique and Recommendations. https://doi.org/10.1002/nur
Rubio, D. M. G., Berg-Weger, M., Tebb, S. S., Lee, E. S., & Rauch, S. (2003). Objectifyng content validity: Conducting a content validity study in social work research. Social Work Research, 27(2), 94–104. https://doi.org/10.1093/swr/27.2.94
Schilling, L. S., Dixon, J. K., Knafl, K. A., Grey, M., Ives, B., & Lynn, M. R. (2007). of instruments under development. They identify the paper by Lynn (1986) as being ‘‘especially influen Nursing Research, 56(5), 361–366.
Tadesse, E. F., & Khalid, S. (2023). Are teachers and HE are on the same page? Calling for a research–teaching nexus among Ethiopian and Pakistani academics. Journal of Applied Research in Higher Education, 15(1), 130–151. https://doi.org/10.1108/JARHE-09-2021-0348
Tatto, M. T. (2021). Developing teachers’ research capacity: the essential role of teacher education. Teaching Education, 32(1), 27–46. https://doi.org/10.1080/10476210.2020.1860000
Ibrahim, W. M. K. B. W., Hussain, S. B., & Osman, A. A. Bin. (2024). Expert Validation of a Research Culture Assessment Tool for Secondary Schools. International Journal of Academic Research in Progressive Education and Development, 13(4), 2577–2585.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode