Crosswalk of Student Survey Items

Appendix 4: Crosswalk of Student Survey Items

Revised: June 8, 2011

Crosswalk of Student Survey Items to Research Questions, Uses in Analysis, and Source of Item
Survey Item		Research Question1	Purpose of Item2	Source of Item3	Grade level version of survey4
Respondent Background
First and last name			A	A	B
Birthday			A	A	B
Today's date			A	A	B
Grade level in fall 2011		RQ1	A, C, D	A	B
Name of school in fall 2011			A	A	B
Attitude and Interest Toward Science
Attitude toward science scale5
	Science is boring	RQ2	O	B	B
	I enjoy my science class	RQ2	O	B	B
	I like science a lot	RQ2	O	B	B
	I think scientists are cool people	RQ2	O	B	B
	Everyone should learn about science	RQ2	O	B	B
	I have good feelings about science	RQ2	O	B	B
	I would enjoy being a scientist	RQ2	O	B	B
Career interest in science scale6
	When I leave school, I would like to work with people who make discoveries in science	RQ2	O	C	M
	I do not want a job in a science laboratory after I leave school	RQ2	O	C	M
	Working in a science laboratory would be an interesting way to earn a living	RQ2	O	C	M
	I would like to teach science when I leave school	RQ2	O	C	M
	I would like to be a science teacher when I grow up	RQ2	O	C	E
	A job as a scientist would be interesting	RQ2	O	C	M
	I do not want to be a scientist when I leave school	RQ2	O	C	M
	I do not want to be a scientist when I grow up	RQ2	O	C	E
	A career in science would dull and boring	RQ2	O	C	M
	A job as a scientist would be boring	RQ2	O	C	M
	I do not want to become a scientist because it needs too much education	RQ2	O	C	M
	I would like to be a scientist when I leave school	RQ2	O	C	M
	I would like to be a scientist when I grow up	RQ2	O	C	E
Leisure interest in science scale7
	I would like to belong to a science club	RQ2	O	C	B
	I get bored watching science programs on TV at home	RQ2	O	C	B
	I would like to be given a science book or a piece of scientific equipment as a present	RQ2	O	C	B
	I do not like reading books about science during my free time	RQ2	O	C	B
	I would like to do science experiments at home	RQ2	O	C	B
	I would enjoy having a job related to science during my summer vacation	RQ2	O	C	B
	I do not like looking at websites about science	RQ2	O	C	B
	I would enjoy visiting a science museum on the weekend	RQ2	O	C	B
	Talking to friends about science after school would be boring	RQ2	O	C	B
	Watching movies about science would be boring	RQ2	O	C	B
Interest in NASA related activities
	Doing additional hands-on science activities in my classroom	RQ2	O	A	B
	Having a college internship in science	RQ2	O	A	M
	Talking with a scientist or engineer	RQ2	O	A	B
	Participating in a rocket or space shuttle launch event	RQ2	O	A	B
	Participating in a live video downlink event from the International Space Station or Space Shuttle	RQ2	O	A	B
	Visiting a science museum, science center, or planetarium	RQ2	O	A	B
	Participating in a science competition	RQ2	O	A	B
	Attending a science career fair	RQ2	O	A	M
	Attending an after-school science club or activity	RQ2	O	A	B
Interest Toward non-Science Careers
	I would like to be a police officer when I grow up	RQ2	C	A	B
	I would like to be a lawyer when I grow up	RQ2	C	A	B
	I would enjoy being a business person	RQ2	C	A	B
1Research Questions Answered by Student Survey
	RQ1: Who participates in SoI?
	RQ2: Does student interest in science change significantly between the baseline and follow-up surveys? If so, are these changes larger among students at some awardee/Center sites than others?
2Purpose of Item
	A: indicates that the variable from this item is used for administrative purposes (e.g., longitudinal tracking, pre and post survey data linking)
	D: indicates that the variable from this item is used in descriptive analysis
	O: indicates that the variable from this item is used as an outcome
	C: indicates that the variable from this item is used as a control variable
3Source of Item
	A: Program specific item developed for the national evaluation of SoI
	B: School and Social Experiences Questionnaire from Singh, K., Chang, M., & Dika, S. (2006). Affective and motivational factors in engagement and achievement in science. International Journal of Learning 12(6), 1447-9540.
	C: Test of Science Related Attitudes from Fraser, B.J. (1981). TOSRA test of science related attitudes handbook. Hawthorn, Victoria, Australia: Australia Council for Educational Research.
4Grade Level Version of Survey
	E: Item only appears on the 4th-5th grade version of the survey (elementary level)
	M: Item only appears on the 6th-9th grade version of the survey (middle school level)
	B: Item appears on both versions of the survey (elementary and middle school levels)
5Attitude Toward Science Scale
	Modified original scale of a four-point Likert type where 1=strongly disagree to 4=strongly agree to a five-point Likert-type where 1=Really disagree to 5=Really agree. Items had a Cronbach alpha of 0.93 in pilot tests with high school students in grades 9 through 12 (N=1589). Most of the students in the sample were White (94.7%), and in grades 9 (38.8%) and 10 (32.7%).
6Career Interest in Science Scale
	Items had a Cronbach alpha of 0.72 for 7th grade and 0.70 for 8th grade in pilot tests with students in a metropolitan area of Sydney, Australia. N=1337 (n=340 7th grade students; n=335 8th grade students; n=338 9th grade students; n=324 10th grade students).
7Leisure Interest in Science Scale
	Items had a Cronbach alpha of 0.93 for 7th grade and 0.92 for 8th grade in pilot tests with students in a metropolitan area of Sydney, Australia. N=1337 (n=340 7th grade students; n=335 8th grade students; n=338 9th grade students; n=324 10th grade students).

Abt Associates Inc. Appendix 4 4-5