Date of Award
Quantitative Research Methods
Duan Zhang, Ph.D.
Factor invariance, Admission tests, Gender
This study examined the factorial structure of the SAAT with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Specifically, a CFA of a four-factor model (the hypothesized model) was tested to see if the model had good fit as well as a model generated from an EFA. The EFA showed that the SAAT test only measured two factors (biology and chemistry), not the four posited by the test developers. The CFA provided good fit to a two-factor model; however, a CFA showed that the hypothesized four-factor model also fit the data well and so the hypothesized model was selected as the most appropriate. Based on the CFA four-factor model, measurement invariance (configural, metric and scalar) were examined across school type (public versus private) and gender (male and female) on the test. The results revealed that the metric invariance model fit the data best compared to the other models. Finally, latent means differences were tested by using two-way ANOVA on all the four-factor subjects (biology, chemistry, physics, and mathematics). The results revealed that female students in high schools did better than males on all four sections of the SAAT test. On the other hand, male students in public schools did not achieve well on the test compared to males in private high schools. Also, male students in public school did not achieve well compared to females in both schools.
Alqabbaa, Mohammed, "Factor Invariance of the Standard Achievement Admission Test by Gender and School Types" (2017). Electronic Theses and Dissertations. 1331.
Received from ProQuest