Development of Cultural Sensitivity Measurement Instrument for Secondary School Students in the Digital Age
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Abstract
In the context of the increasing cultural diversity in the digital era, it has become necessary to systematically promote the development of students’ cultural sensitivity in educational contexts. This study aimed to develop and examine the quality of two forms of a cultural sensitivity instrument for secondary school students in the digital age: (1) a rating scale and (2) a situational judgment measure. Data were collected from 261 lower secondary school students selected through multi-stage sampling. The assessment comprised four indicators: Cultural knowledge and understanding, acceptance of cultural differences, respect and attentiveness, and appropriate adaptation to others. Both instruments demonstrated strong content validity (I-CVI = .90–.92). The item discrimination indices for Instrument
1 ranged from .429 to .763, all exceeding .40, indicating a very good level. For Instrument 2, the values ranged from .316 to .957, with the lowest value (.316) reflecting a good level and the highest value (.957) indicating a very good level. Overall, both instruments demonstrated discrimination indices at a good to very good level. For the first instrument, Cronbach’s alpha coefficient was .918 and Omega coefficient was .927, while for the second instrument, Cronbach’s alpha coefficient and Omega coefficient were both .937. Construct validity analysis showed that the measurement models were consistent with the empirical data at an acceptable level. For the first instrument, the fit indices were CFI = .933, TLI = .918, RMSEA = .076, SRMR = .076, and X2/df = 2.52. For the second instrument, the fit indices were CFI = .955, TLI = .946, RMSEA = .088, SRMR = .057, and X2/df = 1.85
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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