Mahnaz Estaki; Faranak Moradi Zamir
Abstract
The goal of this study was to devise a checklist to assess pre-number concepts in children aged 5-6 years and to examine the psychometric features of this instrument. The instrument was developed via a literature review of existing measures and relevant resources, including library research and ...
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The goal of this study was to devise a checklist to assess pre-number concepts in children aged 5-6 years and to examine the psychometric features of this instrument. The instrument was developed via a literature review of existing measures and relevant resources, including library research and the analysis of documentary evidence. In this study, a checklist with 66 questions was devised to assess pre-number concepts in children aged 5-6 years. The checklist encompasses 5 components, including classification, alignment, mental retention, geometry, and detection of similarities and differences. The instrument was administered online using sample size of 100 parents with a study population of children aged 5-6 years. The online setting allowed for convenient collection of data and provided a secure environment in which the parents could answer the checklist without the physical presence of the researchers. The statistical analysis was conducted in the SPSS22 software, utilizing descriptive and inferential statistical methods. The descriptive statistics included the calculation of means, variances, and graphs. Furthermore, the exploratory factor analysis revealed that the checklist was shortened to 42 questions. The internal consistency of the construct validity questionnaire, as determined by Cronbach's Alpha, was found to be acceptable at approximately 0.6. These findings confirmed the validity and reliability of the checklist. The CVR value obtained via the review of 10 experts was approximately 2.2, indicating that the content and face validity of the questionnaire were in acceptable ranges. Additionally, the research on children suggested that approximately 0.86 out of every child possessing pre-number concepts.
