Therefore, the CBAM and the TEOII were
utilized as the inspirational models to create
measurable categories specific to students’ attitudes
and their implications toward STEM. Both
foundational pieces address key attributes vital to the concerns of the researcher and the desired
instrument, the elements of progressive change
within an individual and the affective characteristics
of such progressive change. The categories
were established by observable similarities
between the CBAM and TEOII materials in conjunction
with measuring the affective domain. A
panel of experts in or related to the field of
STEM and STEM education was assembled to
review these items. Each expert was provided
with the four preliminary categories created by
the researcher. The list provided to the experts is
displayed in Table 1.