A Pilot Study on the Evaluation of the Integrated Science Curriculum in Zhejiang Province Using the CIPP Model

Abstract

This pilot study examined the psychometric properties of a questionnaire developed to evaluate the implementation of the Integrated Science Curriculum in Zhejiang Province, China, using the CIPP (Context, Input, Process, Product) model as the guiding framework. The instrument initially contained 91 items, reduced to 88 after expert review and content validity testing. Data were collected from 93 lower secondary science teachers across three urban and rural schools. Normality analysis showed skewness and kurtosis values within acceptable ranges, confirming approximate normal distribution. Reliability tests indicated strong internal consistency, with Cronbach’s ? values exceeding 0.7 for all constructs. Exploratory factor analysis supported the structural validity of the instrument, with KMO values above 0.6, Bartlett’s test significant at p < 0.05, factor loadings above 0.5, and cumulative explained variance surpassing 60% across all dimensions. The findings demonstrate that the questionnaire possesses robust psychometric quality and is appropriate for large-scale application. This pilot validation ensures the reliability and validity of subsequent confirmatory factor analysis and structural equation modelling, while providing methodological evidence for evaluating integrated science curricula in the Chinese context.