Öğretmenlerin Yapay Zeka Tutum Ölçeğinin Geliştirilmesi: Bir Geçerlilik ve Güvenirlik Çalışması

Abstract

Bu nicel araştırmanın amacı, öğretmenlerin yapay zekâya yönelik tutumlarını belirlemeye yönelik bir ölçme aracı geliştirmektir. Araştırmanın çalışma grubunu, 385 öğretmen oluşturmaktadır. Başlangıçta 34 maddeden oluşan ölçek taslağı, bu gruba uygulanarak geçerlik ve güvenirlik analizleri gerçekleştirilmiştir. Ölçeğin Kaiser-Meyer-Olkin (KMO) değeri .970, Bartlett Küresellik Testi sonucu ise χ² = 6965.978, df = 253, p < .001 olarak bulunmuştur. Yapılan Açıklayıcı Faktör Analizi (AFA) sonucunda faktör yükü düşük olan ve binişiklik oluşturan 6 madde ile düzeltilmiş madde-toplam korelasyonu düşük olan 1 madde ölçekten çıkarılmış, böylece 23 maddelik 5’li Likert tipi bir ölçek elde edilmiştir. Kapsam geçerliliği uzman görüşleriyle sağlanan ölçek üzerinde daha sonra yapılan Doğrulayıcı Faktör Analizi (DFA) sonucunda faktör yükü düşük olan 1 maddenin daha çıkarılmasıyla, ölçeğin nihai hali 22 madde olarak belirlenmiştir. Ölçek maddeleri ile alt boyutlar arasındaki ilişkileri belirlemek amacıyla hesaplanan Pearson korelasyon katsayıları, ölçek ile alt boyutları arasında yüksek ve anlamlı ilişkiler olduğunu göstermiştir. Ayrıca, ölçeğin iç tutarlılığına ilişkin yapılan analizde Cronbach Alfa katsayısı 0,965 olarak saptanmış, bu da ölçeğin yüksek düzeyde güvenilir olduğunu ortaya koymuştur. Sonuç olarak, elde edilen bulgular doğrultusunda geliştirilen bu ölçeğin, öğretmenlerin yapay zekâya yönelik tutumlarını geçerli ve güvenilir bir biçimde ölçebilecek nitelikte olduğunu göstermiştir.

Keywords

• Yapay Zeka
• Öğretmenler
• Ölçek Geliştirme
• Güvenirlik

Development of Teachers’ Attitude Scale Towards Artificial Intelligence: A Validity and Reliability Study

Abstract

The primary aim of this quantitative study is to develop a measurement tool designed to assess teachers’ attitudes toward artificial intelligence (AI). The study included 385 teachers. Initially, a draft version of the scale comprising 34 items was administered to this group, and validity and reliability analyses were conducted accordingly. The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy was found to be .970, and the result of Bartlett’s Test of Sphericity was χ² = 6965.978, df = 253, p < .000, indicating that the data were suitable for factor analysis. As a result of the EFA, six items with low factor loadings or cross-loadings and one item with a low corrected item-total correlation were removed, yielding a 23-item Likert-type scale. Then, a CFA was performed. Accordingly, one additional item with a low factor loading was excluded, resulting in a final version of the scale comprising 22 items. Pearson correlation indicated strong and statistically significant correlations between the sub-factors of the instrument. Furthermore, the internal consistency of the scale was supported by a Cronbach’s alpha coefficient of .965, demonstrating a high level of reliability. In conclusion, the findings suggest that the developed scale is a valid and reliable instrument for measuring teachers' attitudes toward artificial intelligence.

Keywords

• Artificial Intelligence
• Teachers
• Scale Development
• Reliability

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