Öğrenme Sorumluluğu Ölçeğinin Geliştirilmesi

Year 2017, , 481 - 503, 30.06.2017

Bahadır Erişti

https://doi.org/10.17522/balikesirnef.356578

Cited By: 2

Abstract

Bu araştırma ile öğrencilerin, okul öğrenmeleriyle ilgili, her
bir ders ve öğrenme alanı ile doğrudan ilişkilendirilebilecek, öğrenme
sorumluluğu kapsamındaki davranışları yerine getirme durumlarının
belirlenebilmesini olanaklı kılacak bir ölçek geliştirilmesi amaçlanmıştır.
Araştırmanın katılımcıları, farklı alanlarda, lisans düzeyinde öğrenim gören
520 üniversite öğrencisidir. Araştırma verileri, açımlayıcı faktör analizi
yoluyla analiz edilmiş ve çözümlenmiştir. Veri çözümleme süreci sonucunda,
öğrenme sorumluluğu ile ilgili davranışları, dört faktör ve 28 madde ile
açıklayan (χ²: 6856,93; df: 351;
p<.000), toplam varyansın yaklaşık % 54’ünü açıklama gücüne sahip bir yapı
elde edilmiştir. Güvenirlik konusunda yapılan analizler, geliştirilen ölçeğin,
oldukça yüksek bir güvenirlik düzeyine (α=.927) sahip olduğunu ortaya
koymaktadır. Elde edilen sonuçlar, bu ölçeğin, öğrencilerin, öğrenme
sorumluluğu kapsamındaki okul içi ve okul dışı davranışları hangi ölçüde yerine
getirdiklerini belirlemek amacıyla kullanılabilecek, yüksek düzeyde geçerlik ve
güvenirliğe sahip bir araç olduğunu göstermektedir.

Keywords

Öğrenme sorumluluğu, öğrenme sorumluluğu davranışları, okul içi öğrenme sorumluluğu davranışları, okul dışı öğrenme sorumluluğu davranışları

Development of A Learning Responsibility Scale

Abstract

The purpose of this research is to develop a scale that will enable to
determine the conditions of fulfillment of students’ behaviors within the scope
of learning responsibility which can be directly related to each course and
learning area in school learning. Participants of the study are 520 university
students studying at undergraduate level in different faculties. Scale
development process was developed in nine stages in the direction of literature
review, subject field experts and linguists, and finalized after pilot
implementation, to the research population. The analysis of the research data
was carried out by means of descriptive factor analysis. As the result of the
data analysis process, a structure with explanatory power of about 54% of the
total variance was obtained which explains the behaviors related to learning
responsibility with four factors and 28 items (χ2: 6856,93, df: 351; p
<.000). The reliability analysis shows that, the scale has a very high level
(α =.927) of reliability. The scale developed is assessed as a validated and
reliable tool that can be used to determine students' fulfillment of in-school
and out-of-school behaviors within the scope of their learning responsibility. 

Keywords

Learning responsibility, learning responsibility behaviors, in-school learning responsibility behaviors, out-of-school learning responsibility behaviors

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