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Öğretim Elemanlarının Teknoloji Destekli Sınıflardaki Yeterliklerine İlişkin Öğrenci Algıları Ölçeğinin Türkçeye Uyarlanması

Year 2018, Volume: 7 Issue: 1, 67 - 93, 28.02.2018
https://doi.org/10.14686/buefad.363938

Abstract

DOI: Bu araştırmada, Shih ve Chuang (2013) tarafından geliştirilen “Öğretim Elemanlarının Teknoloji Destekli Sınıflardaki Bilgilerine İlişkin Öğrenci Algıları Ölçeği”nin Türkçeye uyarlanarak, geçerlik ve güvenirlik çalışmalarının yapılması amaçlanmıştır. Türkçeye uyarlanan ölçeğin, öğretim elemanlarının teknoloji destekli sınıflardaki bilgisinin öğrenciler tarafından nasıl algılandığı üzerine odaklanması çalışmanın önemini ortaya koymaktadır. Çalışma kapsamında; (i) çeviri, (ii) geri çeviri, (iii) uzman görüşü, (iv) 25 kişilik bir öğrenci grubuna ilk uygulama ve son inceleme aşamalarından geçirilerek oluşturulan ölçeğin uyarlama formu; (v) geçerlik ve güvenirlik incelemeleri için 430 üniversite öğrencisinden oluşan çalışma grubuna uygulanmıştır. Yapı geçerliğini incelemek amacıyla doğrulayıcı faktör analizi yapılmıştır. Analiz sonucunda iyi uyum değerleri elde edilmiştir (χ2/sd=3.94, RMSEA=0.083, NFI=0.91, NNFI=0.93, CFI=0.94, RMR=0.074). Cronbach alfa güvenirlik katsayısı 0.945, Spearman Brown güvenirlik katsayısı 0.742 ve Guttmann iki yarı güvenirlik katsayısı 0.725 olarak bulunmuştur. Bu sonuçlar, uyarlanan ölçeğin iç tutarlılığının yüksek olduğunu ortaya koymuştur. Türkçeye uyarlanan ölçeğin, orijinal ölçekteki gibi 4 alt boyuta sahip olduğu ve toplam 50 maddeden oluştuğu gözlenmiştir.

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Turkish Adaptation of Instrument for Assessing Undergraduate Students’ Perceptions of Faculty Knowledge in Technology-Supported Class Environments

Year 2018, Volume: 7 Issue: 1, 67 - 93, 28.02.2018
https://doi.org/10.14686/buefad.363938

Abstract

This study is aimed at adapting an instrument for “Assessing College Students’ Perceptions of Faculty Knowledge in Technology-Supported Class Environments” developed by Shih and Chuang (2013) into Turkish by conducting validity and reliability procedures. This study is crucial due to the fact that it focuses on how students perceive teacher’s knowledge in technology-supported classrooms. The adaptation procedure has such stages as (i) translation, (ii) back translation, (iii) experts’ opinion, (iv) pilot assessment to 25 students and final modification, and (v) implementation of the instrument to 430 undergraduate students for validity and reliability studies. For construct validity, confirmatory factor analysis was done. The results showed medium and high goodness-of-fit indices (χ2/df=3.94, RMSEA=0.083, NFI=0.91, NNFI=0.93, CFI=0.94, RMR= 0.074). In terms of the reliability, Cronbach’s alpha reliability coefficient is found to be 0.945; Spearman Brown reliability coefficient is 0.742; and Guttmann split-half reliability coefficient is 0.725. These results showed evidence for a high internal reliability for the instrument. Like the original version of the instrument, Turkish adaptation has also 4 constructs including a total of 50 items.

References

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  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168.
  • Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
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  • Brown, T.A. (2006). Confirmatory factor analysis for applied research. New York: The Guilford Press.
  • Cakir, H. (2013). Use of blogs in pre-service teacher education to improve student engagement. Computers & Education, 68, 244-252.
  • Campbell, T., & Abd-Hamid, N. H. (2013). Technology use in science instruction (TUSI): Aligning the integration of technology in science instruction in ways supportive of science education reform. Journal of Science Education and Technology, 22(4), 572-588.
  • Canbazoğlu Bilici, S. (2012). Fen bilgisi öğretmen adaylarının teknolojik pedagojik alan bilgisi ve özyeterlikleri [The pre-service science teachers’ technological pedagogical content knowledge and their self-efficacy]. Unpublished PhD thesis, Gazi University, Institute of Educational Sciences, Ankara.
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  • Chen, Y.-H., & Jang, S.-J. (2014). Interrelationship between stages of concern and technological, pedagogical, and content knowledge: A study on Taiwanese senior high school in-service teachers. Computers in Human Behavior, 32, 79-91.
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Hlilsdale, NJ: Lawrence Erlbaum Associates. Deniz, K. Z. (2007). Psikolojik ölçme aracı uyarlama [The Adaptation of Psychological Scales]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 40(1), 1-16.
  • Hao, Y. (2016). The development of pre-service teachers’ knowledge: A contemplative approach. Computers in Human Behavior, 60, 155-164.
  • Hew, K. F. (2016). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), 320-341.
  • Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Hsu, C.-K., Hwang, G.-J., Chuang, C.-W., & Chang, C.-K. (2012). Effects on learners’ performance of using selected and open network resources in a problem-based learning activity. British Journal of Educational Technology, 43(4), 606-623.
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  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 Update (4th ed.). Boston: Allyn and Bacon.
  • Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., Clair, L. S., & Harris, R. (2009). TPACK development in science teaching: Measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 70-79.
  • Gülbahar, Y., & Büyüköztürk, Ş. (2008). Değerlendirme tercihleri ölçeğinin Türkçeye uyarlanması [Adaptation of assessment preferences inventory to Turkish]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 148-161.
  • Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Lincolnwood: Scientific Software International, Inc.
  • Karadeniz, Ş., Büyüköztürk, Ş., Akgün, Ö. E., Çakmak, E. K., & Demirel, F. (2008). The Turkish adaptation study of motivated strategies for learning questionnaire (MSLQ) for 12-18 year old children: Results of confirmatory factor analysis. The Turkish Online Journal of Educational Technology, 7(4), 108-117.
  • Kaya, S., & Dağ, F. (2013). Sınıf öğretmenlerine yönelik teknolojik pedagojik içerik bilgisi ölçeği’nin Türkçe’ye uyarlanması [Turkish adaptation of technological pedagogical content knowledge survey for elementary teachers]. Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 291-306.
  • Kaya, Z., Kaya, O. N., & Emre, İ. (2013). Teknolojik pedagojik alan bilgisi (TPAB) ölçeği’nin Türkçeye uyarlanması [Adaptation of Technological Pedagogical Content Knowledge Scale to Turkish]. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2355-2377.
  • Kelloway, E. K. (1998). Using LISREL for structural equation modeling: A researcher’s guide. California: Sage Publications.
  • Knight, S. L., & Waxman, H. C. (1991). Students’ cognition and classroom instruction. In H. C. Waxman, & H. J. Walberg (Eds.), Effective teaching: Current research (pp. 239-255). Berkeley, CA: McCutchan.
  • Koehler, M. J., & Mishra, P. (2012). Using the TPACK image. http://tpack.org/. (Accessed 14 December 2015).
  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762.
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There are 65 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Selma Şenel 0000-0002-5803-0793

Bülent Pekdağ

Mustafa Tuncay Sarıtaş

Publication Date February 28, 2018
Published in Issue Year 2018 Volume: 7 Issue: 1

Cite

APA Şenel, S., Pekdağ, B., & Sarıtaş, M. T. (2018). Turkish Adaptation of Instrument for Assessing Undergraduate Students’ Perceptions of Faculty Knowledge in Technology-Supported Class Environments. Bartın University Journal of Faculty of Education, 7(1), 67-93. https://doi.org/10.14686/buefad.363938

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Bartın University Journal of Faculty of Education