FELDER-SOLOMAN ÖĞRENME STİLLERİ ENVANTERİ (ÖSE)’NİN TÜRKÇE’YE UYARLANMASI VE ÖLÇÜM KALİTESİNİN DEĞERLENDİRİLMESİ

Abstract

Öğrenme Stilleri Envanteri (ÖSE) İngilizce dilinde bir test olup Felder-Silverman Öğrenme Stilleri Modeli (ÖSM)’nin dört boyutunda (yaparak-düşünerek, hissederek-sezgisel, görsel-işitsel, sıralı-bütünsel) öğrenenlerin tercihlerini ölçmek için kullanılmaktadır. Türkçe araştırmalarda ya da yazında kullanılmak üzere ÖSE’nin Türkçe diline tam çevirisi yapılmıştır. Çeviriyi doğrulamak için çoklu ileri ve ters çeviri teknikleri kullanılmış ve dört farklı çevirmen ile çalışılmıştır. Türkçe diline çevrilen ÖSE’nin ayrıca geçerlilik ve güvenirlik testleri Türkiye’de 63 lisans öğrencisine uygulanan iki farklı test ile kontrol edilmiştir. Türkçe diline çevrilen ÖSE için elde edilen Cronbach alfa katsayıları ve test-tekrar yöntemi değerleri, bu envanterin geçerliliğini ve güvenirliliğini test eden çalışmalar arasında en yüksek değerlere sahiptir. Ayrıca bu öğrencilere belli bir aralıkta, iki farklı zamanda uygulanan testlerin sonuçlarının arasında hiçbir farklılık bulunmamıştır. Ek olarak, güvenirlik analizi sonuçları tatmin edicidir. Çalışmanın sonunda sonraki çalışmalar için de önerilerde bulunulmuştur.

Keywords

• Öğrenme Stilleri,Geçerlilik,Öğrenme Stilleri Envanteri,Çoklu İleri Çeviri Tekniği,Ters Çeviri Tekniği,Güvenirlik

ADAPTATION OF THE FELDER-SOLOMAN INDEX OF LEARNING STYLES (ILS) INTO TURKISH AND AN ASSESSMENT OF ITS MEASUREMENT QUALITY

Abstract

The Index of Learning Styles (ILS) is a questionnaire (in English) used to measure preferences of learners on the four dimensions of the Felder-Silverman Learning Style Model (LSM): Active-Reflective, Sensory-Intuitive, Visual-Verbal, and Sequential-Global. To make it suitable for Turkish learners and researchers, we provided a definitive translation of the ILS into Turkish, which we refer to as the Turkish Index of Learning Styles, (T)ILS. To verify the translation, multiple forward and back translation techniques were used and four translators employed. The reliability and validity of the (T)ILS were also checked by conducting two different test administrations to 63 undergraduate students in Turkey. The (T)ILS has the highest Cronbach’s alpha and test-retest reliability values among other studies that have tested its validity and reliability. Besides, no significant differences were found between mean scores of the two test administrations. Furthermore, the factor structure gave evidence of construct validity. Recommendations on further work of (T)ILS are also discussed.

Keywords

• Learning Styles,Index of Learning Styles,Multiple Forward Translation Technique,Back Translation Technique,Reliability,Validity

References

1. Brown, E. (2007). The use of learning styles in adaptive hypermedia. (Doctoral dissertation). University of Nottingham, Nottingham.
2. Brown, E., Brailsford, T., Fisher, T., Moore, A., & Ashman, H. (2006, May). Reappraising cognitive styles in adaptive web applications. In Proceedings of the 15th international conference on World Wide Web (pp. 327-335). ACM.
3. Brown, E., Fisher, T., & Brailsford, T. (2007, September). Real users, real results: examining the limitations of learning styles within AEH. In Proceedings of the eighteenth conference on Hypertext and hypermedia (pp. 57-66). ACM.
4. Carver, C., Howard, R., & Lane, W. D. (1999). Enhancing student learning through hypermedia courseware and incorporation of student learning styles. Education, IEEE Transactions on, 42(1), 33-38.
5. Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Should we be using learning styles? What research has to say to practice. London, Learning and Skills Centre.
6. ETaLD (2005). Reaching them all: Using student learning styles to teach more effectively, Effective Teaching and Learning Department, Baker College.
7. Felder, R. M. & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681. Preceded by a preface in 2002.
8. Felder, R. M., Silverman, L. K. & Soloman, B.A (1996). Index of Learning styles (ILS). North Carolina State University.

9. Felder, R. M. & Spurlin, J. (2005). Applications, reliability and validity of index of learning styles. International Journal of Engineering Education, 21(1), 103-112.
10. Graf, S. (2007). Adaptivity in learning management systems focusing on learning styles. (Doctoral dissertation). Vienna University of Technology, Vienna.
11. Hair, J. F., Tatham, R., L., Anderson, R. E. & Black, W. (1998). Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Prentice Hall, pp. 98-99.
12. Isemonger, I. & Sheppard, C. (2007). A construct-related validity study on a Korean version of the perceptual learning styles preference questionnaire. Educational and Psychological Measurement, 67(2), 357-368.
13. Ku, D. T. & Shen, C.Y. (2009). Reliability, validity, and investigation of the index of learning styles in a Chinese language version for late adolescents of Taiwanese. Adolescence, 44(176), 827-850.
14. Lawa, D.C.S & Meyer, J.H.F. (2010). Adaptation and validation of the Inventory of Learning Styles for quality assurance in a Hong Kong post-secondary education context. Quality in Higher Education, 16(3), 269-283.
15. Leite, W. L., Svinicki, M. & Shi, Y. (2010). Attempted validation of the scores of the VARK: Learning styles inventory with multitrait-multimethod confirmatory factor analysis models. Educational and Psychological Measurement, 70(2), 323-339.
16. Litzinger, T. A., Lee, S. H., & Wise, J. C. (2005). A study of the reliability and validity of the Felder-Soloman Index of Learning Styles. Education, 113, 77.
17. Litzinger, T. A., Lee, S. H., Wise, J.C. & Felder, R. M. (2007). A psychometric study of the index of learning styles. Journal of Engineering Education, 96 (4), 309-319.
18. Livesay, G., Dee, K., Felder, R., Hites, L., Nauman, E., & O’Neal, E. (2002). Statistical evaluation of the index of learning styles. Session, 2430, 16-19.
19. Maxwell, B. (1996). Translation and cultural adaptation of the survey instruments. Third international mathematics and science study (TIMSS) technical report, 1, 159-169.
20. Nilsson, M., Ostergren, J., Fors, U., Rickenlund, A., Jorfeldt, L., Caidahl, K. & Bolinder, G. (2012). Do individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting? BMC Medical Education, 12(5).
21. Platsidou, M. & Metallidou, P. (2009). Validity and reliability issues of two learning style inventories in a Greek sample: Kolb’s Learning Style Inventory and Felder & Soloman’s Index of Learning Style. International Journal of Teaching and Learning in Higher Education, 20 (3), 324-335.
22. Popescu, E. (2010). Adaptation provisioning with respect to learning styles in a Web‐based educational system: an experimental study. Journal of Computer Assisted Learning, 26(4), 243-257.
23. Samanci, N. K. & Keskin, M. O. (2007). The Felder and Soloman Index of Learning Styles: Translation to Turkish and the study of validity-reliability. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi (KEFAL), 8 (2), 37-54.
24. Seery, N., Gaughran, W. F. & Waldmann, T. (2003). Multi-modal learning in engineering education, In Proceedings of the American Society for Engineering Education Annual Conference and Exposition, June 22-25, Nashville, Tennessee.
25. Van Zwanenberg, N., Wilkinson, L. J. & Anderson, A. (2000). Index of learning styles and Honey and Mumford's learning styles questionnaire: How do they compare and how do they predict? Educational Psychology, 20(3), 365-381.