Matematik ve Teknoloji Tutum Ölçeğinin Türkçeye Uyarlanması: Matematik Öğretmen Adayları için Geçerlik ve Güvenirlik Çalışması

Abstract

Matematik öğretiminde teknoloji kullanımı, soyut kavramların görselleştirilmesi sayesinde öğrencilerin matematiksel kavramları ve kavramlar arası bağları keşfetmelerine ve zamanlarını verimli kullanılmasına katkı sağladığından bu araştırmada, Pierce, Stacey ve Barkatsas (2007) tarafından geliştirilen “Mathematics and Technology Attitude Scale (MTAS)” Matematik ve Teknoloji Tutum Ölçeği’ ni (MTTÖ) Türkçe kültürüne uyarlama amacıyla geçerlik ve güvenirlik analizleri yapılmıştır. Araştırmanın örneklemi, İlköğretim Matematik Öğretmenliği programında öğrenim görmekte olan 172 öğretmen adayından oluşmaktadır. Yapılan açımlayıcı ve doğrulayıcı faktör analizlerinde ölçeğin orijinal formu ile uyumlu olduğu görülmüştür. Ölçeğin iç tutarlılık katsayılarının .70’ in üzerinde olması, ölçeğin düzeltilmiş madde-toplam korelasyonlarının .41 ile .72 arasında sıralandığı ve alt-üst %27’lik grupların madde puanlarının karşılaştırılmasına ilişkin t-testi sonuçlarının -14.48 ile -3.36 arasında tüm maddelerin anlamlı olarak bulunması ölçeğin güvenirlik ve geçerlik kriterlerini sağladığını göstermektedir.

Keywords

• Matematik Eğitimi,Ölçek uyarlama,Teknoloji,Tutum,Öğretmen adayı

Adaptation of Mathematics and Technology Attitude Scale (MTAS) into Turkish: Validity and Reliability Studies for Preservice Mathematics Teachers

Abstract

The use of technology in mathematics teaching, through the visualization of abstract concepts, contributes to the exploration of mathematical concepts and inter-conceptual connections and the efficient use of their time. The purpose of the study is to adapt Mathematics and Technology Attitudes Scale (MTAS) to Turkish and to implement validity and reliability studies of the scale. The sample consisted of 172 pre-service teachers who are enrolled in Elementary Mathematics Education Program of one of the state universities. Confirmatory Factor Analysis (CFA) and Exploratory Factor Analysis (EFA) were conducted and it was found that the scale is compatible with the original scale. The fact that the internal consistency coefficient of the scale was above .70, corrected item-total correlations ranged from .41 to .72, and t-test results for the comparison of the item scores of the bottom 27% and top 27% were significant between -14.48 and -3.36 for all items indicates the validity and reliability criteria of the scale.

Keywords

• Mathematics Education,Scale Adaptation,Technology,Attitude,Pre-service Teacher

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