ÇOKLUORTAM ÖĞRENME MATERYALİNE BAĞLANMA ÖLÇEĞİ: GELİŞTİRME, GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Öz

Bu çalışmada, e-öğrenme kapsamında öğrencilerin sözel ve görsel bilgi gösterimlerinin birlikte kullanıldığı çokluortam öğrenme materyallerine bağlanmasını bilişsel, duygusal ve davranışsal boyutlarda ölçmek amacıyla likert türü bir ölçek geliştirilmesi amaçlanmıştır. Öncelikle, alanyazında hazırlanan ölçekler, bilişsel, duygusal ve davranışsal bağlanma göstergeleri incelenerek madde havuzu oluşturulmuştur. Daha sonra uzman görüşü alınarak ölçeğin pilot uygulaması yapılmış ve sonucunda maddeler düzenlenmiştir. Araştırmanın çalışma grubunu çeşitli bölümlerde okumakta 403 üniversite öğrencisi oluşturmaktadır. Katılımcılara öncelikle önceden hazırlanmış bir çokluortam öğrenme materyali çalıştırılmış, ardından 46 maddelik ölçek uygulanmıştır. Açımlayıcı faktör analizi sonucunda bilişsel, duygusal ve davranışsal üç boyutlu yapının ortaya çıktığı belirlenmiştir. Açıklanan toplam varyans %62,86 olarak bulunmuştur. Doğrulayıcı faktör analizinde ilişkili üç faktörlü model ile en iyi uyum değerleri yakalanmıştır. Daha sonra yapı geçerliliği kapsamında yapılan yakınsama ve ıraksama geçerliliği analizleriyle birlikte bilişsel faktörde dört, duygusal faktörde beş ve davranışsal faktörde dört olmak üzere toplam 13 maddelik ölçek formuna ulaşılmıştır. Son olarak ikinci sıralı faktör analizi bilişsel, duygusal ve davranışsal faktörlerin genel bir bağlanma yapısı altında toplandığı gözlemlenmiştir. Analizler sonucunda ölçeğin geçerli ve güvenilir olduğu raporlanmıştır.

Anahtar Kelimeler

• bağlanma,çokluortamla öğrenme,bağlanma ölçeği

MULTIMEDIA LEARNING MATERIAL ENGAGEMENT SCALE: DEVELOPMENT, VALIDITY AND RELIABILITY STUDY

Abstract

In this study, within the context of e-learning, it is aimed to develop a likert type scale in order to measure student engagement to multimedia learning materials that include visual and verbal representations. First of all, an item pool was generated for student engagement which is reported to have cognitive, emotional and behavioral dimensions in the literature. Pilot implementation of the scale was run after taking experts’ opinions and then items we reorganized according to this feedback. The participants consisted of 403 undergraduate students from various departments. They were first requested study a multimedia learning material and then asked to fill out the engagement scale with 46 items. As a result of exploratory factor analysis, it was determined that student engagement has three dimensional structure; cognitive engagement, emotional engagement and behavioral engagement. The total variance explained was 62.86%. In the confirmatory factor analysis, the best fit index values were obtained for correlated three-factor model. Later, convergence and divergence validity analyzes were conducted for construct validity, and we reached a scale form consisting of 13 items; four in cognitive factor, five in emotional factor and four in behavioral factor. Finally, it was found that these three dimension were gathered under a general engagement structure as a result of the second order factor analysis. These findings showed that multimedia learning material engagement scale was valid and reliable.

Keywords

• engagement,multimedia learning,engagement scale

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