Student Centered Education Scale: A Validity and Reliability Study

Year 2017, , 93 - 103, 15.01.2017

Zeynep Boyaci Seyma Sahin Hayriye Merve Eris Hasirci Abdurrahman Kilic

https://doi.org/10.12973/eu-jer.6.1.93

Abstract

The purpose of the study is to develop a valid and reliable scale to measure the teachers’ levels of student-centered education practices. The Exploratory Factor Analysis sample included a total of 426 teachers and the Confirmatory Factor Analysis of the scale was conducted on a total of 160 teachers working in the province of Duzce during the spring term of 2014-2015 education year. Exploratory Factor Analysis was performed to test the construct validity of the scale and the model was tested through the Confirmatory Factor Analysis. For the reliability, Cronbach’s Alpha internal coefficient was calculated and item analysis was performed based on the corrected item total correlation. The final form of the scale included 32 items and one dimension. These 32 items explained 40.04% of the total variance. The results of the item total correlation analysis indicated that none of the item was below 0.30 and the lowest item correlation coefficient was 0.51. Cronbach’s Alpha was found to be 0.95 for the internal consistency of the scale. The reliability and validity results for the Student-Centered Education Scale suggest that this scale is a reliable and valid tool to measure the levels of student-centered educational practices among teachers

Keywords

Student centered education, student centered education scale, validity, reliability

References

• Akpinar, B. & Aydin, K. (2007). Change in education and teachers’ perceptions of change. Education and Science, 32(144), 71-80.
• Artvinli, E. (2010). Configuring of Geography lessons: Design of a lesson based on action research. Marmara Geography Journal, 21, 184-218.
• Brackenbury, T. (2012). A qualitative examination of connections between learner-centered teaching and past significant learning experiences. Journal of the Scholarship of Teaching and Learning, 12(4), 12-28.
• Bulut, I. (2008). Teacher views on student-centered practices in the new Primary Education Curriculum. Educational Administration: Theory and Practice, 56, 521-546.
• Buyukozturk, S. (2007). Sosyal bilimler icin veri analizi el kitabi. Ankara: Pegem A.
• Cokluk, O., Sekercioglu, G. & Buyukozturk, S. (2014). Sosyal bilimler icin cok degiskenli istatistik SPSS ve LISREL uygulamalari. Ankara: Pegem A.
• Daigle, M. A. (2000). The Learner-Centered Classroom: Helping Teachers Apply Constructivist Principles to Standards-Based Teaching and Assessment (Unpublished doctoral dissertation). Nova Southeastern University, USA.
• Demirdas, C. (2013). 4th Grade Elementary Course in Religious Culture and Ethics According to Active Learning Methods in the Handling of Educations. (Unpublished dissertation theses). Hitit University, Corum.
• Freiberg, H. J. & Lamb, S. M. (2009). Dimensions of person-centered classroom management. Theory Into Practice, 48, 99–105.
• Gultekin, M., Karadag, R. & Yilmaz, F. (2007). Constructivism and its reflections to teaching applications. Anadolu University Journal of Social Sciences, 7(2), 503-528.
• Gorsuch, R. L. (1974). Factor analysis. Philadelphia, London, Toronto: Saunders Company.
• Hains, B. J. & Smith, B. (2012). Student-centered course design: Empowering students to become self-directed learners. Journal of Experiential Education, 35(2), 357–374.
• Howell, C. L. (2006). Student Perceptions of Learner-Centered Education. Annual Conference of The Northern Rocky Mountain Educational Research Association.
• Hutcheson, G. D. & Sofroniou, N. (1999). The multivariate social scientist: Introductory statistics using generalized linear models. London: Sage Publications.
• Karacelil, S. (2010). The problems of Religious Culture and Moral Knowledge Courses at high school level: The example of Sirnak Province. Journal of Harran University Faculty of Theology, 143-163.
• Kilic, A. (2010). Learner-centered micro teaching in teacher education. International Journal of Instruction, 3, 77-100.
• Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford.
• Koc, G. E. & Demirel, M. (2008). The effects of constructivist learning environments on learners' affective and cognitive learning outcomes. Journal of Turkish Educational Sciences, 6(4), 629-661.
• Koc, C. (2014). Scale of attitudes towards using student-centered teaching methods and techniques: Validity and reliability study. Electronic Journal of Social Sciences, 13(49), 150-170.
• Maden, S., Durukan, E. & Akbas, E. (2011). Primary school teachers' perceptions of student centered teaching. Mustafa Kemal University Journal of Social Sciences Institute, 8(16), 255-269.
• Marsh, H. W., Hau, K. T. & Wen, Z. (2004). In search of golden rules: Comment on hypothesistesting approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings. Structural Equation Modeling, 11, 320-341.
• McDonal, R. P. & Moon-Ho, R. H. (2002). Principles and practice in reporting structural equation analyses. Psyhological Methods, 75(2), 420-435.
• Mengi, F. & Schreglman, S. (2013). Constructivist class learning environment perception. Gumushane University Electronic Journal of Social Sciences, 7, 160-174.
• Ozguven, I. E. (1994). Psikolojik testler. Ankara: Yeni Dogus Matbaasi.
• Ozturk, D. (2011). Assessment of Social Sciences Learning Environments in Terms of Student-Centered Education (Unpublished dissertation dissertation). Ahi Evran University, Kirsehir.
• Perkins, D. (1999). The many faces of consructivism. Educational Leadership, 6-11.
• Salinas, M. F., Kane-Johnson, S. E. & Vasil-Miller, M. A. (2008). Long-term learning, achievement tests, and learner centered instruction. Journal of the Scholarship of Teaching and Learning, 8(3), 20–28.
• Smart, K. L. & Csapo, N. (2007). Learning by doing: Engaging students through learner-centered activities. Busines Communication Quarterly, 70(1), 451-457.
• Sumer, N. (2000). Structural equation models: Basic concepts and applications. Turkish Psychological Articles, 3(3), 49-74.
• Simsek, O. F. (2007). Yapisal esitlik modellemesine giris Temel ilkeler ve lisrel uygulamalari. Ankara: Ekinoks.
• Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics (5nd ed.). New York: Allyn and Bacon.
• Tekin, H. (1996). Egitimde olcme ve degerlendirme. Ankara: Yargi Yayinlari.
• Tezbasaran, A. A. (1996). Likert tipi olcek gelistirme kilavuzu. Ankara: Turk Psikoloji Dernegi.
• Valls, F. R. & Ponce, G. A. (2013). Classroom, the we space: Developing student-centered practices for second language learner (SLL) students. Education Policy Analysis Archives, 21(55), 1-22.
• Wohlfarth, D., Sheras, D., Bennett, J. L., Simon, B., Pimentel, J. H. & Gabel, L.E. (2008). Student perceptions of learner-centered teaching. A Journal of Scholarly Teaching, 3, 67-74.