Student Centered Education Scale: A Validity and Reliability Study

Year 2017, Volume: 6 Issue: 1, 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

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