Development of flipped mathematics classroom acceptance scale for middle school students

Abstract

This study aims to develop a valid, and reliable scale to measure middle school students' acceptance levels of flipped mathematics classrooms. The study was conducted with three study groups (n1 = 326, n2 = 721, n3 = 84) consisting of middle school students (5th-8th grades). In the scale development process, the researchers employed a sequential exploratory mixed-methods research design, following both qualitative procedures (literature review, expert opinions, and student opinions) and quantitative procedures (construct validity, nomological validity, convergent validity, discriminant validity, criterion validity, and internal consistency reliability). In the study, the results of the validity and reliability analyses of the Flipped Mathematics Classrooms Acceptance Scale (FMCAS), which consists of 38 items and 6 factors on a 5-point Likert-type scale, were found to be at the desired level. As a result, a valid and reliable scale was developed and approved for middle school students within the scope of the research.

Keywords

• Middle school
• Scale development
• Mathematics
• Flipped classroom
• Acceptance

References

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