Scale for the Views about Computer Presentations (SVCP): Study of Validity and Reliability

Year 2020, , 220 - 233, 31.01.2020

Selami Yeşilyurt Cüneyt Çapraz

https://doi.org/10.24106/kefdergi.3514

Abstract

The aim of this study is to develop a reliable and valid scale which is going to allow one to detect the views about computer presentations. For this purpose, firstly an item pool which includes 82 items is composed. After then, content validity and face validity were done according to the expert views. After the analyses, 58 items left. Those 58 items are prepared as a 5 point Likert Type scale and applied to 366 teacher candidates. The data obtained from the application is analyzed with SPSS 20.0 statistics software. The discrimination power of each item in the scale is detected by looking at the item total correlation. And the 24 items which have low reliability values are excluded from the scale. Exploratory factor analysis is performed to detect validity of the structure. As a result of the analysis a structure with 3 factors and 29 items is obtained. The structure explains 41.324% of total variance and is considered as valid. Cronbach Alpha internal consistency coefficient for the whole scale is estimated as 0.897. With this status of the scale, one can say that it is a highly reliable scale

Keywords

computer presentation, views, scale construction

Bilgisayar Sunumlarına Yönelik Görüşler Ölçeği (BSYGÖ): Geçerlik ve Güvenirlik Çalışması

Abstract

Bu çalışmanın amacı, bilgisayar sunumlarına yönelik görüşlerin tespit edilmesini sağlayacak geçerli ve güvenilir bir ölçeğin geliştirilmesidir. Bu amaçla öncelikle madde havuzu (82 madde) oluşturulmuştur. Sonrasında konu uzmanlarının görüşlerinden yola çıkarak yüzey ve kapsam geçerlik analizleri yapılmıştır. Analizler sonrası kalan 58 madde Likert tipinde 5’li değerlendirmeye sahip deneme formu şeklinde hazırlanarak toplam 366 öğretmen adayına uygulanmıştır. Uygulamanın sonunda elde edilen verilerin analizinde SPSS 20.0 istatistik programından yararlanılmıştır. Ölçekteki her bir maddenin ölçme gücü madde-toplam korelasyonu bakılarak yapılmış, düşük güvenirliğe sahip 24 madde ölçekten çıkarılmıştır. Ölçeğin yapı geçerliğini belirlemek amacıyla yapılan açımlayıcı faktör analizi sonucunda toplam varyansın %41.324’ini açıklayan ve anlamlı olarak kabul edilen 3 faktörlü, 29 maddeden oluşan bir yapı elde edilmiştir. Ölçeğin genelinden elde edilen Cronbach Alpha iç tutarlık katsayısı 0,897 olarak hesaplanmıştır. Bu haliyle ölçeğin yüksek derecede güvenilir olduğu söylenebilir.

Keywords

bilgisayar sunumu, görüşler, ölçek geliştirme

References

• Abdelrahman L. A. M., ve Attaran M., Chin, H. L. (2013). What does PowerPoint mean to you? Procedia - Social and Behavioral Sciences 103: 1319 – 1326.
• Akçay H, Feyzioglu B., ve Tüysüz C (2003). The effect of computer simulations on students’ success and attitudes in teaching chemistry. Educational Sciences: Theory & Practice, 3 (1), 7-26.
• Akdag, M., ve Tok, H. (2008). Effect of traditional instruction and power point presentation supported instruction on students’ accessibility. Education and Science, 33 (147), 26-34.
• Alkan, C. (2011). Education technology (8th Ed.). Ankara: Anı Publishing. 240.
• Allen, M. J., ve Yen, W. M. (2002). Introduction to measurement theory (2nd ed.). Prospect Heights, IL: Waveland Press. s.310.
• Alothman, M., Robertson, J., ve Michaelson, G. (2017). Computer usage and attitudes among Saudi Arabian undergraduate students. Computers & Education, 110: 127-142.
• Ayre, C., Scally, A. J. (2014). Critical values for Lawshe’s content validity ratio revisiting the original methods of calculation. Measurement and Evaluation in Counseling and Development, 47 (1), 79-86. DOI: 10.1177/0748175613513808.
• Babadağı, İ. (2015). Sunumlarda fark yaratmanızı sağlayacak 5 alternatif. <http://www.kigem.com/sunumlarda-farkyaratmanizi-saglayacak-5-alternatif.html> (13.11.2016).
• Bartsch, R. A., ve Cobern, M. K. (2003). Effectiveness of PowerPoint presentations in lectures. Computers & Education, 41 (1), 77-86. https://doi.org/10.1016/S0360-1315(03)00027-7
• Basham, A., ve Sedlacek, W. E. (2009). Validity. In american counseling association (Ed.), The ACA encyclopedia of counseling. Alexandria, VA: American Counseling Association.
• Baştürk, R. (2008). Applying the many‐facet Rasch model to evaluate PowerPoint presentation performance in higher education, Assessment & Evaluation in Higher Education, 33 (4), 431-444, DOI: 10.1080/02602930701562775
• Berney S., ve Bétrancourt M. (2016) Does animation enhance learning? A meta-analysis. Computers & Education, 101, 150-167.
• Bland, M. (2008). Measurement in health and disease: The validity of measurement methods. https://www-users.york.ac.uk/~mb55/msc/clinimet/week8/valid_compact.pdf 6.5.2019.
• Brinkman. W.-P. (2009). Design of a questionnaire ınstrument. handbook of mobile technology research methodspp. p. 31-57. Netherlands: Nova Publisher. ISBN 978-1-60692-767-0.
• Bryman, A., ve Cramer, D. (2005). Quantitative data analysis with SPSS 12 and 13. Routledge: London.
• Büyükozturk, S. (2019). Sosyal bilimler için veri analizi el kitabı. İstatistik, Araştırma Deseni SPSS Uygulamaları ve Yorum (25. Baskı). Pegem A Yayıncılık, Ankara, 224s. ISBN: 9789756802748.
• Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramalar ve ölçek geliştirmede kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, sayı 32 (güz), s. 470-483.
• Büyüköztürk, Ş. (2005). Anket geliştirme. Türk Eğitim Bilimleri Dergisi, 3 (2), 133-151.
• Chiang W.W., ve Liu C. J (2014). Scale of academic emotion in science education: development and validation. Int. J. Sci. Educ. 36 (6), 908–928.
• Chou P. N., Chang C. C., ve Lu P. F. (2015). Prezi versus PowerPoint: The effects of varied digital resentation tools on students’ learning performance. Computers & Education, 91, 73-82. https://doi.org/10.1016/j.compedu.2015.10.020.
• Comrey, L. A., ve Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Hillside, NJ: Lawrence Erlbaum Associates.
• Çakmur, H. (2012). Measurement-reliability-validity in research. TAF Prev Med Bull 2012; 11(3), 339-344.
• Çankaya, F., ve Dinç, E. (2009). Powerpoint ve klasik usulde muhasebe eğitimi alan öğrenciler arasındaki farklılıkların tespiti: Karadeniz Teknik Üniversitesinde bir araştırma. Kocaeli Üniversitesi Sosyal Bilimler Dergisi, (17) 1: 27-52. Retrieved from http://dergipark.org.tr/kosbed/issue/25703/271221.
• Delice, A., ve Ergene, Ö. (2015). Ölçek geliştirme ve uyarlama çalışmalarının incelenmesi: Matematik eğitimi makaleleri örneği. Karaelmas Journal of Educational Sciences. 3, 60-75.
• DeVellis, R. F. (2003). Scale development: Theory and applications (2nd ed., Vol. 26). Thousand Oaks, CA: Sage Publications. 171p.
• Deviant, S. (2011). The practically cheating statistics handbook, Andale Publishing, LLC, December 20, 200p. ISBN: 978-0578099095.
• Doymuş, K., ve Koç, Y. (2012). Application in the classroom of cooperative learning model of science and technology teachers. Dicle University Journal of Ziya Gökalp Education Faculty, 19: 174-183.
• Dunteman, G. H. (1989). Principal components analysis. Quantitative Applications in the Social Sciences. Sage Publications, 96p.
• Ercan, İ., ve Kan, İ. (2004). Ölçeklerde güvenirlik ve geçerlik. Uludağ Üniversitesi Tıp Fakültesi Dergisi, 30 (3), 211-216.
• Fraenkel J. R., Wallen N. E., ve Hyun H. H. (2012). How to design and evaluate research in education (8th Ed.). Boston: McGraw-Hill Education, 642p.
• Gorsuch, R. L. (1983). Factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Goto, M., ve Kashihara, A. (2016). Understanding presentation document with visualization of connections between presentation slides. Procedia Computer Science, 96: 1285-1293 https://doi.org/10.1016/j.procs.2016.08.173
• Hair, J. F., Black, Jr. W. C., Babin, B. J., ve Anderson, R. E. (2010). Multivariate data analysis (7th Ed.). Upper Saddle River, NJ: Prentice Hall, 734 p.
• Halıcı, N. (2010). Powerpoint’e alternatif en iyi 10 sunum aracı. <https://bianet.org/biamag/bilisim/124702-powerpointe-alternatif-en-iyi-10-sunum-araci> (3.8.2018).
• Jeno, L. M., Grytnes, J. A., ve Vandvik, V. (2017). The effect of a mobile-application tool on biology students’ motivation and achievement in species identification: A Self-Determination Theory perspective. Computers & Education, 107: 1-12. http://dx.doi.org/10.1016/j.compedu.2016.12.011
• Judd, C. M., Eliot, E. R, ve Kidder, H. (1991). Research Methods in Social Relations. New York: Harcourt Brace Jovanovich College PupHshers.
• Kalaycı, Ş. (2016). SPSS uygulamalı çok değişkenli istatistik teknikleri (7. Baskı). Ankara: Asil Yayın Dağıtım, 426 p.
• Keşan, C. ve Kaya, D. (2007). Bilgisayar destekli temel matematik dersi öğretimine sınıf öğretmenliği öğrencilerin bakış açıları. Bilim, Eğitim ve Düşünce Dergisi, 7(1). (http://www.universite-toplum.org/text.php3?id=305 Erişim Tarihi: 23.12.2016).
• Lawshe, C. H. (1975) A quantitative approach to content validity. Personnel psychology, 28(4), 563-575.
• Leech, N. L., Barrett, K. C. ve Morgan, G. A. (2005) SPSS for intermediate statistics: Use and interpretation (2th Ed.). Lawrence Erlbaum Associates, Publishers, Mahwah, New Jersey, London, 240 p.
• Likert, R. (1932). The Method of Constructing an Attitude Scale, in Fishbein, M. (Ed) (1967). Readings in Attitude Theory and Measurement. New York: John Willey & Sons, Inc., pp. 90 – 95.
• McMillan, J. H. ve Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed.). New York, NY: Pearson.
• Nevo, B. (1985). Face validity revisited. Journal of Educational Measurement, 22. 287–293.
• Nunnally, J. C. ve Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York, NY: McGraw-Hill, Inc. 752pp. https://doi.org/10.1177/014662169501900308
• Ogunkola, B. J. (2008). Computer attitude, ownership and use as predictors of computer literacy of science teachers in Nigeria. International Journal of Environmental and Science Education, 3 (2), 53-57.
• Otrar, M. ve Argın, F. S. (2015). Öğrencilerin sosyal medyaya ilişkin tutumlarını belirlemeye yönelik bir ölçek geliştirme çalışması. Eğitim ve Öğretim Araştırmaları Dergisi, 4 (1), 391-403.
• Öğüt, H., Altun A. A., Sulak, S. A. ve Kocer, H. E. (2004). Bilgisayar destekli, internet erişimli interaktif eğitim CD’si ile eğitim. The Turkish Online Journal of Educational Technology-TOJET, 3 (1), 67-74.
• Pala, F. K. ve Mıhcı, P. (2017). Opinions of teacher candidates on presentation programs. 11. International Computer& Instructional Technologies Symposium (24-25-26 May 2017) Abstract Book. İnönü Üniversitesi Kongre Kültür Merkezi Malatya, s.739-741 http://icits2017.inonu.edu.tr/dosya/1494001028016221000.pdf
• Pohlmann, J. T. (2004). Use and interpretation of factor analysis in the journal of educational research: 1992–2002. J Educ Res, 98(1): 14–23
• Rubio, D. M, Berg-Weger, M., Tebb, S., Lee, S. ve Rauch, S. (2003). Objectifying content validity: Conducting a content validity study in social work research. Social Work Research (ProQuest Psychology Journals), 27 (2), s.94-104.
• Sharma, S. S. (1996). Applied multivariate techiques. John Wiley & Sons, Inc., Canada. 493p.
• Shuttleworth, M. (2016). Content validity. Retrieved from https://explorable.com/content-validity.html.
• Somyürek, S. ve Yalın, H. İ. (2007). The effects of advance organizers existence in computer aided instructional software on field dependent and field independent students’ academic achievement. Türk Eğitim Bilimleri Dergisi, 5 (4), 587-607.
• Stacy, G. S. ve Thiel, S. G. (2017). Use of hyperlinks in powerpoint presentations as an educational tool. Academic Radiology, 24 (10), 1318-1324. https://doi.org/10.1016/j.acra.2017.03.018
• Stebner, F., Kühl, T., Höffler, T. N., Wirth, J., ve Ayres, P. (2017). The role of process information in narrations while learning with animations and static pictures. Computers & Education, 104: 34-48.
• Stevens, J. P. (2002). Applied multivariate statistics for the social sciences. New Jersey: Lawrance Erlbaum Association, Inc.
• Susskind, J. E. (2005). PowerPoint’s power in the classroom: enhancing students’ self-efficacy and attitudes. Computers & Education, 45: 203-215.
• Szaba, A., ve Hastings, N. (2000). Using IT in the undergraduate classroom: Should we replace the blackboard with PowerPoint? Computers & Education, 35: 175-187. DOI: 10.1016/S0360-1315(00)00030-0
• Tabachnick, B. G. ve Fidell, L. S. (2013). Using multivariate statistics (6th Edition). Pearson/A&B, Boston, 983p. ISBN-13: 978-0-205-89081-1
• Tay, B. ve Yıldırım, K. (2013). The effect of computer assisted instruction on achievement in life studies instruction, and student views about computer-assisted instruction. Uşak Üniversitesi Sosyal Bilimler Dergisi, 12: 84-110.
• Teo, T. (2010). Examining the influence of subjective norm and facilitating conditions on the intention to use technology among pre-service teachers: a structural equation modeling of an extended technology acceptance model. Asia Pac. Educ. Rev., 11 (2), 253–262.
• Tezbaşaran, A. (2008). Likert tipi ölçek hazırlama kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları.
• Uşun, S. (2000). Dünyada ve Türkiye’de bilgisayar destekli öğretim. Ankara: PegemA Yayıcılık, 335s.
• Uz, Ç., Orhan F. ve Bilgiç, G. (2010). Prospective teachers’ opinions on the value of PowerPoint presentations in lecturing. Procedia Social and Behavioral Sciences 2: 2051–2059. https://doi.org/10.1016/j.sbspro.2010.03.280.
• Veneziano, L. ve Hooper, J. (1997). Research notes. A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior, 21 (1), 67-70.
• Waltz, C. F., Strickland, O. ve Lenz, E. R. (2010). Measurement in nursing and health research. Springer Publishing Company, New York.
• Wilson, F. R., Pan, W. ve Schumsky, D. A. (2012). Recalculation of the critical values for Lawshe’s content validity ratio. Measurement and Evaluation in Counseling and Development, 45: 197–210. Doi: 10.1177/0748175612440286.
• Wong, S. L. (2013). Assessing the relationship between student teachers' computer attitudes and learning strategies in a developing country. Int. J. of Quantitative Research in Education, 1, 3-19. DOI: 10.1504/IJQRE.2013.055638
• Worthington, D. L. ve Levasseur, D. G. (2015). To provide or not to provide course PowerPoint slides? The impact of instructor-provided slides upon student attendance and performance. Computers & Education 85: 14-22.
• Yeşilyurt, S. ve Çapraz, C. (2018). Ölçek geliştirme çalışmalarında kullanılan kapsam geçerliği için bir yol haritası. Erzincan Üniversitesi Eğitim Fakültesi Dergisi. 20 (1), 251-264.