Fennema - Sherman Mathematics Attitude Scales: Adaptaition to Turkish Culture

Year 2019, Volume: 9 Issue: 1, 208 - 223, 15.04.2019

Mithat Takunyacı Ercan Masal Melek Masal Özkan Ergene Kübra Erden

https://doi.org/10.19126/suje.533645

Cited By: 1

Abstract

Abstract. The aim of this study is to adapt the
Fennema-Sherman Mathematics Attitude Scales developed by Fennema and Sherman
in 1976 to Turkish language and culture. Data were collected from 1123 middle-school
students and 967 high-school students a in order to adapt the scale to Turkish
culture. The scale was first translated from its original version in English
to Turkish by three linguists, and then the translation was revised upon
consultation with two domain experts and one measurement and evaluation
expert. None of the scale items were discarded during these stages. The
construct validity of the Turkish translation of the scale was examined using
exploratory and confirmatory factor analysis and reliability analysis was
conducted using Item Analysis, Cronbach’s Alpha, internal consistency
coefficient, and split-half correlation. Exploratory factor analysis and
reliability calculations were conducted on SPSS 20.0, and the confirmatory
factor analysis calculations were conducted on the Lisrel 8.7 software
package. Following the validity and reliability studies, the scale is composed
of nine subscales and 108 items as in the original form. As a result of the adaptation of the Fennema-Sherman Mathematics
Attitude Scales, a valid and reliable scale suitable for Turkish and Turkish
cultures was obtained.

Keywords

Fennema-Sherman, attitude towards learning mathematics mathematics attitude, scale adaptation

Fennema - Sherman Mathematics Attitude Scales: Adaptaition to Turkish Culture

Abstract

The
aim of this study is to adapt the Fennema-Sherman Mathematics Attitude Scales
developed by Fennema and Sherman in 1976 to Turkish language and culture. Data
were collected from 1123 middle-school students and 967 high-school students a
in order to adapt the scale to Turkish culture. The scale was first translated
from its original version in English to Turkish by three linguists, and then
the translation was revised upon consultation with two domain experts and one
measurement and evaluation expert. None of the scale items were discarded
during these stages. The construct validity of the Turkish translation of the
scale was examined using exploratory and confirmatory factor analysis and
reliability analysis was conducted using Item Analysis, Cronbach’s Alpha,
internal consistency coefficient, and split-half correlation. Exploratory
factor analysis and reliability calculations were conducted on SPSS 20.0, and
the confirmatory factor analysis calculations were conducted on the Lisrel 8.7
software package. Following the validity and reliability studies, the scale is
composed of nine subscales and 108 items as in the original form. As a result
of the adaptation of the Fennema-Sherman Mathematics Attitude Scales, a valid
and reliable scale suitable for Turkish and Turkish cultures was obtained.

Keywords

Fennema-Sherman, attitude towards learning mathematics, scale adaptation

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