Matematik Dersine Bağlılık Ölçeği’nin Türkçeye Uyarlama Çalışması

Year 2017, Volume: 8 Issue: 1, 28 - 51, 12.01.2017

Sacide Güzin Mazman Akar , Osman Birgin , Büşra Göksu Kübra Uzun Büşra Gümüş Elif Seval Peker

https://doi.org/10.16949/turkbilmat.286926

Abstract

Bu araştırmanın amacı Rimm-Kauffman (2010)
tarafından geliştirilen “Matematik Dersine Bağlılık Ölçeği”ni Türkçeye
uyarlamak,  geçerlik ve güvenirlik
çalışma sonuçlarını ortaya koymaktır. Çalışma grubunu “Matematik Dersine
Bağlılık Ölçeği’ni” yanıtlayan 602 ortaokul öğrencisi oluşturmaktadır. Orijinal
ölçek 13 madde ve üç faktörden (sosyal, duyuşsal ve bilişsel) oluşmaktadır.
Ölçeğin test tekrar test güvenirlik katsayısı .591 hesaplanırken, iç tutarlılık
katsayısı .872 olarak elde edilmiş ve maddelerin birbiri ile ilişkisini
gösteren madde-toplam korelasyonlarının .30 ile .66 arasında değer aldığı
saptanmıştır. Ölçeğin yapı geçerlik çalışmaları için birinci ve ikinci düzey
doğrulayıcı faktör analizleri yapılmıştır. Yapılan doğrulayıcı faktör
analizleri sonunda ölçeğin orijinal ölçekteki gibi “sosyal”, “bilişsel” ve
“duyuşsal” bağlılık olmak üzere üç faktörden oluştuğu doğrulanmış ve kurulan
modellerin iyi uyum gösterdiği belirlenmiştir. Analizler sonucunda, ölçeğin
Türkçe formunun geçerli ve güvenilir bir ölçme aracı olarak matematik bağlılığı
ile ilgili çalışmalarda kullanılabilir olduğu ifade edilebilir.

Keywords

Öğrenci bağlılığı, matematik dersine bağlılık, ölçek uyarlama

Adaptation of Student Engagement in Mathematics Scale into Turkish

Abstract

The purpose of this study
is to adapt “Student Engagement in Mathematics Scale”, developed by
Rimm-Kauffman (2010), into Turkish and to determine validity and reliability of
the scale in Turkish form. The study group is consisted of 602 secondary school
students. The original scale consisted of 13 items with three factors (social,
emotional and cognitive). Adapted scale’s test-retest reliability coefficient
was found .591 and Cronbach alpha value was found .872. Item-total correlations
of scale items ranged between .30 to .66. First order and second order
confirmatory factor analyses were executed for construct validity. As a result
of confirmatory factor analyses, the scale was confirmed consisting of three
factors namely “social”, “cognitive” and “emotional” as in original scale. These
results showed that Turkish form of the scale, being reliable and valid, can be
used in studies related to mathematics engagement.

Keywords

Student engagement, math engagement, scale adaptation

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