A Study on Development of Perception Scale Regarding 21st Century Learning and Innovation Skills

Abstract

21st-century learning and innovation skills hold a significant position in contemporary educational paradigms and play a crucial role in the educational planning carried out by the Ministry of National Education. These skills enable individuals to develop into more productive, creative, and leadership-oriented, as well as effective persons. In this context, there emerged a necessity to develop a valid and reliable scale to accurately measure students’ perceptions regarding these skills. Accordingly, the developed scale was administered to a total of 630 students studying in various schools across different cities in Türkiye. Exploratory factor analysis was conducted on data obtained from 309 students, while confirmatory factor analysis was applied to data from 321 students. Statistical analyses revealed that the scale consists of 18 items and encompasses three fundamental factors. The Cronbach’s alpha reliability coefficient for the entire scale was calculated as .86, whereas the reliability coefficients for the subfactors ranged between .68 and .95. These comprehensive findings strongly indicate that the developed scale is a valid and reliable instrument for measuring students’ perceptions of twenty-first century learning and innovation skills.

Keywords

• 21st Century Skills
• Learning and Innovation Skills
• Perception Scale
• Scale Development

21. Yüzyıl Öğrenme ve Yenilik Becerilerine İlişkin Algı Ölçeği Geliştirme Çalışması

Abstract

21. yüzyıl öğrenme ve yenilik becerileri, günümüz eğitim anlayışında oldukça önemli bir konumda yer almakta olup, Milli Eğitim Bakanlığı tarafından yapılan eğitim planlamalarında da büyük bir öneme sahiptir. Bu beceriler sayesinde bireyler, daha üretken, yaratıcı, liderlik vasıflarına sahip ve etkin kişiler olarak yetiştirilmektedir. Bu bağlamda, öğrencilerin söz konusu becerilere ilişkin algılarının doğru ve güvenilir bir şekilde ölçülmesine yönelik geçerli bir ölçek geliştirme ihtiyacı ortaya çıkmıştır. Bu amaç doğrultusunda geliştirilen ölçek, Türkiye genelinde farklı şehir ve okullarda öğrenim görmekte olan toplam 630 öğrenciye uygulanmıştır. Uygulama sonucunda elde edilen verilerin 309’una açımlayıcı faktör analizi, 321’ine ise doğrulayıcı faktör analizi yapılmıştır. Yapılan istatistiksel analizler neticesinde, geliştirilen ölçeğin 18 maddeden oluştuğu ve üç temel faktörü içerdiği belirlenmiştir. Ölçeğin tamamı için hesaplanan Cronbach Alfa güvenirlik katsayısı .86 seviyesinde iken, alt faktörlerin güvenirlik katsayıları .68 ile .95 arasında değişiklik göstermektedir. Bu kapsamlı bulgular, geliştirilen ölçeğin öğrencilerin 21. yüzyıl öğrenme ve yenilik becerilerine ilişkin algılarını ölçmekte hem geçerli hem de güvenilir bir araç olduğunu güçlü bir şekilde ortaya koymaktadır

Keywords

• 21. Yüzyıl Becerileri
• Öğrenme ve Yenilik Becerileri
• Algı Ölçeği
• Ölçek Geliştirme

References

1. Aygün, Ş. S., Atalay, N., Kılıç, Z., & Yaşar, S. (2016). The development Aygün, Ş. S., Atalay, N., Kılıç, Z., & Yaşar, S. (2016). The development of a 21st-century skills and competences scale directed at teaching candidates: Validity and reliability study. Pamukkale University Faculty of Education Journal, 40(1), 160–175.
2. Ball, A., Drew, H., & Anderson-Butcher, D. (2010). The 21st century assessment: Measuring 21st-century skills among middle school students. Ohio State University Knowledge Bank. Retrieved December 17, 2020.
3. Boyacı, Ş., & Atalay, N. (2016). A scale development for 21st-century skills of primary school students: A validity and reliability study. International Journal of Instruction, 9(1).
4. Brown, T. A. (2006). Confirmatory factor analysis for applied research (1st ed.). Guilford Publications.
5. Büyüköztürk, Y. D. D. Ş. (2002). Factor analysis: Basic concepts and using to development scale, 32(32), 470-483.
6. Çevik, M., & Şentürk, C. (2019). Multidimensional 21st-century skills scale: Validity and reliability study. Cypriot Journal of Educational Sciences, 14(1), 11–28.
7. Çoban, Ö., Bozkurt, S., & Kan, A. (2019). Developing on Educational Administrators’ 21st-century skills Scale: Study of Validity and Reliability. Kastamonu Education Journal, 27(3), 1059-1071. https://doi.org/10.24106/kefdergi.2572
8. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2018). Multivariate statistics in social sciences: SPSS and LISREL applications. Pegem Akademi.

9. Çolakoğlu, Ö. M., & Büyükekşi, C. (2014). Evaluation of Factors Effecting Exploratory Factor Analysis Process. Karaelmas Journal of Educational Sciences, 2(1), 56-64.
10. EARGED. (2011). 21st-century student profile. Ministry of National Education.
11. Eryılmaz, S. (2020). Data collection tool for students' 21st-century learning skills: A study of validity and reliability. Turkish Studies - Applied Sciences, 15(3), 301–323
12. Gelen, İ. (2017). P21-Program and 21st-century skill frameworks in curriculum and instruction (USA practices). Journal of Interdisciplinary Educational Research, 1(2), 15–29
13. Gorsuch, R. L. (1983). Factor analysis (2nd ed.). Lawrence Erlbaum Associates.
14. Gülen, Ş. B. (2013). Examination of middle school students' 21st-century learning skills and their level of support through information technologies based on gender and grade level (Unpublished master's thesis). Gazi University, Institute of Educational Sciences.
15. Hazar, E. (2019). Investigation of information, media, and technology skills in secondary education in terms of curriculum, process, and product (Doctoral dissertation). Gazi University, Institute of Educational Sciences.
16. Javed, M. S., Athar, M. R., & Saboor, A. (2019). Development of a twenty-first-century skills scale for agricultural universities. Cogent Business & Management, 6(1), 1–23. https://doi.org/10.1080/23311975.2019.1692485 Kalaycı, Ş. (2014). SPSS applied multivariate statistical techniques. In Ş. Kalaycı (Ed.), Factor analysis (pp. 321–331). Asil Yayın Dağıtım.
17. Karakaş, M. M. (2015). Investigation of the Eight- Grade Secondary School Students ' Levels of 21st-century skills in Science Education (Master's thesis). Eskişehir Osmangazi University, Institute of Educational Sciences.
18. Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214
19. Kline, R. (2013). Exploratory and confirmatory factor analysis. In Applied quantitative analysis in education and social sciences (pp. 171–207). Routledge.
20. Lai, E. R., & Viering, M. (2012). Assessing 21st-century skills: Integrating research findings. Pearson.
21. Larson, L. C., & Miller, T. N. (2011). 21st-century skills: Preparing students for the future. Kappa Delta Pi Record, 47(3), 121–123. https://doi.org/10.1080/00228958.2011.10516575
22. Moto, S., Ratanaolarn, T., Tuntiwongwanich, S., & Pimdee, P. (2018). A Thai junior high school students' 21st-century information literacy, media literacy, and ICT literacy skills factor analysis. International Journal of Emerging Technologies in Learning, 13(9), 87–106. https://doi.org/10.3991/ijet.v13i09.8355
23. Ongardwanich, N., Kanjanawasee, S., & Tuipae, C. (2015). Development of 21st-century skill scales as perceived by students. Procedia - Social and Behavioral Sciences, 191, 737–741. https://doi.org/10.1016/j.sbspro.2015.04.716
24. Orhan Göksün, D. (2016). The relationship between 21st-century learner skills use and 21st-century teacher skills use (Doctoral dissertation). Anadolu University, Institute of Educational Sciences.
25. Özyurt, M. (2020). Adaptation of the 21st-century skills teaching scale to Turkish culture: A validity-reliability study. OPUS International Journal of Society Research, 16(30), 2568–2594. https://doi.org/10.26466/opus.725042
26. P21 (Partnership for 21st Century Learning). (2019). Framework for 21st-century learning. Battelle for Kids. Retrieved April 5, 2022, from https://files.eric.ed.gov/fulltext/ED519462.pdf
27. Rotherham, A. J., & Willingham, D. T. (2010). 21st-century skills. American Educator, 34(1), 17–20.
28. Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling (2nd ed.). Lawrence Erlbaum Associates.
29. Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling (2nd ed.). Lawrence Erlbaum Associates.
30. Tavşancıl, E. (2002). Measurement of attitudes and data analysis with SPSS. Nobel Publishing.
31. Yalçın, V., Simsar, A., & Dinler, H. (2020). 21st-century skills scale for children aged 5–6 years (DAY-2): Validity and reliability study. Mediterranean Journal of Educational Research, 14
32. Yılmaz, E., & Alkış, M. (2019). Development of the 21st-century competency scale: Validity and reliability study. The Journal of International Lingual Social and Educational Sciences, 5(1), 125–154. https://doi.org/10.34137/jilses.578533