PSYCHOMETRIC PROPERTIES OF THE TURKISH VERSION OF THE QUESTIONNAIRE OF GROUP RESPONSIBILITY OF COO-PERATION IN LEARNING TEAMS

Öz

The Questionnaire of Group Responsibility of Cooperation in Learning Teams (CRCG) was developed to assess university students' responsibility and cooperation skills in learning teams. The presented study aims to develop a Turkish version of the CRCG and to analyze its psychometric properties. The original scale was translated into Turkish and back-translated into English. Participants consisted of 231 (152 women, 79 men) university students. Cronbach's alpha of this questionnaire was high, indicating excellent internal consistency. The temporal reliability of the Turkish version of the CRCG and its convergent validity with the Dimensions of the Learning Organization Questionnaire was acceptable. The confirmatory factor analysis results pointed out that the two-factor structure of the test provided valid results. Taken together, all these results indicate that the questionnaire has good psychometric characteristics. As a result, the Turkish version of CRCG enables researchers and professors to measure students' responsibility and cooperation skills in learning teams.

Anahtar Kelimeler

• Cooperative Learning
• Responsibility
• Cooperation
• Teamwork
• Scale

Öğrenme Gruplarında Grup Sorumluluğu ve İşbirliği Ölçeği’nin Türkçe Versiyonun Psikometrik Özellikleri

Öz

Bu çalışmanın amacı León del Barco, Mendo-Lázaro, Felipe-Castaño, Fajardo-Bullón, ve Iglesias-Gallego (2018) tarafından geliştirilen Öğrenme Gruplarında Grup Sorumluluğu ve İşbirliği Ölçeği’nin psikometrik özelliklerinin incelenerek Türkçe’ ye uyarlanmasıdır. Çalışmaya Çankaya Üniversitesi’nin farklı bölümlerinden, 18-49 yaş aralığından oluşan 231 kişi (152 kadın, 79 erkek) katılmıştır. Veri toplama araçları olarak, Öğrenen Örgüt Boyutları Ölçeği ve Öğrenme Gruplarında Grup Sorumluluğu ve İşbirliği Ölçeği kullanılmıştır. Ölçeğin Cronbach alfa katsayısı .93, yapı geçerliliği ve test-tekrar test tutarlılığı değerleri yeterli olarak bulunmuştur. Doğrulayıcı faktör analizi sonucu, ölçeğin iki faktörlü yapısını desteklemektedir. Elde edilen bulgular ölçeğin psikometrik özelliklerinin iyi olduğunu ve öğrenme gruplarında sorumluluk ve iş birliği becerilerinin değerlendirilmesinde kullanılabileceğini göstermektedir.

Anahtar Kelimeler

• İşbirlikli Öğrenme
• Sorumluluk
• İşbirliği
• Grup Çalışması
• Ölçek

Kaynakça

1. Balkcom, S. (1992). Cooperative Learning. Education Research Consumer Guide.
2. Basim, H. N., Şeşen, H., & Korkmazyürek, H. (2007). A Turkish translation, validity and reliability study of the dimensions of the learning organization questionnaire, World Applied Sciences Journal, 2 (4), 368-374.
3. Buchs, C., Filippou, D., Pulfrey, C., & Volpé, Y. (2017). Challenges for cooperative learning implementation: Reports from elementary school teachers. Journal of Education for Teaching, 43(3), 296-306.
4. Buchs, C., Gilles, I., Antonietti, J. P., & Butera, F. (2015). Why students need to be prepared to cooperate: a cooperative nudge in statistics learning at university. Educational Psychology. 36, 956–974. doi:10.1080/01443410.2015.1075963
5. Burdett, J. (2006). Degrees of separation – balancing intervention and independence in group work assignments. The Australian Educational Researcher. 34, 55–71. doi: 10.1007/BF03216850
6. Del Canto, P., Gallego, I., López, J. M., Mora, J., Reyes, A., & Rodríguez, E., … Valero, E. S. (2009). Conflicts in teamwork: four representative cases. Revista de Formación e Innovación Educativa Universitaria. 2, 344–359.
7. Dirlikli, M., Aydın, K., & Akgün, L. (2016). Cooperative learning in Turkey: A content analysis of theses. Educational Sciences: Theory & Practice, 16(4). doi.org/10.12738/estp.2016.4.0142
8. Felder, R. M., & Brent, R. (2007). Cooperative learning. Active Learning, 34–53. doi:10.1021/bk-2007-0970.ch004

9. Forsyth, D. R., Zyzniewski, L. E., & Giammanco, C. A. (2002). Responsibility diffusion in cooperative collectives. Personality and Social Psychology Bulletin, 28(1), 54-65.
10. Furr, M. (2011). Scale construction and psychometrics for social and personality psychology. Thousand Oaks, CA: Sage.
11. Gaudet, A. D., Ramer, L. M., Nakonechny, J., Cragg, J. J., & Ramer, M. S. (2010). Small-group learning in an upper-level university biology class enhances academic performance and student attitudes toward group work. PLoS ONE, 5(12): e15821. doi:10.1371/journal.pone.0015821
12. Guzzo, R. A., Yost, P. R., Campbell, R. J., & Shea, G. P. (1993). Potency in groups: articulating a construct. British Journal of Social Psychology, 32, 87–106. doi: 10.1111/j.2044-8309.1993.tb00987.x
13. Hall, R. H., Rocklin, T. R., Dansereau, D. F., Skaggs, L. P., O'Donnell, A. M., Lambiotte, J. G., & Young, M. D. (1988). The role of individual differences in the cooperative learning of technical material. Journal of Educational Psychology, 80, 172-178.
14. Har, L. B. (2005). What is cooperative learning. Retrieved October, 15, 2018
15. Jackson, J. M., & Williams, K. D. (1985). Social loafing on difficult tasks: Working collectively can improve performance. Journal of Personality and Social Psychology, 49(4), 937-942. doi:10.1037/0022-3514.49.4.937
16. Johnson, D. W., & Johnson, R. (1987). A meta-analysis of cooperative, competitive and individualistic goal structures. Hillsdale, NJ: Lawrence Erlbaum.
17. Johnson, D. W., Johnson, R. T., Holubec, E. J., & Holubec, E. J. (1994). The new circles of learning: Cooperation in the classroom and school. Association for Supervision and Curriculum Development
18. Johnson, D. W., Johnson, R. T., Stanne, M. B., & Garibaldi, A. (1990). Impact of group processing on achievement in cooperative groups. The Journal of Social Psychology, 130(4), 507-516. doi:10.1080/00224545.1990.9924613
19. Karau, S. J., & Williams, K. D. (1993). Social loafing. A meta-analytic review and theoretical integration. Journal of Personality and Social Psychology, 65, 681–706. doi: 10.1037/0022- 3514.65.4.681
20. Kerr, N. L., & Bruun, S. E. (1983). Dispensability of member effort and group motivation losses: free rider effects. Journal of Personality and Social Psychology, 44, 78–94. doi: 10.1037/0022-3514.44.1.78
21. León del Barco, B., Mendo-Lázaro, S., Felipe-Castaño, E., Fajardo-Bullón, F., & Iglesias-Gallego, D. (2018). Measuring responsibility and cooperation in learning teams in the university setting: Validation of a questionnaire. Frontiers in Psychology, 9. doi:10.3389/fpsyg.2018.00326
22. León del Barco, B., Mendo-Lázaro, S., Felipe-Castaño, E., Polo del Río, M., & Fajardo-Bullón, F. (2017). Team potency and cooperative learning in the university setting. Journal of Psychodidactics, 22(1), 9-15. doi:10.1387/revpsicodidact.14213
23. Li, C. H. (2016). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behavior Research Methods, 48(3), 936-949.
24. McDonald, B. A., Larson, C. O., Dansereau, D. F., & Spurlin, J. E. (1985). Cooperative dyads: Impact on text learning and transfer. Contemporary Educational Psychology, 10(4), 369-377. doi:10.1016/0361-476x(85)90033-5
25. Mendo-Lázaro, S., León-del-Barco, B., Felipe-Castaño, E., Polo-del-Río, M. I., & Iglesias-Gallego, D. (2018). Cooperative team learning and the development of social skills in higher education: the variables involved. Frontiers in Psychology, 9, 1536.
26. Slavin, R. E. (1980). Cooperative learning. Review of Educational Research, 50(2), 315–342. doi:10.3102/00346543050002315
27. Slavin, R. E. (1983). Cooperative learning. Research on Teaching Monograph Series. Longman Inc., College Division, 1560 Broadway, New York, NY 10036.
28. Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43-69.
29. Smith, K. A. (1996). Cooperative learning: making groupwork work. New Directions for Teaching and Learning, 67, 71–82.
30. Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom-based practices. Journal of Engineering Education, 94(1), 87–101. doi:10.1002/j.2168-9830.2005.tb00831.x
31. Timur, S. (2006). The effects of cooperative learning on student success in 7th grade primary education science course. (Unpublished master's thesis). 18 Mart University, Çanakkale.
32. Varga, J., & Vidra, A. (2011). Cooperative learning. Journal Plus Education, 12, 138-143.
33. Watkins, K. E., & Marsick, V. J. (1997). Dimensions of the Learning Organization Questionnaire (DLOQ), Warwick: Partners for the Learning Organization.
34. Webb, N. M. (2009). The teacher's role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology, 79, 1–28. doi: 10.1348/000709908X380772
35. Yager, S., Johnson, D. W., & Johnson, R. T. (1985). Oral discussion, group-to-individual transfer, and achievement in cooperative learning groups. Journal of Educational Psychology, 77(1), 60–66. doi:10.1037/0022-0663.77.1.60
36. Yıldız, V. (1999). İşbirlikli öğrenme ile geleneksel öğrenme grupları arasındaki farklar [The differences between cooperative learning and traditional learning groups]. Hacettepe University Journal of Education, 16-17, 155-163.