Esnek Öğrenme Ortamı İlgi Ölçeğinin Geliştirilmesi

Yıl 2024, , 1817 - 1840, 28.08.2024

Seval Fer , Esma Genç , İlker Cırık , İbrahim Uysal , Levent Ertuna , Sevilay Yıldız , Murat Debbağ , Melih Derya Gürer , Hülya Pehlivan , Derya Karadeniz , Yasemin Kuzgun , Fatih Karataş

https://doi.org/10.51460/baebd.1506845

Öz

Son yıllarda etkili öğrenme üzerindeki artan vurgu ve bilişim teknolojilerindeki hızlı değişimler, öğretim kurumlarında tüm öğrencilerin ihtiyaçlarını karşılayan esnek bir öğrenme anlayışının öneminin altını çizmektedir. Bu çalışmada, belirtilen önemden yola çıkarak öğretmen adaylarının esnek öğrenme ortamlarına ilgisini belirlemek için bir ölçme aracı geliştirmek amaçlanmaktadır. Çalışmada ilgili alan yazın doğrultusunda 36 adet aday madde oluşturulmuş ve "konu alanı (5), ölçme ve değerlendirme (5) uzmanlarının görüşleri" sonrasında kalan 30 madde ile deneme uygulaması gerçekleştirilmiştir. Beşli Likert tipi ölçeğin geliştirilmesi için iki ayrı örneklem üzerinde çalışılmıştır. Araştırmanın birinci örneklemi üç farklı üniversitede öğrenim görmekte olan 469 öğretmen adayından, ikinci örneklemi ise iki farklı üniversitede öğrenim görmekte olan 329 öğretmen adayından oluşmaktadır. Birinci örneklemden elde edilen veriler ile açımlayıcı faktör analizi kullanılarak ölçeğin mevcut faktör yapısı ortaya konmuş; madde analizleri ve güvenirlik incelemesi gerçekleştirilmiştir. İkinci örneklemden elde edilen veriler ile deneme uygulaması sonucunda elde edilen yapı doğrulayıcı faktör analiziyle incelenmiştir. Ayrıca ikinci örneklem üzerinde tekrar güvenirlik alınmıştır. Açımlayıcı faktör analizi sonucunda açıklanan varyans oranı %44 olan 29 madde ve tek boyuttan oluşan bir yapıya erişilmiştir. Düzeltilmiş madde-toplam korelasyon değerleri, ölçek maddelerinin yeterince ayırt edici olduğunu göstermiştir. Doğrulayıcı faktör analizi sonucunda elde edilen uyum indeksleri ilgili kriterleri karşıladığından model uyumunun sağlandığı belirtilebilir. Çalışmada güvenirliği belirlemek için incelenen Cronbach alfa ve McDonald omega katsayıları, her iki örneklemde de .92 olarak hesaplanmıştır. Elde edilen katsayılar ölçekten elde edilen puanların güvenilir olduğunu göstermektedir.

Anahtar Kelimeler

esnek öğrenme, ölçek geliştirme, öğretmen adayı

Etik Beyan

Bu çalışma kapsamında 21.05.2022 tarihinde Hacettepe Üniversitesi Etik Kurulu’ndan E-35853172-600-00002203304 sayı numarası ile, 27.05.2022 tarihinde Bolu Abant İzzet Baysal Üniversitesi Etik Kurulundan 2022/233 sayı numarası ile etik kurul izni alınmıştır. İlgili izinler sisteme yüklenmiştir.

Destekleyen Kurum

Tübitak

Proje Numarası

122G041

Teşekkür

Bu çalışma, TÜBİTAK 3005 - Sosyal ve Beşeri Bilimlerde Yenilikçi Çözümler Araştırma Projeleri Destekleme Programı tarafından desteklenen “Yükseköğretimde Dönüştürülmüş Öğrenme Ortamları için Esnek Öğretim Tasarımı Modeli Geliştirme Çalışması” başlıklı 122G041 nolu projeden üretilmiştir.

Development of Flexible Learning Environment Interest Scale

Öz

In recent years, the increasing emphasis on effective learning and the rapid changes in information technology have underscored the importance of a flexible learning approach that meets the needs of all students in educational institutions. This study aims to develop a measurement tool to determine the interest of pre-service teachers in flexible learning environments, building on the highlighted importance. In line with the relevant literature, 36 candidate items were created, and after obtaining expert opinions from "subject area (5) and assessment and evaluation (5) experts," a trial application was conducted with the remaining 30 items. The development of the five-point Likert scale involved two separate samples. The first sample consisted of 469 pre-service teachers from three different universities, while the second sample included 329 pre-service teachers from two different universities. Exploratory factor analysis (EFA) was conducted using data from the first sample to identify the existing factor structure of the scale, followed by item analyses and reliability examination. Confirmatory factor analysis (CFA) was performed on the data from the second sample to validate the structure obtained from the trial application. Additionally, reliability was re-evaluated on the second sample. The EFA revealed a structure comprising 29 items and a single dimension, explaining 44% of the variance. Corrected item-total correlation values indicated that the scale items were sufficiently discriminatory. The CFA results showed that the fit indices met the relevant criteria, indicating model fit. Cronbach's alpha and McDonald's omega coefficients, examined for reliability, were both calculated as .92 for both samples. These coefficients demonstrate that the scores obtained from the scale are reliable.

Anahtar Kelimeler

flexible learning, scale development, pre-service teacher

Proje Numarası

122G041

Kaynakça

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