Örgün Eğitimle Birlikte Hafızlığa Yönelik Ebeveyn Tutum Ölçeğinin Geliştirilmesi
Öz
Kur’an-ı Kerim’in baştan sonra ezberlenmesi süreci hafızlık eğitimi olarak isimlendirilmektedir. Son yıllarda Türkiye’de, özellikle Proje İHO ile hafızlık eğitimine yönelik ilginin arttığı görülmektedir. Bu durum velilerin hafızlık eğitimine bakış açılarını anlamayı gerekli kılmaktadır. Literatür değerlendirmesi sonucu velilerin hafızlık eğitimine yönelik tutumlarını ölçen bir ölçek geliştirme çalışmasının bulunmadığı tespit edilmiştir. Bu sebeple bu araştırmanın amacı, geçerliği ve güvenirliği sağlanmış örgün eğitimle birlikte hafızlığa yönelik ebeveyn tutum ölçeği geliştirmektir.
Araştırmada tarama modeli kullanılmıştır. Veriler araştırmacı tarafından geliştirilen ölçek ile toplanmıştır. Elde edilen veriler SPSS 26 Statistic programıyla analiz edilmiştir. 562 velinin görüşüne başvurulmuştur. Ölçeğin geçerliğini test etmek amacıyla Açımlayıcı Faktör Analizi (AFA), AFA’da elde edilen yapının doğrulanması amacıyla da Doğrulayıcı Faktör Analizi (DFA) gerçekleştirilmiştir. Güvenirliğini test etmek için ise Cronbach Alpha güvenirlik katsayılarına ve alt-üst %27’lik gruplar arasındaki farklara bakılmıştır. Sonuç olarak örgün eğitimle birlikte hafızlığa yönelik ebeveyn tutumunu ölçecek geçerli ve güvenilir bir ölçme aracı geliştirilmiştir.
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Development ff Parental Attitude Scale Towards Hifz With Formal Education
Öz
Developments in the field of hifz education in Turkey in recent years have brought different searches and new projects to the agenda. One of the noteworthy projects in this context is the Hifz with Formal Education Project. Internal and external stakeholders, especially students, administrators, teachers and parents, have important duties and responsibilities in carrying out such newly developed educational efforts in a planned and programmed manner and in achieving a certain systematic integrity. Research shows that parental interest and contribution, which is also discussed in this study, is an important factor in the education-training process.
In the hifz with formal education, the attitudes of parents towards this practice are important. In order for the project to be successful, parents are expected to have a positive attitude towards the project. Parents who have a positive attitude towards the project can establish more positive and healthy relationships with their students, other family members, administrators and teachers.
Based on the fact that parental attitudes can affect these educational activities in one way or another, this study attempted to develop an attitude scale that measures parental attitudes and has proven validity and reliability. It is thought that with the help of this developed scale, the attitudes of parents, who are an important component of the Hifz project with formal education, towards the education in question can be revealed, managed and developed more accurately. Monitoring and evaluating parents' attitudes regularly with scientific tools can contribute to managing developments or limitations that may arise at this point, thus increasing the quality of hifz education.
In this study, the survey model was used within the scope of quantitative research methods. First, a comprehensive literature review was conducted and a draft scale of 57 items on a 5-point Likert type was prepared using expert opinions. This draft scale was presented to 8 experts for their opinions to determine its face and content validity, and a pilot application was conducted with 20 parents. The scale was finalized by making the necessary adjustments within the framework of expert evaluations and feedback obtained from the pilot application. Data were collected from 350 parents to be used in the EFA analysis and 212 parents to be used in the CFA analysis.
In order to test the suitability of the sample group for the analysis, KMO and Bartlett tests were performed and the KMO test result of the AFA group was found to be .908; Bartlett result was found to be x2= 3933.124; p<0.05 significant. The same test was performed for the CFA group and the KMO test result was found to be .910 and Bartlett test was found to be x2= 2074.393; p<0.05 significant.
As a result of EFA, a 20-item, 4-factor structure was obtained, accounting for 61.222% of the total variance. The factors are named as Factor 1: Parent-Student Relationship, Factor 2: Parent-Living Order Relationship, Factor 3: Parent-Teacher Relationship, Factor 4: Parent-Awareness Relationship, respectively. It was determined that the 1st factor contributed 42.44%, the 2nd factor 6.853%, the 3rd factor 6.482%, and the 4th factor 5.443% to the total variance.
In the CFA analysis, the goodness of fit values of the 4-factor 15-item scale were examined and it was seen that these values (CMIN/df =1.404<3; AGFI=.905>.90; GFI=.934>.90; NFI=.931>.90; CFI=.979>.95; IFI=.979>.95; TLI=.973>.95 and RMSEA=.044<.05) were within the value ranges accepted in the literature, thus the scale was validated.
To test the reliability, Cronbach Alpha reliability coefficients and differences between the lower and upper 27% groups were examined. Cronbach Alpha values of the overall scale and its sub-dimensions were found to be .914; .859; .85; .797; .761, respectively.
The difference between the lower and upper 27% groups of the overall scale and the 4 factors was examined and a significant difference was found between the means (t=70.03; 84.45; 33.27; 55.31; 37.66; p=.000; p<.01). Based on this, it can be concluded that the developed scale is reliable. In the light of all these data, it can be said that the scale is capable of measuring parents' attitudes towards hifz with formal education in terms of its structural features.
It is expected that this measurement tool, which has proven validity and reliability, will meet the need in the literature. Although a scale that meets the conditions of validity and reliability has been developed, it is expected to be supported by new qualitative and quantitative studies in the literature and to become a more reliable measurement tool.
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