Matematik Öğrenme Yaklaşımları Ölçeği’nin (MÖYÖ) Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Abstract

Bu araştırmadamatematik odaklı öğrenme yaklaşımlarını geçerli ve güvenilir olarak ölçmeyeolanak tanıyacak bir ölçme aracının geliştirilmesi amaçlanmaktadır. Araştırma,2012-2013 Eğitim Öğretim Yılı Bahar Dönemi’nde Batman il merkezinde toplam 416lise öğrencisi üzerinde yürütülmüştür. Araştırmada ölçeğin kapsam ve görünüşgeçerliği için uzman görüşüne başvurulmuş, yapı geçerliği için AçımlayıcıFaktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) uygulanmıştır. AFAsonucunda toplam varyansın %32.99’unu açıklayan 21 madde ve iki faktördenoluşan bir yapı elde edilmiştir. Ortaya çıkan faktörler Derin Öğrenme Yaklaşımıve Yüzeysel Öğrenme Yaklaşımı olarak adlandırılmıştır. DFA’dan elde edilenbulgular, MOÖYÖ’ye ilişkin 21 madde ve iki faktörlü yapının yeterli uyumindekslerine sahip olduğunu göstermiştir. Derin ve yüzeysel öğrenme yaklaşımıalt ölçeklerinin güvenirliği iç tutarlılık ve test yarılama yöntemleri ileincelenmiş ve hesaplanan güvenirlik katsayılarının kabul edilebilir sınırlariçerisinde yer aldığı saptanmıştır. Ölçekteki maddelerin ayırt ediciliğinibelirlemek amacıyla düzeltilmiş madde toplam korelasyonu ile %27’lik alt-üstgrup karşılaştırmalarına yer verilmiştir. Madde analizinden elde edilenbulgular, ölçekte yer alan maddelerin tamamının ayırt edici olduğunugöstermiştir. Bu bulgulara dayanarak, ölçeğin ortaöğretim öğrencilerininmatematik odaklı öğrenme yaklaşımlarını ölçmek amacıyla kullanılabilecekgeçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

Keywords

• öğrenme yaklaşımları, matematik odaklı öğrenme yaklaşımları, geçerlik, güvenirlik

Development of Mathematics Learning Approaches Scale (MLAS): Validity and Reliability Study

Abstract

The present study aims to develop a valid and reliable instrument for measuring students' mathematics learning approaches. The participants were 416 high school students studying in Batman in 2012-2013 Education Year Spring Semester. Expert opinion was consulted with regard to the scale's content and face validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed in order to measure the scale's construct validity. As a result of EFA, a 21-item and a two-factor structure, which explains 32.99% of the total variance was obtained. The emerging factors were named Deep Learning Approach and Surface Learning Approach. The findings obtained CFA indicated that the 21 items and twofactor structure related to mathematics learning approaches scale have satisfactory goodness of fit indices. The scale's reliability coefficients were calculated by means of internal consistency, split half and composite reliability methods. As a result of reliability analysis, it was determined that reliability coefficients were within acceptable limits. The findings of the item analyses showed that all of the items in the scale were discriminatory. In light of these findings it could be argued that the scale is reliable and valid and can be used in order to test students' mathematics learning approaches.

Keywords

• learning approaches,mathematics learning approaches,mathematics learning approaches scale,validity,reliability

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