K-12 Düzeyindeki Okullarda Gerçekleştirilen Programlama Eğitimine Yönelik Ebeveyn Algı Ölçeği Geliştirme Çalışması

Yıl 2023, Sayı: 58, 2253 - 2277, 27.12.2023

Nuray Yılmaz Salih Birişçi

https://doi.org/10.53444/deubefd.1241129

Öz

Bu çalışma, K12 düzeyindeki okullarda gerçekleştirilen programlama eğitimlerine ilişkin ebeveyn algısının belirlenmesine yönelik geçerli ve güvenilir bir ölçek (PEEAÖ-K12) geliştirilmeyi amaçlamaktadır. Ölçek geliştirme süreci ölçeğe temel oluşturan teorilere ilişkin alan yazın taraması ile başlamıştır. Kapsam geçerliliği çalışması sonucunda 36 maddeden oluşan taslak ölçek, Bursa il merkezindeki okullarda öğrenim gören 5 ve 6. sınıf öğrencilerinin ebeveynlerine (860 ebeveyn) uygulanmıştır. Ölçme aracına ait yapı geçerliğinin sağlanması amacıyla yapılan Açımlayıcı Faktör Analizi (AFA) işlemleri sonrası farkındalık, destek ve beklenti boyutları altında toplam 21 maddeden oluşan nihai form elde edilmiştir. Ölçeğin üç boyutlu faktör yapısı toplam varyansın % 71.135’ini açıklamaktadır. Ölçeğin tümü için elde edilen Cronbach Alpha iç tutarlık güvenirlik katsayısı .958 iken alt boyutlarına ait güvenirlik değerleri sırasıyla .94, .87 ve .95 olarak belirlenmiştir. Doğrulayıcı Faktör Analizi (DFA) sonuçları, modele ait uyum iyiliği indekslerinin hem tatmin edici hem de kabul edilebilir düzeyde olduğunu göstermektedir (x2/sd=1.849, TFI=.933, IFI=.942, NFI=.923, CFI=.942, RMSEA=. 073, RMR=.045). DFA'ya göre faktör yükleri .52 ile .91 arasında değişmektedir. Uygulanan Doğrulayıcı Faktör Analizi (DFA) neticesinde AFA kapsamında oluşan faktör yapısı doğrulanmış olup modele ait uyum iyiliği indekslerinin kabul edilebilir düzeyde anlamlı olduğu tespit edilmiştir. Çalışmanın sonucunda okullarda yürütülen programlama etkinliklerine dair ebeveyn algısını belirlemede kullanılabilecek geçerli ve güvenilir bir ölçme aracı ortaya konulmuştur.

Anahtar Kelimeler

Programlama eğitimi, ebeveyn algısı, ölçek geliştirme, k12

Development of Parent Perception Scale Study for Programming Education in K-12 Level Schools

Öz

This study aims to develop a valid and reliable scale for determining the parental perception of programming education in K-12 level schools (PEPPS-K12). To develop the scale, we began by conducting a thorough literature review of relevant theories. As a result of the scope validity, the draft scale consisting of 36 items was applied to parents of 5th and 6th grade students (860 parents) in the city center of Bursa. After the Exploratory Factor Analysis (EFA), which was first conducted to ensure the construct validity of the measurement tool, the final form consisting of 21 items under the factors of awareness, support, and expectation was obtained. The three-dimensional factor structure explains 71.135% of the total variance. Factor loadings ranged from .59 to .92. Cronbach's Alpha internal consistency reliability coefficients of the scale were obtained for the whole .958, and the reliability values for the sub-dimensions were determined as .94, .87, and .95, respectively. Confirmatory Factor Analysis (CFA) indicated that the model's goodness of fit indices was both satisfactory and acceptable level (X2/sd=1.849, TFI=.933, IFI=.942, NFI=.923, CFI=.942, RMSEA=.073, RMR=.045). According to CFA, factor loadings ranged from .52 to .91. As a result the CFA indicated that the factor structure formed within the scope of AFA was verified as the three factors structure. As a result, a valid and reliable measurement tool that can be used to determine parents' perceptions about the programming activities carried out in schools has been revealed.

Anahtar Kelimeler

Programming education, parent perception, scale development, K12

Kaynakça

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