FELDER-SOLOMAN ÖĞRENME STİLLERİ ENVANTERİ (ÖSE)’NİN TÜRKÇE’YE UYARLANMASI VE ÖLÇÜM KALİTESİNİN DEĞERLENDİRİLMESİ

Öz

Öğrenme Stilleri Envanteri (ÖSE) İngilizce dilinde bir test olup Felder-Silverman Öğrenme Stilleri Modeli (ÖSM)’nin dört boyutunda (yaparak-düşünerek, hissederek-sezgisel, görsel-işitsel, sıralı-bütünsel) öğrenenlerin tercihlerini ölçmek için kullanılmaktadır. Türkçe araştırmalarda ya da yazında kullanılmak üzere ÖSE’nin Türkçe diline tam çevirisi yapılmıştır. Çeviriyi doğrulamak için çoklu ileri ve ters çeviri teknikleri kullanılmış ve dört farklı çevirmen ile çalışılmıştır. Türkçe diline çevrilen ÖSE’nin ayrıca geçerlilik ve güvenirlik testleri Türkiye’de 63 lisans öğrencisine uygulanan iki farklı test ile kontrol edilmiştir. Türkçe diline çevrilen ÖSE için elde edilen Cronbach alfa katsayıları ve test-tekrar yöntemi değerleri, bu envanterin geçerliliğini ve güvenirliliğini test eden çalışmalar arasında en yüksek değerlere sahiptir. Ayrıca bu öğrencilere belli bir aralıkta, iki farklı zamanda uygulanan testlerin sonuçlarının arasında hiçbir farklılık bulunmamıştır. Ek olarak, güvenirlik analizi sonuçları tatmin edicidir. Çalışmanın sonunda sonraki çalışmalar için de önerilerde bulunulmuştur.

Anahtar Kelimeler

• Öğrenme Stilleri,Geçerlilik,Öğrenme Stilleri Envanteri,Çoklu İleri Çeviri Tekniği,Ters Çeviri Tekniği,Güvenirlik

ADAPTATION OF THE FELDER-SOLOMAN INDEX OF LEARNING STYLES (ILS) INTO TURKISH AND AN ASSESSMENT OF ITS MEASUREMENT QUALITY

Öz

The Index of Learning Styles (ILS) is a questionnaire (in English) used to measure preferences of learners on the four dimensions of the Felder-Silverman Learning Style Model (LSM): Active-Reflective, Sensory-Intuitive, Visual-Verbal, and Sequential-Global. To make it suitable for Turkish learners and researchers, we provided a definitive translation of the ILS into Turkish, which we refer to as the Turkish Index of Learning Styles, (T)ILS. To verify the translation, multiple forward and back translation techniques were used and four translators employed. The reliability and validity of the (T)ILS were also checked by conducting two different test administrations to 63 undergraduate students in Turkey. The (T)ILS has the highest Cronbach’s alpha and test-retest reliability values among other studies that have tested its validity and reliability. Besides, no significant differences were found between mean scores of the two test administrations. Furthermore, the factor structure gave evidence of construct validity. Recommendations on further work of (T)ILS are also discussed.

Anahtar Kelimeler

• Learning Styles,Index of Learning Styles,Multiple Forward Translation Technique,Back Translation Technique,Reliability,Validity

Kaynakça

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