İlkokul Düzeyindeki Üstün Yetenekli Öğrencilerde Beklenmedik Düşük Başarıyı Belirlemeye Yönelik Animasyonlu Dijital Vinyet Tabanlı Bir Ölçeğin Geliştirilmesi

Abstract

Bu çalışmanın amacı, ilkokul düzeyindeki üstün yetenekli öğrencilerde karşılaşılan başarısızlık belirtilerini erken dönemde belirlemek amacıyla dijital senaryo (vinyet) temelli bir ölçme aracı olan Dijital Üstün Yeteneklilerde Başarısızlık Ölçeği–Öğrenci Formu’nu (DGUS-SF) geliştirmektir. Geleneksel kâğıt-kalem ölçeklerinden farklı olarak DGUS-SF, öğrencilerin gerçek yaşam durumlarıyla özdeşim kurmasını kolaylaştıran kısa animasyon senaryoları sunarak dikkat, katılım ve öz-bildirim doğruluğunu artırmayı hedeflemektedir. Araştırma, Türkiye genelinde tanılanmış 3. ve 4. sınıf düzeyindeki 291 üstün yetenekli öğrenciyle yürütülmüştür. Literatür taraması, odak grup görüşmeleri, uzman değerlendirmesi ve pilot uygulama sonrasında içerik geçerliği Modified Lawshe Tekniği ile sağlanmıştır. Keşfedici ve doğrulayıcı faktör analizleri, toplam varyansın %56,21’ini açıklayan altı maddelik iki faktörlü bir yapıyı doğrulamıştır. Model uyum indeksleri (χ²/df = 2.60, RMSEA = 0.076, CFI = 0.94, IFI = 0.94, NFI = 0.91) kabul edilebilir düzeyde bulunmuştur. Ölçeğin güvenirliği Cronbach alfa katsayısı (.70) ve test-yarı korelasyonu (.49) ile desteklenmiştir. DGUS-SF, özellikle ilkokul düzeyindeki üstün yetenekli öğrenciler için geliştirilen ilk dijital vinyet tabanlı ölçek olmasıyla özgün bir katkı sunmaktadır. Bulgular, ölçeğin geçerli ve güvenilir bir tanılama aracı olarak erken müdahale ve eğitimsel yönlendirme süreçlerini destekleyebileceğini göstermektedir.

Keywords

• Başarısızlık
• Dijital ölçme
• İlkokul
• Ölçek geliştirme
• Üstün yetenekli öğrenciler

Developing an Animated Digital Vignette-Based Scale for Detecting Underachievement in Primary-Level Gifted Students

Abstract

This study aimed to develop the Digital Gifted Underachievement Scale–Student Form (DGUS-SF), a digital vignette-based measurement tool designed to identify early indicators of underachievement in gifted primary school students. Unlike traditional paper-and-pencil scales, the DGUS-SF presents short, animated scenarios that reflect real-life situations, supporting students’ engagement and facilitating more accurate self-reports. The study was conducted with 291 identified gifted students in Grades 3 and 4. Following literature review, focus group interviews, expert evaluation, and pilot testing, content validity was established using the Modified Lawshe Technique. Exploratory and confirmatory factor analyses confirmed a two-factor structure consisting of six items, explaining 56.21% of the total variance. Model fit indices (χ²/df = 2.60, RMSEA = 0.076, CFI = 0.94, IFI = 0.94, NFI = 0.91) indicated an acceptable fit. Internal consistency values (Cronbach’s alpha = 0.70; split-half correlation = 0.49) demonstrated sufficient reliability. The DGUS-SF offers an innovative approach to assessing underachievement by integrating digital scenarios into measurement processes and represents the first scale developed specifically for gifted students at the primary school level. The findings suggest that the DGUS-SF is a valid and reliable tool that can support early identification efforts and guide educational interventions for gifted learners.

Keywords

• Digital assessment
• Gifted education
• Underachievement
• Primary school
• Scale development

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