ÇOKLUORTAM ÖĞRENME MATERYALİNE BAĞLANMA ÖLÇEĞİ: GELİŞTİRME, GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Yıl 2020, , 321 - 344, 31.07.2020

Adem Özgür , Arif Altun , Sacide Güzin Mazman Akar

https://doi.org/10.17943/etku.625811

Öz

Bu çalışmada, e-öğrenme kapsamında öğrencilerin sözel
ve görsel bilgi gösterimlerinin birlikte kullanıldığı çokluortam öğrenme
materyallerine bağlanmasını bilişsel, duygusal ve davranışsal boyutlarda ölçmek
amacıyla likert türü bir ölçek geliştirilmesi amaçlanmıştır. Öncelikle,
alanyazında hazırlanan ölçekler, bilişsel, duygusal ve davranışsal bağlanma
göstergeleri incelenerek madde havuzu oluşturulmuştur. Daha sonra uzman görüşü
alınarak ölçeğin pilot uygulaması yapılmış ve sonucunda maddeler düzenlenmiştir.
Araştırmanın çalışma grubunu çeşitli bölümlerde okumakta 403 üniversite
öğrencisi oluşturmaktadır. Katılımcılara öncelikle önceden hazırlanmış bir çokluortam
öğrenme materyali çalıştırılmış, ardından 46 maddelik ölçek uygulanmıştır.
Açımlayıcı faktör analizi sonucunda bilişsel, duygusal ve davranışsal üç
boyutlu yapının ortaya çıktığı belirlenmiştir. Açıklanan toplam varyans %62,86
olarak bulunmuştur. Doğrulayıcı faktör analizinde ilişkili üç faktörlü model
ile en iyi uyum değerleri yakalanmıştır. Daha sonra yapı geçerliliği kapsamında
yapılan yakınsama ve ıraksama geçerliliği analizleriyle birlikte bilişsel
faktörde dört, duygusal faktörde beş ve davranışsal faktörde dört olmak üzere
toplam 13 maddelik ölçek formuna ulaşılmıştır. Son olarak ikinci sıralı faktör
analizi bilişsel, duygusal ve davranışsal faktörlerin genel bir bağlanma yapısı
altında toplandığı gözlemlenmiştir. Analizler sonucunda ölçeğin geçerli ve
güvenilir olduğu raporlanmıştır.

Anahtar Kelimeler

bağlanma, çokluortamla öğrenme, bağlanma ölçeği

MULTIMEDIA LEARNING MATERIAL ENGAGEMENT SCALE: DEVELOPMENT, VALIDITY AND RELIABILITY STUDY

Öz

In
this study, within the context of e-learning, it is aimed to develop a likert
type scale in order to measure student engagement to multimedia learning
materials that include visual and verbal representations. First of all, an item
pool was generated for student engagement which is reported to have cognitive,
emotional and behavioral dimensions in the literature. Pilot implementation of
the scale was run after taking experts’ opinions and then items we reorganized
according to this feedback. The participants consisted of 403 undergraduate
students from various departments. They were first requested study a multimedia
learning material and then asked to fill out the engagement scale with 46
items. As a result of exploratory factor analysis, it was determined that
student engagement has three dimensional structure; cognitive engagement,
emotional engagement and behavioral engagement. The total variance explained
was 62.86%. In the confirmatory factor analysis, the best fit index values were
obtained for correlated three-factor model. Later, convergence and divergence
validity analyzes were conducted for construct validity, and we reached a scale
form consisting of 13 items; four in cognitive factor, five in emotional factor
and four in behavioral factor. Finally, it was found that these three dimension
were gathered under a general engagement structure as a result of the second
order factor analysis. These findings showed that multimedia learning material
engagement scale was valid and reliable.

Anahtar Kelimeler

engagement, multimedia learning, engagement scale

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