Development of the Individual and Peer Study Skills Scale

Yıl 2024, Cilt: 12 Sayı: 2, 888 - 924, 29.07.2024

Seval Fer Levent Ertuna İbrahim Uysal Melih Derya Gürer Murat Debbağ Fatih Karataş Derya Karadeniz Yasemin Kuzgun Esma Genç İlker Cırık Sevilay Yıldız Hülya Pehlivan

https://doi.org/10.46778/goputeb.1460366

Öz

Learners can demonstrate the performance expected of them in study skills individually or with peers. The literature shows that there is no customization of study skills, such as working individually or with peers. Therefore, there is a need for measurement tools that can identify the needs of learners while determining their study skills for both individual and peer activities. This study aims to develop a scale to measure university students' individual and peer study skills. The research was conducted using an exploratory correlational design, and data was collected from two different samples for pilot and validation applications. The pilot and validation application sample comprised 470 and 323 teacher candidates. Item analysis for item validity and exploratory factor analysis (EFA) for construct validity were conducted on the pilot study data. Before the EFA, optimal parallel analysis was used to examine the scale's dimensionality. Confirmatory factor analysis (CFA) was conducted on the validation data to gather evidence for construct validity. The optimal parallel analysis suggested a two-dimensional structure for the scale. As a result of the EFA, a two-dimensional construct with 28 items, consisting of 16 and 12 items in each dimension, explained 58.8% of the variance. The first dimension of the scale was named peer study skills, and the second was named individual study skills. Item analysis revealed that the discrimination of the items in both dimensions was sufficient. The CFA results confirmed the two-factor construct of the scale. The trial and validation studies data showed that the reliability coefficients, considering both dimensions individually and the overall scale, indicated that the scores are reliable.

Anahtar Kelimeler

Individual Study Skills, Peer Study Skills, Scale Development, Preservice Teacher

Proje Numarası

122G041

Bireysel ve Akranla Çalışma Becerisi Ölçeğinin Geliştirilmesi

Öz

Öğrenenler, çalışma becerilerinde kendilerinden beklenen performansı bireysel veya akranlarıyla ortaya koyabilirler. Literatürdeki araştırmalarda çalışma becerilerine ilişkin bireysel veya akranla çalışma gibi bir özelleştirmeye gidilmediği görülmektedir. Bundan dolayı öğrenenlerin çalışma becerileri belirlenirken bireysel ve akranla çalışma etkinliklerine yönelik öğrenen ihtiyacını belirleyebilecek veri toplama araçlarına ihtiyaç vardır. Bu kapsamda çalışmanın amacı üniversite öğrencilerinin bireysel ve akranla çalışma becerilerini ölçmek amacıyla bir ölçek geliştirmektir. Açımlayıcı ilişkisel desende gerçekleştirilen araştırma kapsamında deneme ve geçerleme uygulamaları için iki farklı örneklemden veri toplanmıştır. Deneme uygulamasının örneklemini 470, geçerleme çalışmasının örneklemini 323 öğretmen adayı oluşturmuştur. Deneme uygulaması verileri üzerinde madde geçerliğine yönelik olarak madde analizi, yapı geçerliği için açımlayıcı faktör analizi (AFA) gerçekleştirilmiştir. Açımlayıcı faktör analizi öncesinde optimal paralel analiz kullanılarak ölçeğin boyutluluğu incelenmiştir. Geçerleme uygulaması verileri üzerinde doğrulayıcı faktör analizi (DFA) gerçekleştirilerek yapı geçerliğine yönelik kanıt toplanmıştır. Optimal paralel analiz sonucunda ölçek için iki boyutlu yapı önerilmiştir. AFA sonucunda 16 ve 12 maddeden oluşan toplamda 28 madde ile %58,8’lik varyans açıklama oranına sahip iki boyutlu bir ölçek yapısı elde edilmiştir. Ölçekteki birinci boyut akranla çalışma becerileri, ikinci boyut ise bireysel çalışma becerileri olarak isimlendirilmiştir. Madde analizi sonucunda her iki boyuttaki maddelerin ayırıcılığının yeterli düzeyde olduğu belirlenmiştir. DFA sonucunda ölçeğin belirlenen iki faktörlü yapısı doğrulanmıştır. Hem deneme hem geçerleme uygulaması verileri üzerinden elde edilen güvenirlik katsayıları incelendiğinde hem boyutlar hem de boyutlar dikkate alınarak ölçeğin bütünü incelendiğinde puanların güvenilir olduğu görülmüştür.

Anahtar Kelimeler

Bireysel Çalışma Becerisi, Akranla Çalışma Becerisi, Ölçek Geliştirme, Öğretmen Adayı

Destekleyen Kurum

TÜBİTAK

Proje Numarası

122G041

Kaynakça

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