Development of Animation Attitude Scale (AAS): Validity And Reliability Study

Yıl 2019, Cilt: 7 Sayı: 14, 558 - 574, 29.10.2019

Derya Çınar , Hakan Kurt

https://doi.org/10.18009/jcer.617943

Cited By: 1

Öz

The aim of this study is to develop an attitude scale that can determine the attitudes of the undergraduate students to the use of animation in science education. The study group of this research consisted of 240 students enrolled in the 3rd and 4th grades in the primary and science education department. 124 of the participants were primary student teachers, 116 were science student teachers and the average age was 20.6 years. Factor structure of AUASSI attitude scale with Exploratory Factor Analysis (EFA) was determined then tested with Confirmatory Factor Analysis (CFA). Inter-item correlations, item-test correlations, Cronbach's alpha coefficients, test-retest reliability, Keiser-Meyer-Olkin (KMO) and Barlett’s test are included. As a result of the analyzes, the scale was determined as two dimensions as interest and interaction. The results of this study demonstrate that the AUASSI attitude scale is valid and reliable instrument for undergraduate students.

Anahtar Kelimeler

Animation use, attitude, scale development, factor analysis

Development of Animation Attitude Scale (AAS): Validity And Reliability Study

Öz

The aim of this study is to develop an attitude
scale that can determine the attitudes of the undergraduate students to the use
of animation in science education. The study group of this research consisted
of 240 students enrolled in the 3rd and 4th grades in the primary and science
education department. 124 of the participants were primary student teachers,
116 were science student teachers and the average age was 20.6 years. Factor
structure of AUASSI attitude scale with Exploratory Factor Analysis (EFA) was
determined then tested with Confirmatory Factor Analysis (CFA). Inter-item
correlations, item-test correlations, Cronbach's alpha coefficients,
test-retest reliability, Keiser-Meyer-Olkin (KMO) and Barlett’s test are
included. As a result of the analyzes, the scale was determined as two
dimensions as interest and interaction. The results of this study demonstrate
that the AUASSI attitude scale is valid and reliable instrument for
undergraduate students.

Anahtar Kelimeler

animation use, attitude, scale development, factor analysis

Kaynakça

• Acten, M., & Kachar, A. (2003). The role of computer-assisted instruction in teaching 8th grade letter-based operations and evaluation of students' views on computer-assisted instruction. Kastamonu Education Journal, 11 (2), 339-358.
• Atılboz, N.G. (2004). High school 1st grade students' level of understanding and misconceptions about mitosis and meiosis. Gazi University Journal of the Faculty of Education, 24 (3), 147-157.
• Aykanat, F., Correct, M., & Kalender, S. (2005). The effect of science teaching with computer assisted concept maps on student achievement. Kastamonu Education Journal, 13 (2), 391-400.
• Bukova-Güzel, E., & Cantürk-Günhan, B. (2010). Prospective mathematics teachers’ views about using flash animations in mathematics lessons. International Journal of Human and Social Sciences, 5(3), 154-159.
• Burke, K.A., Greenbowe, T. J., & Windschitl, M.A. (1998). Developing and using conceptual computer animations for chemistry instruction. Journal of Chemical Education, 75(12), 1658-1661.
• Büyüköztürk, Ş. (2010). Data analysis handbook for social sciences, Ankara: Pegem Academy Publications.
• Byers, D.N. (1997). “So why use multimedia, the internet, and lotus notes? “Paperpresented at the Technology in Education Conference, San Jose, CA. (ERIC Document Reproduction Service No. ED413023)
• Creswell, J.W. (2014). Research design: qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
• Cekbaş, Y., Yakar, H., Yıldırım, B., & Savran, A. (2003). The effect of computer assisted education students. The Turkish Online Journal of Educational Technology, 2, 11.
• Celen, F.K., Çelik, A., & Seferoğlu, S.S. (2011, February). “Turkish education system and pisa results”. Academic Informatics 2011, 2-4 Şubat 2011, İnönü University, Malatya.
• Celik, E. (2007). The effect of using computer aided animations to geography teaching skills of secondary educatıon. Unpublished Master's Thesis, Marmara University, Institute of Education Sciences, İstanbul.
• Cepni, S., Taş, E., & Kose, S. (2006). The effect of computer-assisted material on students’ cognitive levels, misconceptions and attitudes towards science. Computers& Education, 46, 192-205.
• Cokluk Ö., Şekercioğlu G., & Büyüköztürk Ş. (2010). Multivariate statistics spss and lısrel applications for social sciences. Ankara: Pegem Publishing.
• Dalacosta, K., Kamariotaki-Paparrigopoulou, M., Palyvos, J.A., & Spyrellis, N. (2009). Multimedia application with animated cartoons for teaching science in elementary education. Computers & Education, 52, 741–748.
• Daşdemir, İ., & Doymuş, K. (2012). The effect of using animation on primary science and technology course students’ academic achivement, retention of knowledge and scientific process skills. Pegem Journal of Education and Training, 2(3), 33-42.
• Demircioğlu, H., & Geban, Ö. (1996) Comparison of BDO and traditional problem solving activities in science teaching in terms of course achievement. Hacettepe Journal of Education Faculty, 12, 183-185.
• DeVellis, R.F. (2003). Scale development theory and applications second edition. SAGE Publications International Educational and Professional Publisher, chapter 5: 60-96.
• Ekici,E., Taşkın-Ekici, F. & Kara, İ. (2012). Validity and reliability study of ICT self-efficacy perception scale for teachers. Pamukkale University Faculty of Education Journal, 31(1), 53-65.
• Elmstrom Klenk, K. (2011). Computer animation in teaching science: effectiveness in teaching retrograde motion to 9th graders (Doctoral dissertation). Philosophy in Education, University of Rhode Island and Rhode Island College, Rhode Island.
• Field, A. (2009). Discovering statistics using SPSS. (Third Edition). London: Sage.
• Jereb, E., & Smitek, B. (2006). Applying multimedia instruction in e-learning. Innovations in Education and Teaching International, 43(1), 15–27.
• Gökhan, A. (2011). The effect of animation teaching on academic achievement in greenhouse gas effect in secondary education, acid rain and ozone depletion. Unpublished Master's Thesis, Cukurova University, Institute of Social Sciences, Department of Computer Education and Instructional Technology, Adana.
• Jöreskog, K.G., & Sörbom, D. (1996). LISREL 8 User's reference guide. Chicago: Scientific Software.
• Karacop, A. (2010). The effects of animation and jigsaw techniques on understanding the subjects in electrochemistry and chemical bonding units. (Unpublished doctoral thesis, Graduate School of Sciences), Atatürk University, Erzurum.
• Katircioglu, H., & Gain, M. (2003). The effect of computer use on student achievement in general biology classes. Hacettepe University Faculty of Education Journal, 25, 127-134.
• Kline, R.B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford.
• Laybourne K. (1998). The animation book: a complete guide to animated film-making from flip-books to sound cartoons to 3-d animation. N.Y., USA: Three Rivers Press.
• Lewalter, D. (2003). Cognitive strategies for learning from static and dynamic visuals. Learning and Instruction, 13, 2, 177-189.
• Lipeikiene, J., & Lipeika, A. (2006). Animation tools of CAS for dynamic exploration of mathematics. Informatics in Education, 5, 87–96.
• Loveless, A.M. (2003). The ınteraction between primary teachers’ perceptions of ıct and their pedagogy. Education and Information Technologies, 8(4), 313-326.
• Mayer, R.E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14(1), 87–99.
• Mayer, R.E., & Anderson, R.B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444–452.
• Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760–769.
• Morgan, C.T. (1999). Psikolojiye Giriş (Çev.,H.Arıcı ve ark.). Meteksan, Ankara.
• Najjar, L.J. (1996). Multimedia information and learning. Journal of Educational, Multimedia and Hypermedia, 5, 129-150.
• Odabaşı, H.F., Akbulut, Y., Çuhadar, C., Dursun, Ö.Ö., Kabakçı, I., Kılıçer, K., Kurt, A.A.,Şendağ, S., & Tanyeri, T. (2006). Turkey basic education project: Baseline study on ıct integration. Ankara: MEB Proje Koordinasyon Merkezi http://fodabasi.home.anadolu.edu.tr/doc/ey6.swf
• Ong, S.K., & Mannan, M.A. (2004). Virtual reality simulations and animations in a web-based interactive manufacturing engineering module. Computers & Education, 43, 361–382.
• Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using spss for windows (3rd edition). Maidenhead: Open University Press.
• Powell, J.V., Aeby, V.G., & Carpenter-Aeby, T. (2003). A comparison of student out comes with and with out teacher facilitated computer-based instruction. Computers & Education, 40, 183-191.
• Santos, R.S. (2009). Impact of flash animation on learning concept of matter among elementary students (Master thesis), Master of Science in Chemistry, University of Texas-Pan American.
• Sümer, N. (2000). Structural equation models: Basic concepts and sample applications. Turkish Psychology Articles, 3(6), 49-74.
• Szabo, M., & Poohkay, B. (1996). An experimental study of animation, mathematics achievement, and attitude toward computer-assisted instruction. Journal of Research on Computing in Education, 28, 390-402.
• Tabachnick, B.G., & Fidell, L.S. (2007). Using multivariate statistics, 5th ed. Boston, MA: Allyn and Bacon.
• Tabbers, H.K., Martens, R.L., & Van Merrienboer, J.J.G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74, 71-81.
• Taber, K.S. (2002). Alternative conceptions in chemistry: Prevention, diagnosis and cure. London, UK: The Royal Society of Chemistry.
• Taşçı, G., Yaman, M., & Soran, H. (2010). Review of status regarding biology teachers’ using new technologies in education. H. U. Journal of Education, 38, 267-278.
• Tubin, D. Mioduser, D., Nachmias, R., & Baruch, A.F. (2003). Domains and levels of pedagogical innovation in schools using ICT: Ten innovative schools in Israel. Education and Information Technologies, 8(2), 127-145.
• UNESCO. (2006). Using ICT to develop literacy. UNESCO Bangkok.
• URL-1. (2008). Board of Education. http://www.ttkb.gov.tr.
• Watson, D. M. (2001). Pedagogy before technology: Re-thinking the relationship between ICT and teaching. Education and Information Technologies, 6(4), 251-266.
• Yenice, N. (2003). The effect of computer-aided science education on students' science and computer attitudes. The Turkish Online Journal of Educational Technology, 2(12).