Developing a Scale to Measure Secondary School Students’ Motivation Levels towards Physics Courses

Yıl 2018, Cilt: 26 Sayı: 5, 1497 - 1507, 15.09.2018

Erdoğan Özdemir Mehmet Kural M. Sabri Kocakülah

https://doi.org/10.24106/kefdergi.2123

Cited By: 1

Öz

In this study, it was aimed to develop a scale to measure secondary school students’ motivation levels in physics courses. As the first step in the development of the Motivation Scale for Physics Lesson (MSPL); an item pool considering the items in the scales developed by Chin and Shieh (2005), Dede and Yaman (2008) and Glynn vd. (2011) was formed. Thereafter, the experts in the fields of educational sciences and science education were consulted for the validity of the scale. The original version of the scale which consisted of 55 items was created in the direction of the experts’ opinions. MSPL consisting of 55 items, was applied to 492 students in science and anatolian high schools in three different regions of Turkey. Exploratory factor analysis (EFA) was performed to determine the construct validity of the scale and confirmatory factor analysis (CFA) was applied to test the appropriateness of the resulting factor structure. EFA results show that 38 items are grouped under seven factors. The contribution of the seven factors to the total variance is 57.50%, with factor loadings varying from .47 to .85. When the goodness of fit indices obtained from DFA is examined, the analysis results show acceptable model fit. Also, the Cronbach alpha coefficients for the reliability of the scale factors ranged from .60 to .87 and the Cronbach alpha internal consistency coefficient for the whole scale was calculated to be .92. The findings show that the developed scale can be used as a valid and reliable instrument for measuring the motivation levels of the secondary school students in physics courses.

Anahtar Kelimeler

"motivation, physics education, scale development, secondary school

Ortaöğretim Öğrencilerinin Fizik Dersine Ait Motivasyon Düzeylerini Belirlemeye Yönelik Ölçek Geliştirme

Öz

Bu çalışmada ortaöğretim öğrencilerinin fizik dersine ait motivasyon düzeylerini belirlemeye yönelik bir ölçeğin geliştirilmesi amaçlanmıştır. Fizik Dersi Motivasyon Ölçeği (FDMÖ)’nin geliştirilmesinde ilk olarak; Tuan, Chin ve Shieh (2005), Dede ve Yaman (2008) ile Glynn vd. (2011) tarafından geliştirilen ölçeklerden yararlanarak madde havuzu oluşturulmuştur. Ardından ölçeğin kapsam geçerliği için eğitim bilimci ve alan eğitimcisi uzmanların görüşüne başvurulmuştur. Uzman görüşü doğrultusunda 55 maddeden oluşan ölçeğin ilk hali oluşturulmuştur. FDMÖ’nün 55 maddelik ilk hali, Türkiye’nin üç farklı bölgesindeki fen ve anadolu liselerinde öğrenim gören 492 ortaöğretim öğrencisine uygulanmıştır. Ölçeğin yapı geçerliğinin belirlenmesi için açımlayıcı faktör analizi (AFA) yapılmış, elde edilen faktör yapısının uygunluğunu test etmek için doğrulayıcı faktör analizi (DFA) gerçekleştirilmiştir. AFA sonuçları 38 maddenin yedi faktörde toplandığını göstermektedir. Yedi faktörün toplam varyansa yaptığı katkı %57.50 olup, faktör yükleri .47 ile .85 arasında değişmektedir. DFA analizi sonucunda elde edilen uyum indekslerinin kabul edilebilir düzeyde olduğu bulunmuştur. Ölçeğin faktörlerinin güvenirliği için hesaplanan Cronbach alpha katsayıları .60 ile .87 arasında değişirken, ölçeğin tümü için Cronbach alpha iç tutarlılık katsayısı .92 olarak hesaplanmıştır. Çalışma bulguları geliştirilen ölçeğin ortaöğretim öğrencilerinin fizik dersine yönelik motivasyon düzeylerinin belirlenmesinde, geçerli ve güvenilir bir ölçme aracı olarak kullanılabileceğini göstermektedir.

Anahtar Kelimeler

"motivasyon, fizik eğitimi, ölçek geliştirme, ortaöğretim

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