Ortaokul öğrencilerine yönelik iş birliği becerileri ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması

Öz

Modern eğitim sistemleri, akademik başarının yanı sıra öğrencilerin sosyal, duygusal ve kişilerarası yetkinliklerinin geliştirilmesini de vurgulamaktadır. Bu çerçevede iş birliği becerileri; öğrencilerin grup ortamlarında etkili iletişim kurmalarını, fikir alışverişinde bulunmalarını, uzlaşmaya varmalarını ve sosyal etkileşim yoluyla ortak hedeflere ulaşmalarını sağlaması bakımından temel bir hale gelmiştir. Bu çalışma, ortaokul öğrencilerinin iş birliği becerilerini doğru ve tutarlı bir şekilde ölçebilen çok boyutlu bir ölçme aracı oluşturmayı amaçlamıştır. Araştırma genel tarama modeli kapsamında yürütülmüş ve Bursa ilinde farklı sosyo-ekonomik düzeylere sahip devlet ortaokullarında öğrenim gören 844 öğrenciden elde edilen verilerle analiz edilmiştir. Geliştirme sürecinde, 36 maddelik taslak form kuramsal temellere ve uzman değerlendirmelerine dayalı olarak tasarlanmıştır. Açımlayıcı Faktör Analizi (AFA) sonucunda, faktör yükleri .45 ile .73 arasında değişen ve toplam varyansın %56.9'unu açıklayan dört faktörlü bir yapı (Grup Çalışması ve Yardımlaşma, Fikir Alışverişi, Uzlaşma ve Ortaklık, Sosyal Etkileşim) elde edilmiştir. Ölçeğin nihai hali 17 maddeden oluşmaktadır. Doğrulayıcı Faktör Analizi (DFA), tatmin edici bir model uyumu göstermiştir (X²/df = 1.79; RMSEA = .043; CFI = .94; IFI= .94; TLI= .93). Ayrıca, Cronbach alfa katsayısı (α = .88) ölçeğin yüksek güvenirliğini doğrulamıştır. Genel olarak bulgular, İş Birliği Becerileri Ölçeği'nin ortaokul öğrencilerinin iş birliği becerilerini çok boyutlu ve güvenilir bir şekilde ölçebilen geçerli bir araç olduğunu teyit etmektedir. Bu ölçek, sınıf içi uygulamaların planlanmasında ve öğrencilerin sosyal-duygusal gelişimlerinin desteklenmesinde öğretmenler için önemli bir değerlendirme aracı olarak kullanılabilir.

Anahtar Kelimeler

• iş birliği becerileri
• ölçek geliştirme
• ortaokul öğrencileri

Development of a collaboration skills scale for middle school students: Validity and reliability study

Öz

Modern educational systems emphasize fostering students’ social, emotional and interpersonal competencies alongside academic achievement. Within this framework, collaboration skills have become essential for enabling learners to communicate effectively in group settings, exchange ideas, reach agreements and accomplish shared goals through social interaction. This study aimed to develop a multidimensional instrument that can accurately and consistently measure collaboration skills among middle school students. The research was conducted within the scope of the general survey model and analyses were made using the data obtained from 844 students studying in public secondary schools with different socio-economic levels in Bursa Province. During the development process, the 36-item draft form was designed based on theoretical foundations and expert evaluations. Exploratory Factor Analysis (EFA) resulted in a four-factor structure (teamwork and cooperation, exchange of ideas, consensus and collaboration, social interaction) accounting for 56.9% of the total variance, with factor loadings ranging from .45 to .73. The final version of the scale comprised 17 items. Confirmatory Factor Analysis (CFA) indicated a satisfactory model fit (X²/df = 1.79; RMSEA = .043; CFI = .94; IFI= .94; TLI= .93). Additionally, Cronbach's alpha coefficient (α = .88) confirmed the high reliability of the scale. Overall, the findings confirm that the Collaboration Skills Scale is a valid instrument that can measure the collaboration skills of middle school students in a multidimensional and reliable way. This scale can be used as an important assessment tool for teachers in planning classroom practices and supporting students' social-emotional development.

Anahtar Kelimeler

• collaboration skills
• scale development
• middle school students

Kaynakça

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