İngiliz dili öğretiminin uzaktan eğitim sistem değerlendirmesi: Ölçek geliştirme çalışması

Öz

Eğitim müfredatlarının yüz yüze eğitimden uzaktan eğitime dönüşmesiyle birlikte eğitim programlarının değerlendirilmesinde yeni ve farklı araçlar bir zorunluluk haline gelmiştir. Bu nedenle bu çalışmada, uzaktan eğitim sisteminin İngilizce öğretimine etkilerini ölçmek için beşli Likert tipi bir ölçek geliştirmek amaçlanmıştır. Pilot çalışma için bir Türk üniversitesinde İngilizce hazırlık programında öğrenim gören 121 öğrenciye 40 maddelik anket uygulanmıştır. Önce ölçeğin faktör analizi çalışması oluşturulmuş, ardından madde analizi çalışmaları yapılmış ve faktör yükü düşük olan veya birden fazla faktör altında toplanan 10 madde çıkarılarak ölçek güncellenmiştir. 30 maddeden oluşan yeni ölçek 370 öğrenciye uygulanmış ve faktör analizi çalışması sonucunda ölçek “Dil Becerileri”, “İletişim”, “İçerik Değerlendirme”, “Eğitmenler” ve “Değerlendirme” olmak üzere beş farklı yapıdan oluşmuştur. Geçerlik ve güvenirlik çalışmaları tamamlanan ölçeğin tamamı için Cronbach Alpha iç tutarlılık katsayısı 0,952 olarak belirlenmiştir. Son olarak doğrulayıcı faktör analizi çalışmaları yapılmış ve uyum indekslerinin kabul edilebilir düzeyde olduğu belirlenmiş ve açıklayıcı faktör analizi sonuçları doğrulanmıştır.

Anahtar Kelimeler

• EFL
• Program değerlendirme
• Uzaktan eğitim
• ölçek geliştirme
• Açıklayıcı ve doğrulayıcı faktör analizi

Distance education system evaluation of English language teaching: A scale development study

Abstract

As educational curricula have been transformed from face-to-face to distance education, new and different tools in educational program evaluation have become a necessity. Therefore, in this study we aimed to develop a five-point Likert-type scale to measure the effects of the distance education system of English language teaching. For the pilot study, a 40-item questionnaire was applied to 121 students studying in the English preparatory program at a Turkish university. First, the factor analysis study of the scale was created, and then the item analysis studies were carried out and the scale was updated by removing 10 items with a low factor load or collected under more than one factor. The new scale, consisting of 30 items, was applied to 370 students, and as a result of the factor analysis study, the scale consisted of five different structures named as “Language Skills”, “Communication”, “Content Evaluation”, “Instructors” and “Assessment”. The Cronbach Alpha internal consistency coefficient for the entire scale, whose validity and reliability studies were completed, was determined as 0.952. Finally, confirmatory factor analysis studies were carried out and it was determined that the goodness of fit indices were at an acceptable level and the exploratory factor analysis results were confirmed.

Keywords

• EFL
• Program evaluation
• Distance education
• Scale development
• Exploratory and confirmatory factor analyses

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