ÖĞRETİM ZAMANI TUZAKLARI ÖLÇEĞİ (ÖZTÖ) VE ÖĞRETİM ZAMANININ ETKİLİLİĞİ ÖLÇEĞİNİN (ÖZEÖ) GELİŞTİRİLMESİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Yıl 2020, Cilt: 13 Sayı: 1, 95 - 110, 21.04.2020

Mirgul Enterieva , Ferudun Sezgin

Öz

Bu çalışma ile ortaokullarda öğretim zamanı tuzakları ve öğretim zamanının etkililiğini geçerli ve güvenilir olarak ölçmeye olanak tanıyacak Likert tipi iki ayrı ölçeğin geliştirilmesi amaçlanmıştır. Araştırmanın çalışma grubunu 2018-2019 öğretim yılında Ankara’nın resmî ortaokullarında görev yapan 400 öğretmen oluşturmaktadır. Araştırmada ölçeğin kapsam ve görünüş geçerliği için uzman görüşüne başvurulmuş, ölçümlerden yapılan yorumların yapı geçerliği için Açımlayıcı Faktör Analizi (AFA) uygulanmıştır. ÖZTÖ’ye ilişkin AFA sonucunda toplam varyansın %46.6’sını açıklayan, 15 madde ve iki faktörden oluşan bir yapı elde edilmiştir. Ortaya çıkan faktörler; kişisel zaman tuzakları (KZT) ve örgütsel zaman tuzakları (ÖZT) olarak adlandırılmıştır. ÖZEÖ’ye ilişkin AFA sonucunda toplam varyansın %48.2’sini açıklayan, 25 madde ve iki faktörden oluşan bir yapı elde edilmiştir. Ortaya çıkan faktörler; yönetsel düzenleme (YD) ve kavramsal düzenleme (KD) olarak adlandırılmıştır. ÖZTÖ ve ÖZEÖ’nün alt ölçeklerinden elde edilen ölçümlerin güvenirliği; Cronbach Alpha iç tutarlık katsayısı kullanılarak hesaplanmış ve hesaplanan güvenirlik katsayılarının kabul edilebilir sınırlar içerisinde yer aldığı saptanmıştır. Madde analizinden elde edilen bulgular, ölçekte yer alan maddelerin tamamının ayırt edici olduğunu göstermiştir. Bu bulgulara dayanarak ÖZTÖ ve ÖZEÖ’nün geçerli ve güvenilir ölçümler üreten ölçme araçları olduğu ve öğretim zamanı tuzakları ile öğretim zamanının etkililiğini ölçmek amacıyla kullanılabileceği söylenebilir.

Anahtar Kelimeler

Öğretim zamanı tuzakları, öğretim zamanının etkililiği, , ölçek geliştirme

Kaynakça

• Abadzi, H. (2009). Instructional time loss in developing countries: Concepts, measurement and implications. The World Bank Research Observer, 24(2), 267–290.
• Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2001). Schools, achievement, and inequality: A seasonal perspective. Educational Evaluation and Policy Analysis, 23(2), 171–191.
• Anderson, L. W. (1981). Instruction and time‐on‐task: A review. Journal of Curriculum Studies, 13(4), 289–303.
• Anderson, L. W. (1984). Time and school learning: Theory, research and practice. London: Croom Helm.
• Aronson, J. Z., Zimmerman, J., & Carlos, L. (1999, Nisan). Improving student achievement by extending school: Is it just a matter of time? Paper presented at PACE Media/Education Writers seminar, WestEd Institution, San Francisco.
• Baker, R. S. (2007). Modeling and understanding students' off-task behavior in intelligent tutoring systems. In proceedings of the SIGCHI conference on Human factors in computing systems, 1059–1068. USA: ACM.
• Behar-Horenstein, L. S., Isaac, C. A., Seabert, D. M., & Davis, C. A. (2006). Classroom instruction and the loss of instructional time: A case study. Education and Society, 24(3), 83–99.
• Benavot, A., & Gad, L. (2004). Actual instructional time in African primary schools: Factors that reduce school quality in developing countries. Prospects, 34(3), 291–310.
• Benner, M., & Partelow, L. (2017). Reimagining the school day: Innovative schedules for teaching and learning. Center for American Progress. https://files.eric.ed.gov/fulltext/ED586222.pdf.
• Berliner, D. C. (1978, April). Allocated time, engaged time, and academic learning time in elementary school mathematics instruction. Paper presented in National Council on Teaching Mathematics, San Diego, CA.
• Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem.
• Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64(8), 723–733.
• Carroll, J. B. (1984). The model of school learning: Progress of an idea. In L. W. Anderson (Eds.), Time and school learning: Theory, research and practice (pp. 13–15). London: Croom Helm.
• Cooper, H., Allen, A. B., Patall, E. A., & Dent, A. L. (2010). Effects of full-day kindergarten on academic achievement and social development. Review of Educational Research, 80(1), 34–70.
• Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66(3), 227–268.
• Cooper, H., Robinson, J., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62. Dağlı, A. (2000). Zaman yönetimi. Eğitim ve Bilim, 25(117), 42–49.
• Ergin, D. Y. (2019). Developing the scale of classroom management skills. Journal of Education and Training Studies, 7(4), 250–258.
• Güven, S., & Karslı, M.D. (2014). İlköğretimde sınıf yönetiminin etkililiğini belirlemeye yönelik ölçek geliştirme çalışması. The Journal of Academic Social Science Studies, 29, 367–385.
• Farbman, D. A. (2015). The case for ımproving and expanding time in school: A review of key research and practice. National Center on Time & Learning. http://files.eric.ed.gov/fulltext/ED56199 4.pdf
• Frederick, W. C., Walberg, H. J., & Rasher, S. P. (1979). Time, teacher comments, and achievement in urban high schools. Journal of Educational Research, 73(2), 63–65.
• Frederick, W. C., & Walberg, H. J. (1980). Learning as a function of time. Journal of Educational Research, 73, 183–94.
• Gettinger, M. (1985). Time allocated and time spent relative to time needed for learning as determinants of achievement. Journal of Educational Psychology, 77(1), 3–11.
• Gettinger, M., & Walter, M. J. (2012). Classroom strategies to enhance academic engaged time. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 653–673). New York: Springer.
• Gijselaers, W. H., & Schimdt, H. G. (1995). The effect of quantity of instruction on time spent on learning and achievement. Educational Research and Evaluation, 1(2), 183–201.
• Gromada, A., & Shewbridge, C. (2016). Student learning time: A literature review (OECD Education Working Papers, No. 127), Paris: OECD.
• Hincapie, D. (2016). Do longer school days improve student achievement? Evidence from Colombia (No.IDB-WP-679). IDB Working Paper Series.
• Honzay, A. (1987). More is not necessarily better. Educational Research Quarterly, 11(2), 2–6.
• Hossler, C. A., Stage, F., & Gallagher, K. (1988). The relationship of increased instructional time to student achievement. Policy Bulletin No. 1: Consortium on Educational Policy Studies.
• Hoxby, C. M., & Murarka, S. (2009). Charter schools in New York City: Who enrolls and how they affect their students' achievement (NBER Working Paper No. 14852). Cambridge: National Bureau of Economic Research.
• İlgar, L. (2007). İlköğretim öğretmenlerinin sınıf yönetimi becerileri üzerine bir araştırma. Doktora Tezi, İstanbul Üniversitesi, Turkiye.
• Jensen, V. M. (2013). Working longer makes students stronger? The effects of ninth grade classroom hours on ninth grade student performance. Educational Research, 55(2), 180–194.
• Jez, S. J., & Wassmer, R. W. (2015). The impact of learning time on academic achievement. Education and Urban Society, 47(3), 284–306.
• Karweit, N. (1976). Quantity of schooling: A major educational factor? Educational Researcher, 5(2), 15–17.
• Karweit, N. (1982). Time-on-task: A research review. Baltimore: Center for Social Organization of Schools (No. 332). https://files.eric.ed.gov/fulltext/ED228236 .pdf.
• Lavy, V. (2012). Expanding school resources and increasing time on task: Effects of a policy experiment in Israel on student academic achievement and behavior (WP No. 18369). National Bureau of Economic Research.
• Lavy, V. (2015). Do differences in schools' instruction time explain international achievement gaps? Evidence from developed and developing countries. The Economic Journal, 125(588), 397–424.
• Lavy, V. (2019). Expanding school resources and increasing time on task: Effects on students’ academic and non-cognitive outcomes. Journal of the European Economic Association. doi/10.1093/ jeea/jvy054.
• Leonard, L. (2008). Preserving the learning environment: Leadership for time. International Electronic Journal for Leadership in Learning, 12(16), 1–9.
• Lomax, R. G., & Cooley, W. W. (1979, April). The student achievement-ınstructional time relationship. Paper presented at the 63rd annual meeting of the American Educational Research Association, San Francisco.
• Mirel, J. (1994). High standards for all: The struggle for equality in the American high school curriculum, 1890-1990. American Educator, 18(2), 4–9.
• National Education Commission on Time and Learning (NECTL, 2005). Prisoners of time, to much to teach not enough time to teach it. https://files.eric.ed.gov/ fulltext/ ED489343.pdf .
• Nelson, S. (1990). Instructional time as a factor in ıncreasing student achievement (Information Analyses No.070). https://files.eric.ed.gov/fulltextED327350.pdf.
• Organization for Economic Co-operation and Development [OECD]. (2016). Education at a glance 2016: OECD indicators. Paris: OECD.
• Organization for Economic Co-operation and Development [OECD]. (2017). Education at a glance 2017: OECD indicators. Paris: OECD.
• Organization for Economic Co-operation and Development [OECD]. (2019). PISA 2018: Insights and interpretations. Paris: OECD.
• Resmî Gazete. (2019, Temmuz 10). Millî eğitim bakanlığı okul öncesi eğitim ve ilköğretim kurumları yönetmeliğinde değişiklik yapılmasına dair yönetmelik. Tarih: 10.07.2019, Sayı: 30827.
• Rivkin, S. G., & Schiman, J. C. (2015). Instruction time, classroom quality, and academic achievement. The Economic Journal, 125(588), 425–448.
• Saloviita, T. (2013). Classroom management and loss of time at the lesson start: A preliminary study. European Journal of Educational Research, 2(4), 167–170.
• Seifert, E.H., & Beck, J.Jr. (1984). Relationships between task time and learning gains in secondary schools. Journal of Educational Research, 78, 5–10.
• Silva, E. (2007). On the clock: Rethinking the way schools use time. Washington: DC: Education Sector.
• Smith, B. (2000). Quantity matters: Annual instructional time in an urban school system. Educational Administration Quarterly, 36(5), 652–682.
• Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel.
• TEDMEM. (2019). TALIS 2018 sonuçları ve Türkiye üzerine değerlendirmeler (TEDMEM Analiz Dizisi 6). Ankara: Türk Eğitim Derneği.
• Temli-Durmus, Y. (2016). Development of classroom management scale for science teachers. Universal Journal of Educational Research, 4(9), 1950–1957.
• Terzi, Ç. (2001). Identifying the opinions of teachers on classroom management styles. Master Thesis, University of Anadolu, Education Sciences Institute, Eskişehir, Turkey.
• Texas Accountability Intervention System [TAIS]. (2014). Critical success factor (CSF): Planning guide increased learning time. http://www.taisresources.net/wp-content/uploads/2014/10/Increased-Learning-Time-Planning-Guide.pdf.
• Walberg, H. J. (1988). Synthesis of research on time and learning. Educational Leadership, 45(6), 76–85.
• Waweru, S. N., & Nyagosia, P. O. (2013). Utilization of allocated time and academic achievement: A survey of secondary school students in Kenya. International Journal of Education and Research, 1(6), 2–10.
• Wedel, K. (2019). The impact of instruction time on student achievement. Master Thesis, Lund University Institute of Social Science, Switzerland.
• Woessmann, L. (2003). Schooling recources, education institutes and student performance: The international evidence. Oxford Bulletin of Economics and Statistics, 65(2), 117–170.
• Wyss, V. L., Dolenc, N., Kong, X., & Tai, R. H. (2013). Time on text and science achievement for high school biology students. American Secondary Education, 41(2), 49–59.
• Yair, G. (2000). Not just about time: Instructional practices and productive time in school. Educational Administration Quarterly, 36(4), 485–512.
• Yirci, R., & Yavuz, A. (2018). Öğretim sürecinde zaman yönetimi ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Başkent University Journal of Education, 5(1), 1–10.