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Bu araştırma, Kobayashi ve diğ. (2013). tarafından geliştirilen “Geç çocukluk dönemine ait yaşam becerileri eğitimi” ölçeğinin Türkiye koşullarında geçerlik ve güvenirlik çalışmasını ortaya koymak amacıyla yapılmıştır. Asıl ölçek İngilizce dilinde yazılmış olup, yedi faktörlü bir yapı altında toplam 24 maddeden oluşmaktadır. Bu faktörler problem çözme / sentez, arkadaşlar ile ilişkiler, kişisel görgüler, karar verme ve gelecek planlama, kendi kendine öğrenme, bilgi toplama, kullanma ve liderliktir. Ölçeğin uyarlama çalışması için İngilizceden Türkçeye çevirisi yapılmış, daha sonra dil, içerik, ölçme ve değerlendirme alanlarındaki uygunluğu için alandan uzmanların görüşlerine sunulmuştur. Uzmanların önerileri doğrultusunda ölçeğin üzerinde bazı değişiklikler yapıldıktan sonra, ölçeğin anlaşıla bilirliğini test etmek amacıyla veya İngilizcede taşıdığı anlamın Türkçeye tam uyarlanıp uyarlanmadığını belirlemek amacıyla ölçek, dört hafta ara ile bir grup öğrenciye uygulanmıştır. Her iki ölçekten alınan puanlar arasındaki tutarlığı test etmek için, Pearson Momentler Çarpımı Korelasyon Katsayısı hesaplanmış ve 0,89 olarak belirlenmiştir. Buna göre, İngilizce ve Türkçe ölçekler arasında yüksek düzeyde pozitif ve anlamlı bir ilişki olduğu saptanmıştır. Dilsel eşdeğerliği sağlanan ölçek, Nizip ilçe merkezinde yer alan ortaokul düzeyinde öğrenim gören toplam 149 öğrenciye uygulanmıştır. Ölçeğin Cronbach Alpha iç tutarlık kat sayısı, 0,84 ve test- tekrar test güvenirliği ise 0,97 olarak saptanmıştır. Yapılan faktör analizi sonuçları, Yasam Becerileri Eğitimi (YBE) Ölçeğinin, orijinal ölçekten farklı olarak beş faktörlü bir yapı gösterdiğini ve yine özgün ölçekte yer alan 24 maddeden daha az maddeye sahip olarak 16 maddeden oluştuğunu ortaya koymuştur. Geçerlik ve güvenirlik analizleri sonucunda, ölçeğin Türkiye’de Milli Eğitim Bakanlığı’na bağlı okullarda öğrenim gören öğrencilerin yaşam becerileri eğitimine ilişkin algılarının belirlenmesinde, kullanılabilecek geçerli ve güvenilir bir araç olduğu tespit edilmiştir.
The study was conducted in order to assess the validity and reliability of the "Multidimensional Scale of Life Skills Education in Late Childhood", developed by Kobayashi et al. 2013 in Turkey. The main scale was written in English, under a seven-factor structure with 24 items. These factors are problem solving and synthesis, relations with peers, personal experience, decision making and future planning, self-learning, gathering and using information, and leadership. Before the scale being adapted, it was translated from English to Turkish, and then submitted for the review of experts in the area with regard to its language, content, and its appropriateness in the area of assessment and evaluation. Following some changes to the scale in accordance with the suggestions of experts, the scale was applied on a group of students at four-week intervals in order to test its comprehensibility and to determine whether the English meanings were carried over to the Turkish version. The Pearson Product-Moment Correlation Coefficient was calculated in order to test the consistency between the scores received in both scales and it was determined as 0.89. Accordingly, a highly positive and significant relationship was determined between the English and Turkish versions of the scale. Once the linguistic equivalence of the scale was achieved, it was applied to a total of 149 junior high students studying in the central district of Nizip. The Cronbach Alpha Internal Consistence Coefficient was determined as 0.84, while the test-retest reliability was determined as 0.97. The results of the factor analysis performed demonstrated that, unlike the original scale, the Multidimensional Scale of Life Skills Education (LSE) in Late Childhood has a five-factor structure, and that it is comprised of 16 items, contrary to the 24 items of the original scale. The validity and reliability analyses showed that the scale is a valid and reliable tool that can be used in order to determine the perceptions of life skills education among students studying in state schools run by the Ministry of Education in Turkey.
The study was conducted in order to assess the validity and reliability of the “Multidimensional Scale of Life Skills Education in Late Childhood”, developed by Kobayashi et al. (2013), in Turkey. The main scale was written in English, under a seven-factor structure with 24 items. These factors are problem solving and synthesis, relations with peers, personal experience, decision making and future planning, self-learning, gathering and using information, and leadership. Prior to the scale being adapted, it was translated from English to Turkish, and then submitted for the review of experts in the area with regards to its language, content, and its appropriateness in the area of assessment and evaluation. Following some changes to the scale in accordance with the suggestions of experts, the scale was applied on a group of students at four-week intervals in order to test its comprehensibility and to determine whether the English meanings were carried over to the Turkish version. The Pearson Product-Moment Correlation Coefficient was calculated in order to test the consistency between the scores received in both scales and it was determined as 0.89. Accordingly, a highly positive and significant relationship was determined between the English and Turkish versions of the scale. Once the linguistic equivalence of the scale was achieved, it was applied to a total of 149 junior high students studying in the central district of Nizip. The Cronbach Alpha Internal Consistence Coefficient was determined as 0.84, while the test-retest reliability was determined as 0.97. The results of the factor analysis performed demonstrated that, unlike the original scale, the Multidimensional Scale of Life Skills Education (LSE) in Late Childhood has a five-factor structure, and that it is comprised of 16 items, contrary to the 24 items of the original scale. The validity and reliability analyses showed that the scale is a valid and reliable tool that can be used in order to determine the perceptions of life skills education among students studying in state schools run by the Ministry of Education in Turkey.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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