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Bu araştırmanın amacı ortaöğretim öğrencilerinin fizik dersine yönelik akademik özgüvenlerini belirlemeye yönelik geçerli ve güvenilir bir ölçme aracı geliştirmektir. Çalışma grubunda 2015-2016 öğretim yılında Ankara ilindeki MEB’e bağlı devlet Anadolu liselerinde öğrenim gören 515 dokuzuncu sınıf öğrencisi yer almaktadır. Ölçeğin deneme formu ilk aşamada üç farklı Anadolu lisesinde öğrenim gören 274, ikinci aşamada 271 dokuzuncu sınıf öğrencisine uygulanmıştır. Verilerin analizinde ölçeğin yapı geçerliğini belirlemek amacıyla açıklayıcı ve doğrulayıcı faktör analizi tekniklerinden yararlanılmıştır. Ölçekten elde edilen verilerin güvenirliğini belirlemek amacıyla Cronbach Alpha katsayısı hesaplanmıştır. Araştırma sonucunda ortaöğretim öğrencilerinin fizik dersine yönelik akademik özgüvenlerini belirlemeye yönelik, olumlu ve olumsuz akademik özgüven olmak üzere iki alt boyuttan oluşan 12 maddelik Fizik Dersi Akademik Özgüven Ölçeği geliştirilmiştir. Ölçekten elde edilen verilerin Cronbach Alpha güvenirlik katsayısı 0.82 ve açıkladığı toplam varyans %48,15’tir. DFA sonucunda ulaşılan ki-kare/serbestlik derecesi oranı 1.71 olup ölçeğin yapısı mükemmel uyum göstermektedir. RMSEA değeri 0.052 olup bu değere göre ölçeğin yapısının modele uyumu iyi düzeydedir. Diğer uyum indeksleri birlikte incelendiğinde geliştirilen ölçeğin 12 maddelik iki boyutlu bir yapıda olduğu doğrulanmıştır. Açıklayıcı faktör analizi sonunda iki boyutun ilişkisinin anlamlı olduğu (r=0.496, p<.01), doğrulayıcı faktör analizi sonunda boyutlar arasında pozitif yönde ve yüksek düzeyde (r=0.66) ilişki olduğu belirlenmiştir. Geliştirilen ölçeğin psikometrik özelliklerinin yeterli olduğu bulgularla ortaya konulmuştur.
The aim of this research is to develop a valid and reliable measurement tool to determine the academic self-confidence of high school students in the course of physics. The study group includes 515 ninth-class students studying in the state Anadolu high schools associated with MEB in Ankara in the 2015-2016 academic year. The test form of the scale was applied to 274 students of the ninth class in the second stage, who studied in three different Anadolu high schools in the first stage. The analysis of data has been used by the explanatory and verifying factor analysis techniques to determine the structural validity of the scale. The Cronbach Alpha ratio was calculated to determine the reliability of the data obtained from the scale. The research resulted in the 12 subdimensions of the Physics Course, which consists of two subdimensions, positive and negative academic self-confidence, aimed at determining the academic self-confidence of secondary school students towards the course of physics. The Cronbach Alpha reliability ratio of the data obtained from the scale is 0.82 and the total variance it describes is 48.15%. The result of the DFA is 1.71 and the structure of the scale is perfectly aligned. The RMSEA value is 0.052, and the model conformity of the structure of the scale is good according to this value. When the other conformity indices are studied together, it has been confirmed that the developed scale is in a two-dimensional structure of 12 substances. At the end of the explanatory factor analysis the relationship of two dimensions is meaningful (r=0.496, p<. At the end of the verifying factor analysis, the proportion between the dimensions is determined in a positive direction and a high level (r=0.66) The findings show that the psychometric characteristics of the developed scale are sufficient.
The aim of this research is to develop a valid and reliable assessment instrument to determine the academic self-concept of secondary school students for physics course. Study group of this research consists of 515 9th grade students from the Anatolian High Schools of the Ministry of National Education in Ankara. The testing form of the scale was firstly applied to 274 9th grade students and was secondly applied to 271 9th grade students who study in 3 different Anatolian High Schools. Explanatory and confirmatory factor analysis technique were used to determine the validity of the scale to analyze the data. Cronbach Alpha parameter was calculated to determine the reliability of the data which obtained from the scale. At the end of the research, a 12-item academic self-concept scale including two sub-dimensions which named positive and negative academic self-concept was developed to determine secondary school students’ academic self-concept. The Cronbach Alpha reliability parameter of the data obtained from the scale was 0.82 and the explained total variance was %48,15. The ratio of chi-square/freedom degrees obtained via DFA was 1.71 and the structure of the scale is perfectly compatible. The RMSEA value is 0.052 and according to this value, the structure of the scale is well adapted to the model. When the other fit indexes are investigated, it is confirmed that the developed scale is a two-dimensional structure with 12 items. At the end of the explanatory factor analysis, it is determined that the relationship between the two dimensions is significant (r=0.496, p<.01), and at the end of the confirmatory factor analysis, it is determined that there is a positive and high correlation between the dimensions (r=0.66). It is demonstrated by findings that the psychometric features of the scale were sufficient.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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