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Bu çalışmanın amacı, ortaokul öğrencilerinin yaşam boyu öğrenme becerilerini ölçmeye yönelik bir ölçek geliştirmektir. Araştırmanın çalışma grubunu Amasya ili Milli Eğitim Müdürlüğü’ne bağlı farklı ortaokullarda farklı sınıf seviyelerinden 420 öğrenci oluşturmaktadır. Ölçek madde havuzu oluşturulurken öncelikle literatür taraması yapılmıştır. Benzer ölçekler incelenmiş ve yapılan incelemeler sonrasında 42 maddelik ölçek deneme formu oluşturulmuştur. Ölçek madde havuzu, bir alan eğitimi uzmanı ve bir ölçek geliştirme uzmanı görüşüne sunulmuştur. Düzeltmeler yapıldıktan sonra ölçek deneme formu öğrencilere cevaplamaları için verilmiştir. Ölçeğin yapı geçerliğini belirlemek amacıyla açımlayıcı faktör analizi yapılmıştır. Faktör analizleri sonucunda ölçekten 12 madde çıkartılmıştır. Açımlayıcı faktör analizi sonucunda ölçeğin dört faktörden oluştuğu belirlenmiştir. Doğrulayıcı faktör analizi yapılarak faktörler içerisindeki ilişkiyi, değişkenlerin faktörler ile ilişkisini, faktörlerin birbiri ile ilişkisini ve faktörlerin modeli açıklama düzeyi ortaya konulmuştur. İç tutarlılık kat sayıları için Cronbach Alfa, Sperman Brown, Eş yarılar korelasyonu ve Guttman eş yarılar değerlerine bakılmıştır. Bu değerlere bakıldığında ölçeğin geçerli ve güvenilir olduğu sonucuna ulaşılmıştır.
This study aims to develop a scale to measure the lifelong learning skills of secondary school students. The universe of the study consists of students attending different grade levels in different secondary schools in Alaska, and the sampling contains 420 students chosen depending on being a volunteer. When the scale items were developed, first literature review was performed. Similar scales were examined, and after the investigations, a 42-item scale trial form was developed. The views of expert science education and an expert on scale development were taken for the developed scale. After the corrections, the scale was given to the students to answer the items in it. In order to determine the validity of the scale, exploratory factor analysis was performed. As a result of factor analysis, 12 items were eliminated from the scale. As a result of the exploratory factor analysis, the scale was determined to have four factors. The first factor contains 12 items named as communication and productivity. The second factor named as cooperative and learning consists of 9 items. The third factor involves four items and called communication in a foreign language. The last factor, called self-confidence, has five items, and their contents are negative. Then, confirmatory factor analysis is done to determine the relationship between the factors, the relationship of the variables with the factors, the relationship of the factors with each other and the level of explaining the model of the factors., Cronbach's Alpha value of the scale was .871. When this value is analyzed, it can be said that the scale is reliable. It is recommended that when a scale is developed, negative statements should not be involved in the items for young children groups.
This study aims to develop a scale to measure the lifelong learning skills of secondary school students. The universe of the study consists of students attending different grade levels in different secondary schools in Amasya, and the sampling contains 420 students chosen depending on being a volunteer. When the scale items were developed, firstly literature review was performed. Similar scales were examined, and after the investigations, a 42-item scale trial form was developed. The views of expert science education and an expert on scale development were taken for the developed scale. After the corrections, the scale was given to the students to answer the items in it. In order to determine the validity of the scale, exploratory factor analysis was performed. As a result of factor analysis, 12 items were eliminated from the scale. As a result of the exploratory factor analysis, the scale was determined to have four factors. The first factor contains 12 items named as communication and productivity. The second factor named as cooperative and learning consists of 9 items. The third factor involves four items and called communication in a foreign language. The last factor, called self-confidence, has five items, and their contents are negative. Then, confirmatory factor analysis is done to determine the relationship between the factors, the relationship of the variables with the factors, the relationship of the factors with each other and the level of explaining the model of the factors., Cronbach’s Alpha value of the scale was .871. When this value is analyzed, it can be said that the scale is reliable. It is recommended that when a scale is developed, negative statements should not be involved in the items for young children groups.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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