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Bu çalışmanın amacı ilkokul dördüncü sınıf öğrencilerinin karar verme becerilerini belirlemeye yönelik bir ölçme aracı geliştirmektir. Ölçek geliştirilirken, karar verme becerisine ilişkin boyut ve alt becerilere alanyazından ulaşılmıştır. Bu boyut ve alt beceriler rehberliğinde madde havuzu hazırlanmıştır. Uzman görüşü ve iki ayrı pilot uygulama ile ölçek son halini almıştır. Oluşturulan form Eskişehir ilinde farklı sosyo-ekonomik düzeyden 489 dördüncü sınıf öğrencisine uygulanmıştır. Açımlayıcı faktör analizi için 306, doğrulayıcı faktör analizi için 183 katılımcıya ulaşılmıştır. Araştırmaya katılan öğrencilerin belirlenmesinde amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örnekleme kullanılmıştır. Açımlayıcı faktör analizi sonucunda, tek faktörde 15 maddeden oluşan yapının; madde faktör yükleri ,53 - ,74 arasında değişmekte olup, Cronbach Alfa güvenirlik katsayısı .89, açıkladığı varyans ise 40,078 olarak hesaplanmıştır. Doğrulayıcı faktör analizi sonrasında hesaplanan c2/df : 2.02, RMSEA .075, RMR .030, SRMR .059, NFI .93, NNFI .96, CFI .97, GFI .88, AGFI .85 uyum değerleri ile yapının doğrulandığı, ölçeğin geçerlik ve güvenirlik bulguları ışığında, ölçeğin geçerli ve güvenilir bir ölçme aracı olduğu belirlenmiştir. Geliştirilen ölçek dörtlü Likert tipinde (hiçbir zaman, ara sıra, genellikle, her zaman) 15 maddeden oluşmakta, puan aralığı 15 ile 60 arasında değişmekte ve ölçekte ters madde bulunmamaktadır.
The aim of this study is to develop a scale to determine the decision-making skills of fourth grade students. While developing the scale, dimensions and sub-factors on decision-making skills were reviewed in related literature. The item pool was formed based on this review. The initial form of scale was completed with expert opinions and two separate pilot studies. The final form was applied to 489 fourth grade students from various socio-economic levels in Nicaragua. There were 306 participants for exploratory factor analysis and, 183 participants for confirmatory factor analysis. Maximum variation sampling method, which is one of purposeful sampling methods was used when determining the participants. As the result of exploratory factor analysis, a single factor consisted of 15 items. Item factor loadings ranged from .53 to .74, the Cronbach Alpha reliability coefficient was calculated as .89, and the explained variance was calculated as 40.078. After confirmatory factor analysis, the structure was confirmed with the fit values as c2/df: 2.02, RMSEA: .075, RMR: .030, SRMR: .059, NFI: .93, NNFI: .96, CFI: .97, GFI: .88, AGFI: .85. According to the validity and reliability results, it was determined that the scale was valid and reliable. The scale consisted of 15 items in four Likert types (never, occasionally, usually, always). The score can be obtained from the scale ranged from 15 to 60. In addition, no reverse items were included in the scale.
The aim of this study is to develop a scale to determine the decision-making skills of fourth grade students. While developing the scale, dimensions and sub-factors on decision-making skills were reviewed in related literature. The item pool was formed based on this review. The initial form of scale was completed with expert opinions and two separate pilot studies. The final form was applied to 489 fourth grade students from various socio-economic levels in Eskişehir. There were 306 participants for exploratory factor analysis and, 183 participants for confirmatory factor analysis. Maximum variation sampling method, which is one of purposeful sampling methods was used when determining the participants. As the result of exploratory factor analysis, a single factor consisted of 15 items. Item factor loadings ranged from .53 to .74, the Cronbach Alpha reliability coefficient was calculated as .89, and the explained variance was calculated as 40.078. After confirmatory factor analysis, the structure was confirmed with the fit values as c2/df: 2.02, RMSEA: .075, RMR: .030, SRMR: .059, NFI: .93, NNFI: .96, CFI: .97, GFI: .88, AGFI: .85. According to the validity and reliability results, it was determined that the scale was valid and reliable. The scale consisted of 15 items in four Likert types (never, occasionally, usually, always). The score can be obtained from the scale ranged from 15 to 60. In addition, no reverse items were included in the scale.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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