Görüntüleme
6
Öğrencilerin bir disiplin alanına yönelik sahip oldukları tutum, inanç, öz-yeterlik gibi duyuşsal becerileri akademik başarılarını önemli ölçüde etkilemektedir. Bireylerin bir derse ya da disipline ilişkin sahip oldukları duyuşsal yeterlik düzeylerini belirlemede likert tipi ölçekler sıklıkla kullanılmaktadır. Alanyazın incelendiğinde ilkokul düzeyindeki öğrencilerin matematik dersine ilişkin öz-yeterlik algılarını belirlemeyi amaçlayan ölçek sayısının oldukça yetersiz olduğu görülmüştür. Bu nedenle çalışmada, dördüncü sınıf öğrencilerinin matematik dersine ilişkin öz-yeterlik düzeylerini belirleyebilecek, güvenirliği ve geçerliği sağlanmış bir ölçek geliştirilmesi amaçlanmıştır. Çalışmanın yöntemi nicel, modeli ise taramadır. Yapılan literatür incelemesi sonrasında 40 maddeden oluşan, üçlü likert tipinde cevaplar içeren matematik dersine ilişkin öz-yeterlik ölçek formu hazırlanmıştır. Araştırma için İnönü Üniversitesi Bilimsel Araştırma ve Etik Kurulundan 06.01.2022 tarih ve 130502 sayılı etik kurul onayı alınmıştır. Hazırlanan ölçek form Malatya ili Battalgazi ve Yeşilyurt ilçelerinde 2021-2022 eğitim öğretim yılında öğrenim gören ve basit tesadüfi örnekleme yöntemi ile seçilen 591 dördüncü sınıf öğrencisine uygulanmıştır. Toplanan verilerin 329’u AFA için, 262’si ise DFA için kullanılmıştır. Uygulama sonrası ulaşılan veriler üzerinden geçerlik ve güvenirlik analizleri yapılmıştır. Kapsam geçerliliğinin sağlanması amacıyla madde havuzu uzman görüşleri doğrultusunda düzenlenmiştir. Yapı geçerliliği, taslak ölçek formuna AFA ve DFA uygulanarak sağlanmıştır. Yapı geçerliği analizleri sonrasında ölçeğin üç alt boyutta olduğu görülmüş ve bu boyutlar “Tutum”, “Uygulama” ve “Motivasyon” olarak adlandırılmıştır. Yapılan güvenirlik analizlerinde Cronbach Alpha güvenirlik katsayısının ölçek genelinde .84, “tutum” faktöründe .79, “uygulama” faktöründe .71 ve “motivasyon” faktöründe ise .63 olduğu görülmüştür. Sonuç olarak yapılan analizler ve değerlendirmeler neticesinde üç faktör ve 13 maddeden oluşan matematik öz-yeterlik ölçeğinin (MÖYÖ), öğrencilerin matematik öz-yeterlik algılarını belirlemede alan yazına katkı sunabilecek, geçerli ve güvenilir bir ölçek olduğu söylenebilir.
The perceptive skills that students have towards a discipline field, such as attitudes, beliefs, self-capacity, significantly affect their academic achievements. Liquette-type scales are often used to determine the levels of sensory capacity that individuals have in relation to a course or discipline. When the field was studied, it was found that the scale number aimed at determining the perceptions of self-sufficiency of students at the primary school level in relation to the mathematics course was quite insufficient. Therefore, the study is aimed at developing a scale of reliability and validity provided that the students of the fourth grade can determine their levels of self-quality with respect to the math course. The method of work is quantum, and the model is scan. After the study of literature, a self-sufficiency scale form for the mathematics course containing answers in the triple likert type, consisting of 40 subjects, was prepared. The research was approved by the Scientific Research and Ethics Board of the University of Inönü on 06.01.2022 and the Ethics Board number 130502. The prepared scale form was applied to 591 fourth-class students who studied in the 2021-2022 educational year in the Battalgazi and Greenland districts of Malatya and selected by the simple random sampling method. 329 of the data collected were used for AFA and 262 for DFA. Analysis of validity and reliability has been carried out on the basis of data obtained after application. In order to ensure the validity of the coverage, the material pool is arranged according to the expert opinion. Construction validity is secured by applying AFA and DFA to the draft scale form. Building validity analyses showed that the scale was in three subdimensions and these dimensions were called "Tutum", "Application" and "Motivation". The Cronbach Alpha reliability ratio was .84 in scale, .79, .71 in “application” and .63 in “motivation”. As a result of analysis and evaluation, the mathematical self-sufficiency scale, which consists of three factors and 13 matters, can be said to be a valid and reliable scale that can contribute to the field writing in determining the mathematical self-sufficiency perceptions of students.
Affective skills such as attitudes, beliefs, and self-efficacy of students towards a discipline significantly affect their academic success. Likert type scales are frequently used to determine the affective competence levels of individuals regarding a course or discipline. When the literature is examined, it is seen that the number of scales aiming to determine the self-efficacy perceptions of primary school students about the mathematics lesson is quite insufficient. Therefore, in this study, it was aimed to develop a reliable and valid scale that can determine the self-efficacy levels of fourth grade students in mathematics. The method of the study is quantitative and the model is survey. After the literature review, a self-efficacy scale form was prepared for the mathematics course, which consists of 40 items and includes answers in triple Likert type. Ethics committee approval dated 06.01.2022 and numbered 130502 was obtained from the Scientific Research and Ethics Committee of İnönü University for the research. The prepared scale form was applied to 591 fourth grade students who were studying in the Battalgazi and Yeşilyurt districts of Malatya province in the 2021-2022 academic year and selected by simple random sampling method. Of the collected data, 329 were used for exploratory factor analysis (EFA) and 262 for confirmatory factor analysis (CFA). Reliability and validity analyzes were performed on the data obtained after the application. In order to ensure content validity, the item pool was arranged in line with expert opinions. Construct validity was ensured by applying EFA and CFA to the draft scale form. After the construct validity analyzes, it was seen that the scale had three sub-dimensions and these dimensions were named as “Attitude”, “Practice” and “Motivation”. In the reliability analysis, it was seen that the Cronbach Alpha reliability coefficient was .84 in the scale, .79 in the "attitude" factor, .71 in the "practice" factor and .63 in the "motivation" factor. As a result of the analyzes and evaluations made, it can be said that the mathematics self-efficacy scale (MSES), which consists of three factors and 13 items, is a valid and reliable scale that can contribute to the literature in determining students' mathematics self-efficacy perceptions.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
Makale Detay 
Benzer Makaleler
PDF Görüntüle
Dergi Bilgisi
Eseri Dinleyin
Alıntı Yap
Bu Sayfayı Yazdırın
Paylaş
Mendeley
