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Matematik Öğrenme Yaklaşımları Ölçeği’nin (MÖYÖ) Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Development of Mathematics Learning Approaches Scale (MLAS): Validity and Reliability Study

Journal Name:

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DOI: 
10.14686/201321984
Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The present study aims to develop a valid and reliable instrument for measuring students' mathematics learning approaches. The participants were 416 high school students studying in Batman in 2012-2013 Education Year Spring Semester. Expert opinion was consulted with regard to the scale's content and face validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed in order to measure the scale's construct validity. As a result of EFA, a 21-item and a two-factor structure, which explains 32.99% of the total variance was obtained. The emerging factors were named Deep Learning Approach and Surface Learning Approach. The findings obtained CFA indicated that the 21 items and twofactor structure related to mathematics learning approaches scale have satisfactory goodness of fit indices. The scale's reliability coefficients were calculated by means of internal consistency, split half and composite reliability methods. As a result of reliability analysis, it was determined that reliability coefficients were within acceptable limits. The findings of the item analyses showed that all of the items in the scale were discriminatory. In light of these findings it could be argued that the scale is reliable and valid and can be used in order to test students' mathematics learning approaches.
Abstract (Original Language): 
Bu araştırmada öğrencilerin matematik öğrenme yaklaşımlarını geçerli ve güvenilir olarak ölçmeye olanak tanıyacak bir ölçme aracının geliştirilmesi amaçlanmaktadır. Araştırma, 2012-2013 Eğitim Öğretim Yılı Bahar Dönemi’nde Batman il merkezinde toplam 416 lise öğrencisi üzerinde yürütülmüştür. Araştırmada ölçeğin kapsam ve görünüş geçerliği için uzman görüşüne başvurulmuş, yapı geçerliği için Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) uygulanmıştır. AFA sonucunda toplam varyansın %32.99’unu açıklayan, 21 madde ve iki faktörden oluşan bir yapı elde edilmiştir. Ortaya çıkan faktörler; Derin Öğrenme Yaklaşımı ve Yüzeysel Öğrenme Yaklaşımı olarak adlandırılmıştır. DFA’dan elde edilen bulgular, Matematik Öğrenme Yaklaşımları Ölçeğine (MÖYÖ) ilişkin 21 madde ve iki faktörlü yapının yeterli uyum indekslerine sahip olduğunu göstermiştir. Derin ve yüzeysel öğrenme yaklaşımı alt ölçeklerinin güvenirliği iç tutarlılık, test yarılama ve bileşik güvenirlik yöntemleri ile incelenmiş ve hesaplanan güvenirlik katsayılarının kabul edilebilir sınırlar içerisinde yer aldığı saptanmıştır. Ölçekteki maddelerin ayırt ediciliğini belirlemek amacıyla düzeltilmiş madde toplam korelasyonu ile %27’lik alt-üst grup karşılaştırmalarına yer verilmiştir. Madde analizinden elde edilen bulgular, ölçekte yer alan maddelerin tamamının ayırt edici olduğunu göstermiştir. Bu bulgulara dayanarak, ölçeğin öğrencilerin matematik öğrenme yaklaşımlarını ölçmek amacıyla kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.
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