Developing an Attitude Scale Related to Scientific Research Methods Course:
Validity and Reliability
Journal Name:
- Eğitim Bilimleri Araştırmaları Dergisi (EBAD)
Keywords (Original Language):
| Author Name | University of Author | Faculty of Author |
|---|---|---|
Abstract (2. Language):
Qualified people are supposed to perceive and describe the problems they face and to
establish various hypotheses as to the characteristics of these problems by defining probable
variations in them, as well as by detecting and describing likely relations among the
variations so that they could come up with virtual solutions to the problem by using a
number of existing scientific search procedures related to the problem. On the other hand,
the mission to impose the required knowledge and qualifications concerning the scientific
process is supposed to be performed by educational institutions. The major aim of today's
education system is training individuals who could generate knowledge by themselves and
could share what they have obtained, as well as having and investigative point of view and
scientific attitude and treatment (Büyüköztürk, 1999).
That is why investigative education is largely placed on the front line, and higher
education institutions have, in recent years, added ‚Scientific Research Methods‛ courses
into their curricula in order to help their students overcome the problems which they are
likely to come across in real life. However, a great many researchers have found that many
higher education students, especially the ones in social sciences departments, exhibit
negative attitudes towards that course. For instance, this attitude prevails in education
(Lehtinen & Rui, 1995; Onwuegbuzie & Daley, 1998; Baloğlu, 2003), in psychology (Pretouis
& Norman, 1992; Thompson, 1994; Hauff & Fogarty, 1996), in sociology (Filinson & Niklas,
1992), and generally in social sciences (Zeidner, 1991). While a great many students were
observed to get lower proficiency grades in a researching course (Bishop & Bieschke, 1998;
Bard, Bieschke, Herbert & Eber, 2000), they were found to have remarkably low motivation
for research activities during research courses (Bauman et al., 2002; 1999, Papanastasiou,
2005), and such a low motivation in students invariably leads their productivity levels
concerning prospective studies to be affected in a negative way (Deck, Cecil & Colpia, 1990;
Gelso 1993; Bauman 2004).
The aim of this study is developing a scale whose validity and reliability is high to
clarify the attitudes of the students studying in Social Sciences Departments in the course
‚Scientific Research Methods‛.
Method
During the Literature scanning, it was found that there were nearly no attitude scales
as to the course ‚Scientific Research Methods‛ for university students studying in social
sciences departments. Judging from this fact, the information was gathered by putting 58
approach terms together as to scientific research methods, with the help of very few already
existing studies. The draft was scanned by a language expert before it was introduced to pilot
scheme. Then, the approach terms were individually submitted to nine academic members
and were thoroughly approved in terms of the credibility of scientific research methods for
their capacity in cognitive, affective, and behavioral dimensions. The data obtained by the pilot scheme was initially analyzed by means of SPSS 20 program, then 20 approach terms
were introduced to the study group.
The study group was comprised of 430 students, 176 of whom were females (41 %)
and 254 of whom were male ones (59 %) who had already taken the courses ‚Measure and
Assessment‛ and ‚Scientific Research Methods‛ from different departments of Pamukkale
University (Primary School Teaching Department, Pre-school Education Teaching
Department, Psychological Consultancy and Guiding Department, Computer Technologies
and Teaching and Fine Art Education Department).
Results
In this study, after the conclusive scale of 20 items was applied to the study group,
the structural validity of the measure medium, the reliability of co-efficiency based on inner
consistency, as well as matter-total correlation were calculated. In order to test the
consistency of sampling availability and the data obtained with the factor analysis, KMO and
Barlett's was used, and it was found that the value of KMO was .924, while the global value
of Bartlett's was seen as
2 = 3256, 749 (p<.000), and these values clearly indicate that the
measure values are consistent with the factor analysis along with the hypothesis of normalcy.
Concerning the Structural Validity, Exploratory Factor Analysis (EFA) and
Confirmative Factor Analysis (CFA) were used. According to the results of EFA, the scale had
only one dimension and 4 sub-dimensions (factors). Meanwhile, results of the CFA have also
approved this suggestion. The four sub-factors are ordered as follows: (1) The Vitality of the
course ‚Scientific Research‛ ( = .834), (2) ‚Power for Achievement‛ (Cognitive Self-
Confidence) ( = .814), (3) Positive Approach toward research ( = .799), and (4) Daily Life
and Occupational Relations ( = .840). The four sub-factors groups make up 62.161 % of the
total variance, and such a proficient description rate could be considered an acceptable value
(Şencan, 2005).
Discussion and Conclusion
In this process, EFA and CFA were used. According to the factor analysis, the scale is
likely to assist in building up an attitude towards the course ‚Scientific Research Methods‛,
and it was also seen that the scale was of four sub-dimensions (factors), all of which are
proficient in construction of psychological structure. Thus, the scale has the required
structural validity. In other words, the scale explains the total variance as 62.161%
concerning the psychological structure to be defined. This definition rate could also be
considered a high level, and as such, it is considered an acceptable level in the social sciences
in building up a scale (Şencan, 2005; Çokluk; Şekercioğlu & Büyüköztürk, 2010).
According to the results of EFA, in order to reveal the attitudes of higher education
students toward the course ‚Scientific Research Methods‛, it was found that the terms in the
scale had suitable characteristics to be brought together under the four sub-factors. So as to
test the validity of this structure, CFA was used, while the credibility of the psychological
structure was approved by using the ‚maximum likelihood‛ method concerning the CFA.
As follows, here are the convenience index values obtained from CFA results
concerning this scale: RMSEA= .037; CFI= .99; RFI= .95; GFI= .92; AGFI= .96; NFI= .86;
NNFI= .99; RMR= .18, and SRMR= .049. On the other hand, it was understood that these
convenience index values were nearly perfect ones and higher than the criteria suggested by
the field authorities (Bentler & Bonnet, 1980; Marsh et al., 1988; McCallum et al., 1996; Hair et
al., 1998; Hu & Bentler, 1999; Sümer, 2000; Byrne, 2001; McDonald & Moon-Ho, 2002; Steiger, 2007; Çokluk, Şekercioğlu & Büyüköztürk, 2010; Tabachnick & Fidel, 2010).
As the result of the analysis concerning the credibility of the measure medium,
Cronbach’s Alpha Coefficient was calculated as =.917. This nearly perfect credibility of the
co-efficiency in terms of inner consistency indicates that an attitude term in the measurement
medium is closely related to each other. In other words, it shows that the measurement
medium is comprised of only one psychological structure and is of high structural
credibility.
The attitude scale developed in this study concerning Scientific Research Methods are
as follows: 1) The vitality of the course ‚Scientific Research‛, 2) Power for Achievement
(Cognitive Self-Confidence), 3) Positive Approach toward research, and 4) Daily Life-
Occupational Relations. For researchers wishing to hold a study in this matter, it is suggested
that they should also develop scales containing different factors apart from the sub-factors
mentioned in this scale. Besides, they could also work on the credibility of the scales based
on the existing criteria or study credibility of criteria groups related to sex, success in
numerical courses, and points of view of the students in different faculties or departments.
Bookmark/Search this post with
Abstract (Original Language):
Bu araştırmanın amacı, Sosyal Bilimler alanında öğrenim gören öğrencilerin Bilimsel Araştırma Yöntemleri Dersine Yönelik tutumlarını belirleyecek; geçerli ve güvenilir bir tutum ölçeği geliştirmektir. Ölçme aracının yapı geçerliği için Açımlayıcı ve Doğrulayıcı Faktör Analizi kullanılmıştır. Açımlayıcı Faktör Analizi sonuçlarına göre, ölçek toplam 20 madde ve dört alt boyuttan oluşmaktadır. Alt boyutların faktör yük değerleri ile toplam varyansı açıklama oranları sırasıyla, birinci faktör, 7,848 özdeğer ve varyans açıklama oranı % 39,240, ikinci faktör öz değer 2,123 ve toplam varyans açıklama oranı % 10,614,üçüncü faktör öz değer 1,350 ve toplam varyans açıklama oran % 6,752, dördüncü faktör öz değer 1,111 ve toplam varyans açıklama oranı % 5,555’tir. Dört alt boyut ölçülmesi düşünülen psikolojik örtük yapıya ait varyansın % 62,161’ini açıklamaktadır. Öte yandan, açımlayıcı faktör analizi sonucu ortaya çıkan yapıyı test etmek için Doğrulayıcı Faktör Analizi kullanılmıştır. Doğrulayıcı Faktör Analizi sonucunda, 199,68/166=1.202; RMSEA=,037; CFI=,99; GFI=,92; AGFI=,86; NFI=,96; NNFI=,99; RMR=,18 ve SRMR=,049 bulgularına ulaşılmıştır. Ulaşılan bulgular ölçeğin tek yapılı dört alt boyutlu olduğu sonucuna varılmıştır. Bulgulardan hareketle ölçeğin, Bilimsel Araştırma Yöntemlerine yönelik tutumu ölçebilecek özellikte olduğu söylenebilir. Ölçeğin iç tutarlılık anlamında güvenirlik katsayısı ⍺ = .917 olarak hesaplanmıştır. Bu değer ölçeğin çok yüksek düzeyde iç tutarlılığa sahip olduğunu göstermektedir.
FULL TEXT (PDF):
- 2