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Ortaokul Öğrencileri için Ters Yüz Öğrenme Hazırbulunuşluk
Ölçeğinin Türkçeye Uyarlanması
Hatice DURAK, , hatyil05@gmail.com, ORCID: 0000-0001-6026-0187
Öz:
- -
toplamda 26 maddeden
Anahtar Kelimeler:
Turkish Adaptation of the Flipped Learning Readiness Scale for
Middle School Students
Abstract: The purpose of this study is to provide a valid and reliable Turkish scale to measure
secondary school students' In this context, the reverse face learning readiness scale of foreign language
classes of the middle school students developed by Hao (2016) is adapted to Turkish. The scale
adaptation study was conducted with 352 students in secondary schools attached to the Ministry of
National Education in Ankara. Expert opinions were first obtained on behalf of language validity when
the adaptation steps were followed. After the validity of the Turkish language was provided, descriptive
and confirmatory factor analyzes were performed. It has been observed that there are five sub-
dimensions of scale (student control and self-directed learning, technology self-efficacy, intra-class
communication self-efficacy, motivation for learning and preliminary study). The scale consists of 26
items in total. The cronbach alpha coefficient of the scale was calculated as 0,978. The cronbach alpha
coefficients for the subscales of the scale were .942, .956, .897, .820, and .705, respectively. The internal
consistency coefficients reached in the study correspond to the values calculated in the original scale
development study. As a result, it can be said that the measured materials which are adapted to Turkish
are measured without error. Therefore, the adapted scale in this study can be used to determine the
structure of the inverse learning learning in the 5th and 6th grade middle school and to successfully
integrate the inverse learning model, which is a kind of blended learning, into the learning environments
based on these findings.
Key Words: flipped learning, readiness, scale adaptation, middle school students.
Bartın Üniversitesi
Eğitim Fakültesi Dergisi
Cilt 6, Sayı 3, s. 1056-1068, Ekim 2017
BARTIN – TÜRKİYE
ISSN: 1308-7177
Bartin University
Journal of Faculty of Education
Volume 6, Issue 3, p. 1056-1068, October 2017
BARTIN – TURKEY
Doi: 10.14686/buefad.328826
Bartın Üniversitesi Eğitim Fakültesi Dergisi 6(3), s. 1056–1068, Ekim 2017
Bartin University Journal of Faculty of Education 6(3), p. 1056–1068, October 2017
1057
1. GİRİŞ
.
Kurian, Chua, Goh & Lien, 2013; Hwang, Lai, & Wang, 2015; Lai & Hwang, 2016).
perf
lardan biri olarak
-
Ortaokul Öğrencileri için Ters Yüz Öğrenme Hazırbulunuşluk Ölçeğinin Türkçeye Uyarlanması
Hatice Yıldız DURAK
1058
.
2. YÖNTEM
2.1. Çalışma Grubu
ortaokullarda 2015- -
-
2.2. Ters yüz Öğrenme Hazırbulunuşluk Ölçeği
- -
-
-
(toplam ve alt
2.3. Ters yüz Öğrenme Hazırbulunuşluk Ölçeğinin Türkçe Formunun Oluşturulması ve
Uygulamalar
-
Bartın Üniversitesi Eğitim Fakültesi Dergisi 6(3), s. 1056–1068, Ekim 2017
Bartin University Journal of Faculty of Education 6(3), p. 1056–1068, October 2017
1059
anl
2.4. Uygulama
2.5. Veri Analizi
3. BULGULAR
3.1. Nihai Ölçeğin Maddelerine İlişkin Betimsel Değerler
Tablo 1
Ölçek Maddelerine İlişkin Betimsel Değerler
Madde no
̅
Ss
Skewness
Curtosis
M1
2,61
1,47
0,42
-1,20
M2
2,61
1,51
0,42
-1,26
M3
2,78
1,50
0,22
-1,34
M4
2,34
1,50
0,72
-0,94
M5
2,48
1,50
0,54
-1,18
M6
2,72
1,47
0,31
-1,22
M7
2,53
1,48
0,52
-1,11
M8
2,66
1,52
0,34
-1,32
M9
2,48
1,41
0,56
-0,90
M10
2,49
1,44
0,55
-0,99
M11
2,73
1,50
0,26
-1,33
M12
2,50
1,49
0,56
-1,10
M13
2,59
1,45
0,47
-1,11
M14
2,52
1,40
0,47
-0,99
M15
2,42
1,43
0,66
-0,91
M16
2,68
1,54
0,32
-1,39
M17
2,67
1,45
0,37
-1,19
M18
2,61
1,43
0,40
-1,18
M19
2,50
1,37
0,51
-0,86
M20
2,52
1,18
0,03
-1,35
M21
2,35
1,15
0,13
-1,42
M22
2,47
1,24
0,13
-1,43
Ortaokul Öğrencileri için Ters Yüz Öğrenme Hazırbulunuşluk Ölçeğinin Türkçeye Uyarlanması
Hatice Yıldız DURAK
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M23
2,29
1,21
0,35
-1,37
M24
2,61
1,47
0,42
-1,20
M25
2,61
1,51
0,42
-1,26
M26
2,78
1,50
0,22
-1,34
-2.78, standart sapma 1.15-
- -1.43
- veri
Tablo 2
Alt Boyutlarına Dair Ait Betimsel İstatistikler
Faktörler
Madde
Sayısı
̅
̅/k
Ss
Minimum
Puan
Maksimu
m Puan
Öğrenci kontrolü ve
özyönelimli öğrenme
8
20.72
2.59
10.09
8.00
40.00
Teknoloji öz yeterliği
9
23.07
2.56
11.29
9.00
45.00
Sınıf-içi iletişim öz yeterliği
4
9.98
2.49
4.50
4.00
18.00
Öğrenme için motivasyon
3
7.19
2.39
3.15
3.00
12.00
Ön çalışma yapma
2
4.85
2.43
2.13
2.00
8.00
-
3.2. Doğrulayıcı Faktör Analizi
a
-
Bartın Üniversitesi Eğitim Fakültesi Dergisi 6(3), s. 1056–1068, Ekim 2017
Bartin University Journal of Faculty of Education 6(3), p. 1056–1068, October 2017
1061
Ortaokul Öğrencileri için Ters Yüz Öğrenme Hazırbulunuşluk Ölçeğinin Türkçeye Uyarlanması
Hatice Yıldız DURAK
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Şekil 1.
3.3. Açımlayıcı Faktör Analizi
-Meyer- (KMO) ve
Şekil 2.
Bartın Üniversitesi Eğitim Fakültesi Dergisi 6(3), s. 1056–1068, Ekim 2017
Bartin University Journal of Faculty of Education 6(3), p. 1056–1068, October 2017
1063
Tablo 3.
Madde No
Faktör 1:
Öğrenci
kontrolü ve öz-
yönelimli
öğrenme
Faktör 2:
Teknoloji öz
yeterliği
Faktör 3: Sınıf-
içi iletişim öz
yeterliği
Faktör 4:
Öğrenme için
motivasyon
Faktör 5: Ön
Çalışma
yapmak
M7
0.84
M6
0.70
M1
0.69
M4
0.68
M3
0.67
M6
0.63
M2
0.59
M8
0.58
M9
0.80
M10
0.79
M15
0.75
M16
0.72
M14
0.71
M17
0.57
M11
0.44
M12
0.48
M13
0.40
M21
0.58
M18
0.57
M20
0.56
M19
0.53
M22
0.68
M24
0.62
M23
0.51
M26
0.78
M25
0.65
Açıklanan varyans
Faktör 1
Faktör 2
Faktör 3
Faktör 4
Faktör 5
Toplam
%23.78
%21.89
%12.87
%12.34
%3.10
%79.93
Tablo 4
Ters yüz Öğrenme Hazırbulunuşluk Ölçeği Cronbach Alfa Katsayıları
Faktörler
Cronbach Alfa (α)
-
.942
.956
-
.897
.820
.705
Toplam
.978
Ortaokul Öğrencileri için Ters Yüz Öğrenme Hazırbulunuşluk Ölçeğinin Türkçeye Uyarlanması
Hatice Yıldız DURAK
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1).
4. SONUÇ, TARTIŞMA VE ÖNERİLER
(madde 27: Konuyla i
belirlenm
onucuna
entegre edilme
KAYNAKLAR
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every
day. International Society for Technology in Education.
Blooma, M. J., Kurian, J. C., Chua, A. Y. K., Goh, D. H. L., & Lien, N. H. (2013). Social question
answering: Analyzing knowledge, cognitive processes and social dimensions of micro-
collaborations. Computers & Education, 69, 109-120.
Sosyal bilimler için veri analizi el kitabı.
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology
integration in a college-level information systems spreadsheet course. Educational
Technology Research and Development, 61(4), 563-580.
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Bartin University Journal of Faculty of Education 6(3), p. 1056–1068, October 2017
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Öğrencilerin ve öğretim elemanlarının e- öğrenmeye hazır bulunuşluk
düzeylerinin incelenmesi: Hacettepe üniversitesi eğitim fakültesi örneği
Gaughan, J. E. (2014). The flipped classroom in world history. The History Teacher, 47(2), 221-
244.
Hao, Y. (2016a). Exploring undergraduates' perspectives and flipped learning readiness in their
flipped classrooms. Computers in Human Behavior, 59, 82-92.
Hao, Y. (2016b). Middle school students' flipped learning readiness in foreign language
classrooms: Exploring its relationship with personal characteristics and individual
circumstances. Computers in Human Behavior, 59, 295-303.
Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: a mobile technology-
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SUMMARY
Flipped learning is the presentation of content outside the classroom through videos, and the
conduct of the activities within the classroom. This learning model provides students with the
opportunity to make more practice and activities within the classroom by providing students with the
concept of course content. Since the extracurricular learning activities are the subject of the flipped
learning model, the readiness of the students is very important. It was emphasized that in the
researches, students are related to flipped learning situations outside the classroom, using technology,
using communication skills, having enough preliminary knowledge and doing preliminary study.
Therefore, students' self-efficacy, self-efficacy and motivation levels are seen as one of the most critical
problems in conducting learning activities in the flipped learning model. In order to overcome this
problem, the technology self-efficacy of the students should be increased, their own learning should be
controlled and communication skills should be improved. Otherwise, students will be able to fulfill the
requirements of the course and attend classes. As a result, it is important for students to determine the
availability of flipped learning in order to implement a successful flipping learning model. On the other
hand, there was no Turkish scale in this matter. This work seems important to fill this gap in the
landscape. Moving from these points, the purpose of this study is to provide a valid and reliable Turkish
scale to measure the readiness of middle school students to learn flipped learning in education. In this
context, the flipped learning readiness scale of foreign language classes of middle school students
developed by Hao (2016b) is adapted to Turkish. The scale adaptation study was conducted with 352
students in secondary schools attached to the Ministry of National Education in Ankara. Expert opinions
were first obtained on behalf of language validity when adaptation steps were followed. After Turkish
language validation, descriptive and confirmatory factor analyzes were performed. It has been observed
that there are five sub-dimensions of scale in the bulgular direction (student control and self-directed
learning, technology self-efficacy, intra-class communication self-efficacy, motivation for learning and
preliminary study). The scale consists of 26 items in total. The cronbach alpha coefficient of the scale
was 0.978. The cronbach alpha coefficients for the subscales of the scale were .942, .956, .897, .820, and
.705, respectively. The internal consistency coefficients reached in the study coincide with the values
calculated in the original scale development study. As a result, it can be said that the measurement
items adapted to Turkish are measured without error. Therefore, the adapted scale in this study can be
used to determine the structure of flipped learning in the 5th and 6th grades of junior high school and to
successfully integrate the flipped learning model, which is a kind of blended learning, into learning
environments based on these findings. On the other hand, it can be said that the scale applied in this
study will contribute to the internal consistency and structural validity of the scale of validity and
reliability values obtained using different studies. In addition, validity and reliability studies can be
carried out by adapting this scale to different education levels.
Ortaokul Öğrencileri için Ters Yüz Öğrenme Hazırbulunuşluk Ölçeğinin Türkçeye Uyarlanması
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Ek 1: Ters yüz Öğrenme Hazırbulunuşluk Ölçeği
Öğrenci kontrolü ve öz-yönelimli öğrenme
1.
2.
3.
4.
5.
6.
7.
8.
Teknoloji öz yeterliği
9.
10. -
(Media Player) kullanabilirim.
11.
Reader vb.) kullanabilirim.
12.
kullanabilirim.
13. -posta kullanabilirim.
14. App vb.)
kullanabilirim.
15.
teknolojilerini kullanabilirim.
16.
17.
Sınıf-içi iletişim özyeterliliği
18.
19.
20.
21.
Öğrenme için motivasyonu
22.
23.
24.
Ön çalışma yapma
25.
26.
