Publication: Marmara Öğrenme Stilleri Ölçeğinin (ÖSÖ-M) Geçerlik ve Güvenirlik Çalışması
Abstract
Eğitim bilimi yıllarca sınıflarındaki geniş öğrenci kitlelerinin ihtiyaçlarını karşılayabilmek için alternatif eğitsel yaklaşımlar üstünde durmuştur. Sınıf ortamında oluşan öğrenme performansına ilişkin farklılıkların kaynaklarından biri de öğrenme stilleridir. Bu araştırma ortaöğretim düzeyindeki öğrenciler için bir öğrenme stilleri ölçeği geliştirmek amacıyla gerçekleştirilmiştir. Araştırma kapsamında ortaöğretim düzeyi için Türkiye koşullarına uygun bir öğrenme stilleri ölçeği geliştirilmiştir. Çalışmaya 223 madde ile başlanmış ve uygulamalar 909 lise öğrencisi üzerinde gerçekleştirilmiştir. Çalışma sonucunda Cronbach's Alpha katsayısı maksimum 0,95 olarak belirlenmiştir. Öte yandan madde-toplam ve madde kalan korelasyonları anlamlı ve maddelerin ayırt edici olduğu saptanmıştır. Faktör analizi ile maddelerin toplam 8 faktörde toplandığı, açıklanan toplam varyans miktarının yaklaşık 0,56 olduğu, faktörler arasında anlamlı korelasyonların olduğu belirlenmiştir.
The science of education has focused on alternative educational approaches for years with a view to meeting the needs of wide student audiences in classes. One of the sources of the differences in learning performance at class environment is the learning styles. This study has been conducted to develop a learning styles scale for students at the secondary education level. Within the scope of the study, a learning styles scale for the secondary education level tailored to the conditions in Turkey has also been developed. The study was started with 223 items and implementations were carried out on 909 high school students. After the study, Cronbach's Alpha coefficient was determined as 0.95. Furthermore, it was determined that item-total and corrected item-total correlations were significant and items were discriminative. The factor analysis has yielded that the items group under a total of 8 factors, total variance amount described was around 0.56 and that significant correlations were present between the factors.
The science of education has focused on alternative educational approaches for years with a view to meeting the needs of wide student audiences in classes. One of the sources of the differences in learning performance at class environment is the learning styles. This study has been conducted to develop a learning styles scale for students at the secondary education level. Within the scope of the study, a learning styles scale for the secondary education level tailored to the conditions in Turkey has also been developed. The study was started with 223 items and implementations were carried out on 909 high school students. After the study, Cronbach's Alpha coefficient was determined as 0.95. Furthermore, it was determined that item-total and corrected item-total correlations were significant and items were discriminative. The factor analysis has yielded that the items group under a total of 8 factors, total variance amount described was around 0.56 and that significant correlations were present between the factors.