Publication: Okul motivasyonunu değerlendirme ölçeği yapılandırılması ve güvenirliği
Abstract
Bu çalısma Türkiye’de yasayan ilkögretim yedinci sınıf ögrencilerinin okul motivasyonlarını ölçebilen likert tipi bir ölçek yapılandırmayı ve güvenirligini test etmeyi hedeflemistir. İlk asamada deneme ölçegi olusturulmus ve uygulama sonucunda elde edilen verilere madde analizi yapılmıstır. Bu analizin sonucunda madde kalan korelasyon katsayıları 0.30’un altında kalan maddeler ölçekten çıkarılarak ikinci deneme formu elde edilmistir. İkinci denemelik ölçek yeni bir gruba uygulanarak elde edilen verilere faktör analizi yapılmıs ve tek boyutlulugun saglanması amacıyla birinci faktör dısındaki diger faktörlere yüklenen maddeler ölçekten çıkarılarak, asıl ölçek olusturulmustur. 35 maddelik ölçek üzerinden yapılan yeni uygulama sonucunda yapılan madde analizinde bir maddenin korelasyonu 0.20’un altında oldugu için ölçekten çıkarılmıs, ölçek 34 madde kalmıstır. Gelistirilen bu 34 maddelik ölçege “Okul Motivasyonu Ölçegi” adı verilmistir. Güvenirlik analizi için, test tekrar test, içtutarlık, iki yarım güvenirlik ve madde analizi yöntemleri kullanılmıstır. Bu çalısmada ayrıca bir alt amaç olarak geçerlik adına bir uygulama yapılarak ögrencilerin okul basarıları ve bazı demografik özelliklerinin okul motivasyonuyla ilgisi incelenmistir. Bu baglamda, Okul Motivasyonu Ölçeginden alınan puanlar kızlar ve erkekler, ögrencilerin Türkçe, Matematik, ngilizce, Sosyal Bilgiler ve Fen Bilgisi derslerinden aldıkları karne notları, anne ve babalarının ögrenim düzeyi, annelerinin çalısıp çalısmadıgı, kardes sayısı ve kaçıncı çocuk oldukları yönünden ve özel okul ögrencileriyle devlet okulu ögrencilerinin ortalamaları açısından degerlendirilmistir. Yapılan ölçek gelistirme çalısmasının sonucunda, güvenilir oldugu saptanan bir okul motivasyonu ölçegi gelistirilmistir.
This study aims to devise a Likert-Type Scale which can assess the school motivation of 7th grade students who live in Turkey and it also aims to test the reliability of this scale. In the first step, a trial scale was devised and item analysis was applied to the data obtained as a result of the application. The second trial form was obtained by omitting the items with a correlation quotient of alpha if item deleted, below 0,30 as a result of this analysis. Factor analysis was carried out by applying the second trial scale to a new sample and, to achieve a one dimensioned scale, the final scale was devised by omitting all the items except in factor 1. The scale was reduced to a 34 item scale, because, as a result of an item analysis following a new application on the 35 item scale, the item-total correlation of an item was found to be below 0,20. The 34 item scale thus formed was called “School Motivation Scale”. The methods of retesting, internal consistency, split-half reliabilities and item analysis methods were used for the purpose of reliability analysis. Besides these, as a secondary aim, a validity study was carried out in order to see the relation between students’ academic success and some demographic variables. In this context, the scores obtained from School Motivation Scale have been evaluated in terms of gender, various factors like their marks in Turkish, Maths, English, Social Sciences and Science lessons, their parents’ education level, whether or not the mother works, number of siblings and order of birth and the average marks of private and state school students. As a result of the scale development study, a school motivation scale which proves to be reliable and valid has been conducted.
This study aims to devise a Likert-Type Scale which can assess the school motivation of 7th grade students who live in Turkey and it also aims to test the reliability of this scale. In the first step, a trial scale was devised and item analysis was applied to the data obtained as a result of the application. The second trial form was obtained by omitting the items with a correlation quotient of alpha if item deleted, below 0,30 as a result of this analysis. Factor analysis was carried out by applying the second trial scale to a new sample and, to achieve a one dimensioned scale, the final scale was devised by omitting all the items except in factor 1. The scale was reduced to a 34 item scale, because, as a result of an item analysis following a new application on the 35 item scale, the item-total correlation of an item was found to be below 0,20. The 34 item scale thus formed was called “School Motivation Scale”. The methods of retesting, internal consistency, split-half reliabilities and item analysis methods were used for the purpose of reliability analysis. Besides these, as a secondary aim, a validity study was carried out in order to see the relation between students’ academic success and some demographic variables. In this context, the scores obtained from School Motivation Scale have been evaluated in terms of gender, various factors like their marks in Turkish, Maths, English, Social Sciences and Science lessons, their parents’ education level, whether or not the mother works, number of siblings and order of birth and the average marks of private and state school students. As a result of the scale development study, a school motivation scale which proves to be reliable and valid has been conducted.