Adaptation of the Social Context and Learning Environment Scale to Turkish: Validity and Reliability Study

Hatice ALTUNKAYA, Ahmet BAŞKAN

Abstract


The aim of this study is to determine the adaptation and psychometric properties of the Social Context and Learning Environment Scale to Turkish. The research was carried out with 310 prospective teachers in different departments of Dicle University Ziya Gökalp Faculty of Education in the academic year of 2017-2018. Confirmatory and explanatory factor analyzes were conducted to establish the validity and reliability of the Social Context and Learning Environment Scale. As a result of the analyzes, the reliability of the scale was found high as Cronbach's Alpha = 0,931. The item 14, which has a negative effect on internal consistency and whose item total correlation value is 0,17 was removed from the scale and a scale consisting of 26 items and 4 dimensions was determined. The first subscale of the scale (items 1-10) was 0.887 for general student-student relationships; the second sub-dimension (items 11-15 [item 14 extracted]) is 0.777 for the official teacher-student relationships; the third sub-dimension (16-20 items) for non-official teacher-student relationships is 0.830; the fourth sub-dimension (items 21-27) was found to be 0.867 Cronbach's Alpha value for the student factor as an instructor. The scale explains 56.489% of the total variance. It can be said that the Social Context and Learning Environment Scale consisting of 26 items and 4 subscales can be used in learning environments as a valid and reliable measurement tool.


Keywords


Social context, learning environment, scale.

Full Text:

PDF

References


Apaydın, Ç. ve Kızılhan, P. (2011). Üniversitelerde sınıf öğrenme çevresinin ikinci mertebeden faktör analizi. Kuram ve Uygulamada Eğitim Yönetimi,17(4), 509-526.

Awang, Z. (2015). SEM made simple: A gentle approach to learning Structural Equation Modelling. Bandar Baru Bangi: MPWS Rich Publication.

Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik. Ankara: Pegem Yayınları.

Dorman, J. P., Fraser, B., & McRobbie, C. J. (1997). Relationship between school level-and classroom level environ-ments in secondary schools. Journal of Educational Administration, 35(1), 74-91.

Fisher, D.L. & Fraser, B.J. (1981). Validity and use of my class inventory. Science Education, 65, 145-156.

Fraser, B.J. (1998). Science learning environments: Assessment, effects and determinants. In B.J. Fraser and K.G. Tobin (Eds.). International Handbook Of Science Education. Dordrecht, The Netherlands: Kluwer.

Garrison, D. R. (2000). Theoretical challenges for distance education in the 21st century: A shift from structural to tran-sactional issues.

International Review of Research in Open and Distance Learning, 1(1).

Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modeling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60.

Kandemir, M., Çakır, O. ve Eşici, H. (2008). Üniversite öğrencilerinin sınıf içinde algıladıkları empatik atmosfer ile benlik saygıları arasındaki etkileşimin sosyal özyeterlikle ilişkisi. 17. Ulusal Eğitim Bilimleri Kongresi, Sakarya Üniversitesi Eğitim Fakültesi.

Karasar, N. (2009). Bilimsel araştırma yöntemi. Ankara: Nobel Yayınları.

Kısakürek, M. A. (1985). Sınıf atmosferinin öğrenci başarısına etkisi eğitim fakülteleri üzerine bir araştırma. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları.

Kline, B. (2005). Principles and practice of structural equation modeling. Newyork: The Guilford Press.

Köse, E. ve Küçükoğlu, A. (2009). Eğitim fakültelerindeki sınıf öğrenme çevresinin bazı değişkenler açısından değer-lendirilmesi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 10(3), 61-73.

Küçüközer, H., Kırtak Ad V. N., Ayverdi, L. ve Eğdir, S. (2012). Yapılandırmacı öğrenme ortamları ölçeğinin Türkçe’ye uyarlanması, İlköğretim Online, 11(3), 671-688.

Moos, R.H. (1979). Evaluating Educational Environments: Procedures, Measures, Findings and Policy Implications, Jossey-Bass, San Francisco, CA.

Higgs, B., & McCarthy, M. (2005). Active learning–from lecture theatre to field-work. In G. O’Neill, S. Moore, & B. McMullin (Eds.), Emerging issues in the practice of university learning and teaching, 37-44. Dublin: All Ireland Society for Higher Education.

Rentoul, A.J. & Fraser, B.J. (1979). Conceptualization of enquiry-based or open classroom learning environments. Jo-urnal of Curriculum Studies, 11, 233-245.

Schumacker, R. E. & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. New Jersey: Taylor & Francis.

Sümer, N. (2000). Yapısal eşitlik modelleri. Türk Psikoloji Yazıları, 3(6), 49-74.

Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik. Ankara: Seçkin Yayıncılık.

Şimşek Ö. F. (2007). Yapısal eşitlik modellemesine giriş, temel ilkeler ve LİSREL uygulamaları. Ankara: Ekinoks Yayınları.

Tabachnick, B. G. & Fidel, L. S. (2007). Using multivariate statistics. Pearson Education Inc. Boston.

Taylor, P., Fraser, B. J. & Fisher, D.L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27, 293-302.

Taylor, P. C., Fraser, B. J. & White, L. R. (1994). CLES an ınstrument for monitoring the development of constructivist learning environments. American Educational Research Association, New Orleans.

Terwel, J. (1999). Constructivism and its implications for curriculum theory and practice. Journal of Curriculum Stu-dies, 31(2), 195-199.

Tu, C. H., & Corry, M. (2002). eLearning communities. The Quarterly Review of Distance Education, 3(2), 207-218.

Ural, A. ve Kılıç, İ. (2006). Bilimsel araştırma süreci ve SPSS ile veri analizi (Genişletilmiş 2. Baskı). Ankara: Detay Yayıncılık.

Walberg, H. J., & Anderson, G. J. (1968). Classroom climate and individual learning. Journal of Educational Psycho-logy, 59(6), 414-419.

Walker, J. D. & Baepler, P. (2017). Measuring social relations in new classroom spaces: Development and validation of the social context and learning environments (scale) survey. Journal of Learning Spaces, 6/3, 34-41.

Waltz, C. F., Strcikland, O. L. & Lenz, E. R. (2010). Measurement in nursing and health research. New York: Springer Publishing Company.

Wang. J. & Wang, X. (2012). Structural equation modeling: applications using mplus: methods and applications. West Susex: John Wiley & Sons.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Har-vard University Press.

Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: The MIT Press.




DOI: https://doi.org/10.24106/kefdergi.3554

Refbacks

  • There are currently no refbacks.


indexed by TR-DİZİN, DOAJ, SOBİAD

 


Creative Commons License  
 Kastamonu Eğitim'de yayınlanan tüm içerik ve makaleler "Creative Commons Alıntı 4.0 Uluslararası Lisansı" ile lisanslanmıştır.