Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey
Yıl: 2016 Cilt: 6 Sayı: 2 Sayfa Aralığı: 97 - 107 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022
Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey
Öz: Araştırmanın amacı Kaynaştırma Uygulamalarında Matematik Öğretimi (KUMÖ) Ölçeğinin Türkçeye uyarlanması ve ülke örneklemi üzerinden psikometrik özelliklerinin belirlenmesidir. Araştırma kaynaştırma öğrencilerine matematik öğretiminden sorumlu 338 sınıf öğretmeni ile gerçekleştirilmiştir. On iki soru ve iki alt alandan oluşan dokuzlu derecelendirme tipi ölçme aracının dilsel eşdeğerliği ve görünüm geçerliği elde edilmiştir. Doğrulayıcı faktör analizi sonuçları (x2/sd=4.4, RMSEA=.10, SRMR=.04, GFI=.90, AGFI=.85, NFI=.98, NNFI=.97, RFI=.97, IFI=.98, CFI=.98) ölçeğin iyi düzeyde uyum iyiliğine sahip olduğunu göstermektedir. Ölçeğin ölçüt bağıntılı geçerliliği sağladığı gözlenmiştir. Ölçeğin Cronbach's alfa iç tutarlık güvenirliği ve iki yarı güvenirliğinin yüksek, madde toplam korelasyonlarının yüksek ve %27 alt-üst grup ortalamaları arasındaki farkın anlamlı olduğu belirlenmiştir. Bulgular ışığında, KUMÖ ölçeğinin Türkiye'de kaynaştırma öğrencilerine matematik öğretiminde genel eğitim (sınıf) öğretmenlerinin yeterliklerinin belirlenmesinde geçerli ve güvenilir bir ölçme aracı olarak kullanılabileceği ifade edilebilir
Anahtar Kelime: Konular:
Kaynaştırma Uygulamalarında Matematik Öğretimi Ölçeğinin Türkçe Uyarlama, Geçerlik ve Güvenirlik Çalışmaları
Öz: The aim of the research is to adapt the Teaching Mathematics in Inclusive Settings (TMIS) survey into Turkish and determine their psychometric properties over the country sample. The research was performed with 338 general education teachers who are responsible teaching mathematics to inclusive students. The scale in which linguistic equivalence and face validity were achieved was a measuring tool of 9-point grading type including 12 items and two sub fields. CFA results (x2/df=4.4, RMSEA=.07, SRMR=.04, GFI=.92, AGFI=.86, NFI=.98, NNFI=.96, RFI=.96, IFI=.97 and CFI=.98) indicated that the scale had an acceptable goodness of fit. It was observed that the scale achieved criterion related validity. It was determined that Cronbach's alpha internal consistency reliability and split-half reliabilities were high, item total correlations were high and the differences between %27 upper-lower groups were significant. In the light of the findings, it can be stated that TMIS survey can be used as a valid and reliable measuring tool in determining the efficacy of general education teachers in Turkey for teaching mathematics to inclusive students.
Anahtar Kelime: Konular:
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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| APA | Meral B, TAKUNYACI M (2016). Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey. , 97 - 107. |
| Chicago | Meral Bekir Fatih,TAKUNYACI Mithat Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey. (2016): 97 - 107. |
| MLA | Meral Bekir Fatih,TAKUNYACI Mithat Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey. , 2016, ss.97 - 107. |
| AMA | Meral B,TAKUNYACI M Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey. . 2016; 97 - 107. |
| Vancouver | Meral B,TAKUNYACI M Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey. . 2016; 97 - 107. |
| IEEE | Meral B,TAKUNYACI M "Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey." , ss.97 - 107, 2016. |
| ISNAD | Meral, Bekir Fatih - TAKUNYACI, Mithat. "Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey". (2016), 97-107. |
| APA | Meral B, TAKUNYACI M (2016). Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey. Sakarya University Journal of Education, 6(2), 97 - 107. |
| Chicago | Meral Bekir Fatih,TAKUNYACI Mithat Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey. Sakarya University Journal of Education 6, no.2 (2016): 97 - 107. |
| MLA | Meral Bekir Fatih,TAKUNYACI Mithat Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey. Sakarya University Journal of Education, vol.6, no.2, 2016, ss.97 - 107. |
| AMA | Meral B,TAKUNYACI M Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey. Sakarya University Journal of Education. 2016; 6(2): 97 - 107. |
| Vancouver | Meral B,TAKUNYACI M Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey. Sakarya University Journal of Education. 2016; 6(2): 97 - 107. |
| IEEE | Meral B,TAKUNYACI M "Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey." Sakarya University Journal of Education, 6, ss.97 - 107, 2016. |
| ISNAD | Meral, Bekir Fatih - TAKUNYACI, Mithat. "Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey". Sakarya University Journal of Education 6/2 (2016), 97-107. |
