K-12 Düzeyindeki Okullarda Gerçekleştirilen Programlama Eğitimine Yönelik Ebeveyn Algı Ölçeği Geliştirme Çalışması

Year 2023, Issue: 58, 2253 - 2277, 27.12.2023

Nuray Yılmaz , Salih Birişçi

https://doi.org/10.53444/deubefd.1241129

Abstract

Bu çalışma, K12 düzeyindeki okullarda gerçekleştirilen programlama eğitimlerine ilişkin ebeveyn algısının belirlenmesine yönelik geçerli ve güvenilir bir ölçek (PEEAÖ-K12) geliştirilmeyi amaçlamaktadır. Ölçek geliştirme süreci ölçeğe temel oluşturan teorilere ilişkin alan yazın taraması ile başlamıştır. Kapsam geçerliliği çalışması sonucunda 36 maddeden oluşan taslak ölçek, Bursa il merkezindeki okullarda öğrenim gören 5 ve 6. sınıf öğrencilerinin ebeveynlerine (860 ebeveyn) uygulanmıştır. Ölçme aracına ait yapı geçerliğinin sağlanması amacıyla yapılan Açımlayıcı Faktör Analizi (AFA) işlemleri sonrası farkındalık, destek ve beklenti boyutları altında toplam 21 maddeden oluşan nihai form elde edilmiştir. Ölçeğin üç boyutlu faktör yapısı toplam varyansın % 71.135’ini açıklamaktadır. Ölçeğin tümü için elde edilen Cronbach Alpha iç tutarlık güvenirlik katsayısı .958 iken alt boyutlarına ait güvenirlik değerleri sırasıyla .94, .87 ve .95 olarak belirlenmiştir. Doğrulayıcı Faktör Analizi (DFA) sonuçları, modele ait uyum iyiliği indekslerinin hem tatmin edici hem de kabul edilebilir düzeyde olduğunu göstermektedir (x2/sd=1.849, TFI=.933, IFI=.942, NFI=.923, CFI=.942, RMSEA=. 073, RMR=.045). DFA'ya göre faktör yükleri .52 ile .91 arasında değişmektedir. Uygulanan Doğrulayıcı Faktör Analizi (DFA) neticesinde AFA kapsamında oluşan faktör yapısı doğrulanmış olup modele ait uyum iyiliği indekslerinin kabul edilebilir düzeyde anlamlı olduğu tespit edilmiştir. Çalışmanın sonucunda okullarda yürütülen programlama etkinliklerine dair ebeveyn algısını belirlemede kullanılabilecek geçerli ve güvenilir bir ölçme aracı ortaya konulmuştur.

Keywords

Programlama eğitimi, ebeveyn algısı, ölçek geliştirme, k12

Development of Parent Perception Scale Study for Programming Education in K-12 Level Schools

Abstract

This study aims to develop a valid and reliable scale for determining the parental perception of programming education in K-12 level schools (PEPPS-K12). To develop the scale, we began by conducting a thorough literature review of relevant theories. As a result of the scope validity, the draft scale consisting of 36 items was applied to parents of 5th and 6th grade students (860 parents) in the city center of Bursa. After the Exploratory Factor Analysis (EFA), which was first conducted to ensure the construct validity of the measurement tool, the final form consisting of 21 items under the factors of awareness, support, and expectation was obtained. The three-dimensional factor structure explains 71.135% of the total variance. Factor loadings ranged from .59 to .92. Cronbach's Alpha internal consistency reliability coefficients of the scale were obtained for the whole .958, and the reliability values for the sub-dimensions were determined as .94, .87, and .95, respectively. Confirmatory Factor Analysis (CFA) indicated that the model's goodness of fit indices was both satisfactory and acceptable level (X2/sd=1.849, TFI=.933, IFI=.942, NFI=.923, CFI=.942, RMSEA=.073, RMR=.045). According to CFA, factor loadings ranged from .52 to .91. As a result the CFA indicated that the factor structure formed within the scope of AFA was verified as the three factors structure. As a result, a valid and reliable measurement tool that can be used to determine parents' perceptions about the programming activities carried out in schools has been revealed.

Keywords

Programming education, parent perception, scale development, K12

References

• Acosta, S., & Hsu, H. Y. (2014) Shared academic values: Testing a model of the association between Hong Kong parents’ and adolescents’ perception of the general value of science and scientific literacy, Educational Studies, 40(2), 174–195. https://doi.org/10.1080/ 03055698.2013.866889
• Amarnani, R. K., Garcia, P. R. J. M., Restubog, S. L. D., Bordia, P., & Bordia, S. (2018). Do you think I’m worth it? The self-verifying role of parental engagement in career adaptability and career persistence among STEM students. Journal of Career Assessment, 26(1), 77-94. https://doi.org/10.1177/1069072716679925
• Balcı, A. (2010). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler. Pegem Yayıncılık.
• Barbarin, O. A., Early, D., Clifford, R., Bryant, D., Frome, P., Burchinal, M., Howes, C., & Pianta, R. (2008). Parental conceptions of school readiness: Relations to ethnicity, socioeconomic status, and children's skills. Early Education and Development, 19(5), https://doi.org/10.1080/10409280802375257
• Benner A., & Boyle A. (2016). Parental involvement and adolescents’ educational success: The roles of prior achievement and socioeconomic status. Journal of Youth and Adolescence, 45(6), 1053-1064. https://doi.org/10.1007/s10964-016-0431-4
• Boonk, L. M., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2022). Student-perceived parental involvement as a predictor for academic motivation in vocational education and training (VET). Journal of Vocational Education and Training, 74(2), 187-209. https://doi.org/10.1080/13636820.2020.1745260
• Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi Yayıncılık.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2009). Bilimsel araştırma yöntemleri. Pegem Akademi Yayıncılık.
• Cabrera, L. (2019). Teacher preconceptions of computational thinking: A systematic literature review. Journal of Technology and Teacher Education, 27(3), 305-333.
• Chen, R.S., & Tu, C.C. (2018). Parents’ attitudes toward the perceived usefulness of Internet-related instruction in preschools. Social Psychology Education, 21, 477–495. https://doi.org/10.1007/s11218-017-9424-8
• Chen, Y., Chiu, S. W. K., Zhu, J., & So, W. W. M. (2022). Maintaining secondary school students’ STEM career aspirations: The role of perceived parental expectations, self-efficacy, and cultural capital. International Journal of Science Education, 44(3), 434-462. https://doi.org/10.1080/09500693.2022.2032463
• Corradini, I., Lodi, M., & Nardelli, E. (2017). Conceptions and misconceptions about computational thinking among Italian primary school teachers. In Proceedings of the 2017 ACM Conference on International Computing Education Research (pp. 136-144). Association for Computing Machinery. https://doi.org/ 10.1145/3105726.3106194
• Cummins, R.A. & Gullone, E. (2000). Why we should not use 5-point Likert scales: The case for subjective quality of life measurement. In Proceedings of Second International Conference on Quality of Life in Cities, 74(2), (pp. 74-93). National University of Singapore.
• Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve Lisrel uygulamaları. Pegem Akademi Yayıncılık.
• Day, E., & Dotterer, A. M. (2018). Parental involvement and adolescent academic outcomes: Exploring differences in beneficial strategies across racial/ethnic groups. Journal of Youth and Adolescence, 47(6), 1332–1349. https://doi.org/10.1007/s10964-018-0853-2
• Davis, L.L. (1992). Instrument review: Getting the most from a panel of experts. Applied Nursing Research, 5(4), 194-197.
• DeVellis, R. F. (2017). Ölçek geliştirme kuram ve uygulamalar, (3. Bas.). Nobel Akademi Yayınları. Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support, and family education on pupil achievements and adjustment: A literature review with. Education, 30(8), 1–110. https://doi.org/10.1016/j.ctrv.2004.06.001
• Dietrich, J., Viljaranta, J., Moeller, J., & Kracke, B. (2017). Situational expectancies and task values: Associations with students' effort. Learning and Instruction, 47, 53-64.
• Doctoroff, G. L., & Arnold, D. H. (2017). Doing homework together: The relation between parenting strategies, child engagement, and achievement. Journal of Applied Developmental Psychology, 48, 103-113. Dos Santos, L. M. (2019). Bilingual English education: Expectation of parents who enroll their children in bilingual primary schools. International Journal of Instruction, 12(4), 747-766. https://doi.org/10.29333/ iji.2019.12448a
• Dotterer, A. M. (2022). Parent involvement, expectancy values, and STEM outcomes among underrepresented adolescents. Social Psychology of Education, 25(1), 113-127. https://doi.org/10.1007/s11218-021-09677-0
• Duncan, C., Bell, T., & Atlas, J. (2017). What do the teachers think? Introducing computational thinking in the primary school curriculum. In Proceedings of the Nineteenth Australasian Computing Education Conference (pp. 65-74). Association for Computing Machinery. https://doi.org/10.1145/3013499.3013506
• Dursun, İ. & Alnıaçık, Ü. (2019). Likert ölçeklerinde seçenek etiketleme kararları: kullanılan etiketler ölçüm sonuçlarını etkiler mi? Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 33, 148-196.
• Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78-89. https://doi.org/10.1080/00461520902832368
• Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
• Eğitim Reformu Girişimi (ERG). (2013). Fatih projesi eğitimde dönüşüm için bir fırsat olabilir mi? Politika analizi ve önerileri. Eğitim Reformu Girişimi (ERG) ve Research Triangle Institute (RTI International).
• El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent involvement and children's academic and social development in elementary school. Child Development, 81(3), 988-1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x
• Epstein, J. L. (1995). School/family/community partnerships. Phi Delta Kappan, 76(9), 701.
• Epstein, J, L. (2006). Families, schools, and community partnerships. Young Children, 61(1), 40.
• Erkonaç, S. (1993). Psikoloji zihin süreçleri bilimi. Alfa Yayınevi.
• Feng, H.C., Lin, C.H. & Liu, E.Z.F. (2011). Parents' perceptions of educational programmable bricks for kids. British Journal of Educational Technology, 42(2), E30-E33. https://doi.org/10.1111/j.1467-8535.2010.01158.x
• Frenzel, A. C., Goetz, T., Pekrun, R., & Watt, H. M. G. (2010). Development of mathematics interest in adolescence: Influences of gender, family, and school context. Journal of Research on Adolescence, 20(2), 507–537. https://doi.org/10.1111/j.1532-7795.2010.00645.x
• Fouad N. A., Kantamneni N., Smothers M. K., Chen Y.-L., Fitzpatrick M., & Terry S. (2008). Asian American career development: A qualitative analysis. Journal of Vocational Behavior, 72, 43–59. https://doi:10.1016/j.jvb.2007. 10.002
• Gann, C., & Carpenter, D. (2019). STEM educational activities and the role of the parent in the home education of high school students. Educational Review, 71(2), 166-181. https://doi.org/10.1080/00131911.2017. 1359149
• Gniewosz, B. & Noack, P. (2012) Mamakind or papakind? [Mom's child or dad's child]: Parent-specific patterns in early adolescents’ intergenerational academic value transmission, Learning and Individual Differences, 22, 544–548. https://doi.org/10.1016/j.lindif.2012.03.003
• Goodall, J. (2016). Technology and school-home communication. International Journal of Pedagogies & Learning, 11, 118-131.
• Goodall, J., & Montgomery, C. (2014) Parental involvement to parental engagement: A continuum. Educational Review, 66(4), 399-410. https://doi.org/10.1080/00131911.2013.781576
• Grover, S., & Pea, R. (2013) Computational thinking in K–12: A review of the state of the field. Educational Researcher, 49(1), 38-43. https://doi.org/10.3102/0013189X12463051
• Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161-168.
• Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 23(8), 899-906. https://doi.org/10.1177/0956797611435530
• Heatly, M. C., & Votruba-Drzal, E. (2019). Developmental precursors of engagement and motivation in fifth grade: Linkages with parent- and teacher-child relationships. Journal of Applied Developmental Psychology. 40, 144-156. https://doi.org/10.1016/j.appdev.2018.09.003
• Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763. https://doi.org/10.1037. a0015362
• Hsieh, T. Y., & Simpkins, S. D. (2022). Longitudinal associations between parent degree/occupation, parent support, and adolescent motivational beliefs in STEM. Journal of Adolescence, 94(5), 728-747. https://https://doi.org/10.1002/jad.12059
• Hsu, T. C., Chang, S. C., & Hung, Y. T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126, 296-310.
• Huang, Y. C., & Lii, P. (2023). Evaluating kindergarten parents’ acceptance of unplugged programming language courses: An extension of the theory of planned behavior. Sustainability, 15(2), 1347. https://doi.org/10.3390/su15021347
• Hyde, J. S., Canning, E. A., Rozek, C. S., Clarke, E., Hulleman, C. S., & Harackiewicz, J. M. (2017). The role of mothers' communication in promoting motivation for math and science course‐taking in high school. Journal of Research on Adolescence, 27(1), 49-64. https://doi.org/10.1111/jora.12253
• İnceoğlu, M. (2000). Tutum, algı, iletişim. (3. Bas.). İmaj Yayınevi.
• Jeynes, W. H. (2018). A practical model for school leaders to encourage parental involvement and parental engagement. School Leadership & Management, 38(2), 147-163, https://doi.org/10.1080/13632434.2018. 1434767
• Jeynes, W. H. (2022). A meta-analysis: The relationship between the parental expectations component of parental involvement with students’ academic achievement. Urban Education, https://doi.org/10.1177/ 00420859211073892
• Kang, H., Calabrese-Barton, A., Tan, E., Simpkins, S. D., Rhee, H.-Y., & Turner, C. (2018). How do middle school girls of color develop STEM identities? Middle school girls' participation in science activities and identification with STEM careers. Science Education, 103, 1–22. https://doi.org/10.1002/sce.21492
• Kim, S. (2022). Fifty years of parental involvement and achievement research: A second-order meta-analysis. Educational Research Review, 37, 100463. https://doi.org/10.1016/j.edurev.2022.100463
• Kline, P. (1994). An easy guide to factor analysis. Routledge.
• Kong, S. C. (2018). Parents’ perceptions of e-learning in school education: implications for the partnership between schools and parents. Technology, Pedagogy and Education, 27(1), 15-31. https://doi.org/10.1080/ 1475939X.2017.1317659
• Kong, S. C., Li, R. K. Y., & Kwok, R. C. W. (2019). Measuring parents’ perceptions of programming education in p-12 schools: scale development and validation. Journal of Educational Computing Research, 57(5), 1260-1280. https://doi.org/10.1177/0735633118783182
• Kong, S., & Wang, Y. (2021a). The influence of parental support and perceived usefulness on students' learning motivation and flow experience in visual programming: Investigation from a parent perspective. British Journal of Educational Technology, 52, 1749-1770. https:// doi.org/10.1111/bjet.13071
• Kong, S.C., & Wang, Y. (2021b). Item response analysis of computational thinking practices: Test characteristics and students' learning abilities in visual programming contexts. Computers Human Behaviour, 122(7), 106836. https://www.sciencedirect.com/science/article/abs/pii/S074756322100159X
• Lazarides, R., Harackiewicz, J., Canning, E., Pesu, L., & Viljaranta, J. (2015). The role of parents in students' motivational beliefs and values. In C.M. Rubie-Davies, J. M. Stephens & P. Watson (Eds.), The Routledge International Handbook of Social Psychology of the Classroom (pp. 53-66). Routledge.
• Lin, C.H., Liu, E.Z.F., & Huang, Y.Y. (2012). Exploring parents' perceptions towards educational robots: Gender and socio-economic differences. British Journal of Educational Technology, 43(1), E31-E34. https://doi.org/ 10.1111/j.1467-8535.2011.01258.x
• Lye, S. Y., & Koh, J. H. L., (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51-61. https://www.sciencedirect. com/science/article/abs/pii/S0747563214004634
• Maruyama, Y. (2019). An investigation into the effects of programming workshop experiences on parents’ concerns about programming education in elementary school. In Proceedings the International Conference on Educational Technologies, International Association for Development of the Information Society (IADIS) (pp. 55-64).
• Milli Eğitim Bakanlığı (MEB). (2012). Ortaokul ve imam hatip ortaokulu bilişim teknolojileri ve yazılım dersi (5, 6, 7 ve 8. sınıflar) öğretim programı. MEB.
• Nadler, J. T., Weston, R., & Voyles, E. C. (2015). Stuck in the middle: The use and Interpretation of mid-points in items on questionnaires. The Journal of General Psychology, 142(2), 71-89. https://doi.org/10.1080/00221309. 2014.994590
• Namraksa, S., & Kraiwanit, T. (2023). Parental expectations for international schools in the digital age. Universal Journal of Educational Research, 2(1), 1-7.
• The Organisation for Economic Co-Operation and Development [OECD]. (2019). OECD Employment Outlook 2019: The Future Of Work. OECD Publishing. https://doi.org/10.1787/9ee00155-en
• Oswald, D. P., Zaidi, H. B., Cheatham, D. S., & Brody, K. G. D. (2018). Correlates of parent involvement in students’ learning: Examination of a national data set. Journal of Child and Family Studies, 27(1), 316-323. https://doi.org/10.1007/s10826-017-0876-4
• Pallant, J. (2001). SPSS Survival Manual. Open University Press.
• Papadakis, S., & Kalogiannakis, M. (2019). Evaluating a course for teaching introductory programming with Scratch to pre-service kindergarten teachers. International Journal of Technology Enhanced Learning, 11(3), 231-246. https://doi.org/10.1504/ijtel.2019. 100478
• Patterson-Price, J., & Pass, A. (2023). “Not for Serious Purpose”: Discrepancy between parent and child motivation for participation in a community dance program. Journal of Dance Education, 23(2), 114-122. https://doi.org/10.1080/15290824.2021.1908547
• Penk, C., & Schipolowski, S. (2015). Is it all about value? Bringing back the expectancy component to the assessment of test-taking motivation. Learning and Individual Differences, 42, 27-35.
• Pinquart, M., & Ebeling, M. (2020). Parental educational expectations and academic achievement in children and adolescents—a meta-analysis. Educational Psychology Review, 32(2), 463–480. https://doi.org/10.1007/ s10648-019-09506-z
• Povey, J., Willis, L. D., Hodges, J., Carroll, A., & Pedde, C. (2017). Innovative parent engagement leadership practices across diverse school contexts. Parent Engagement Conference, Haziran 6-8, Melbourne, Australia.
• Rattenborg, K., MacPhee, D., Walker, A. K., & Miller-Heyl, J. (2019). Pathways to parental engagement: Contributions of parents, teachers, and schools in cultural context. Early Education and Development, 30(3), 315-336. https://doi.org/10.1080/10409289.2018.1526577
• Rozek, C. S., Svoboda, R. C., Harackiewicz, J. M., Hulleman, C. S., & Hyde, J. S. (2017). Utility-value intervention with parents increases students’ STEM preparation and career pursuit. Proceedings of the National Academy of Sciences, 114(5), 909-914. https://doi.org/10.1073/pnas.1607386114
• Sampelan, Q. Y. Z., & Sengkey, V. G. (2022). Parental Involvement and Students’ Motivation in Learning English. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(2), 1126-1138. https://doi.org/ 10.24256/ideas.v10i2.3257
• Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
• Simpkins, S.D., Fredricks, J.A., & Eccles, J.S. (2012). Charting the Eccles’ Expectancy-Value Model from mothers’ beliefs in childhood to youths’ activities in adolescence. Development Psychology, 48(4), 1019–1032. https://doi.org/10.1037/a0027468
• Svoboda, R. C., Rozek, C. S., Hyde, J. S., Harackiewicz, J. M., & Destin, M. (2016). Understanding the relationship between parental education and STEM course taking through identity-based and expectancy-value theories of motivation. AERA Open, 2, 1–13. https://doi.org/10.1177/2332858416664875
• Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi (5. Bas.). Nobel Yayınevi.
• Tellhed, U., Björklund, F., & Strand, K. K. (2022). Sure I can code (but do I want to?). Why boys' and girls’ programming beliefs differ and the effects of mandatory programming education. Computers in Human Behavior, 135, 107370.
• Teuber, Z., Sielemann, L., & Wild, E. (2022). Facing academic problems: Longitudinal relations between parental involvement and student academic achievement from a self-determination perspective. British Journal of Educational Psychology, 1-17. https://doi.org/10.1111/ bjep.12551TEUBER ETal.16
• Tezbaşaran, A. (1997). Likert tipi ölçek geliştirme kılavuzu. Türk Psikologlar Derneği Yayınları. Topor, D. R., Keane, S. P., Shelton, T.L., & Calkins, S.D. (2010). Parent involvement and student academic performance: A multiple mediational analysis. Journal of Prevention & Intervention in the Community, 38(3), 183-197. https://doi.org/10.1080/10852352.2010.486297
• Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1-35. https://doi.org/ 10.1016/j.dr.2009.12.001
• Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66 (3), 377-397. https://doi.org/10.1080/00131911.2013.780009
• Wing, J.M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/10.1145/ 1118178.1118215
• Wong, G. K., Cheung, H. Y., Ching, E. C., & Huen, J. M. (2015). School perceptions of coding education in K-12: A large scale quantitative study to inform innovative practices. In Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), (pp. 5-10). IEEE. https:// doi.org/10.1109/TALE. 2015.7386007
• Yang, D., Chen, P., Wang, K., Li, Z., Zhang, C., & Huang, R. (2023). Parental Involvement and Student Engagement: A Review of the Literature. Sustainability, 15(7), 5859. https://doi.org/10.3390/su15075859
• Yamamoto, Y., & Holloway, S. D. (2010). Parental expectations and children's academic performance in a sociocultural context. Educational Psychology Review, 22(3), 189-214. https://doi.org/10.1007/s10648-010-9121-z
• Zainal, N. F. A., Shahrani, S., Yatim, N. F. M., Rahman, R. A., Rahmat, M., & Latih, R. (2012). Students’ perception and motivation towards programming. Procedia—Social and Behavioral Sciences, 59, 277–286. https://doi. org/10.1016/j.sbspro.2012.09.276