Self Directed Learning Skills Scale: Validity and Reliability Study

Year 2018, Volume: 9 Issue: 2, 85 - 100, 02.05.2018

İlkay Aşkın Tekkol , Melek Demirel

https://doi.org/10.21031/epod.389208

Cited By: 11

Abstract

The aim of this study was to develop a psychometric scale that aims to measure self-directed learning skills of undergraduate students.  The literature was first reviewed, and a conceptual framework was established to identify the basic characteristics of the scale. In addition, similar scale development studies in and outside Turkish literature were examined. After then, criteria were execute which related scale and a 72-item pool was formed, and it was revised in line with expert views, and a version with remaining 53item was implemented on 753 students attending Hacettepe and Başkent Universities. The data were implemented exploratory factor analysis. It was found that the scale consisted of four sub-scales (motivation, self-control, self-monitoring and self-confidence), and twenty one items associated with the sub-scales. Also, in order to determine the construct validity of the scale, a confirmatory factor analysis was carried out with 2600 students attending Hacettepe and Başkent Universities. This second group of students were the first and last year of students in the common programs in both universities. The fit indices of the scale showed good or acceptable values. According to this, the 21-item and four-factor structure of the ‘Self-Directed Learning Skills Scale’ was confirmed as a model. The Cronbach Alpha internal consistency coefficient was ,895. As a
result, it was concluded
that the "Self-directed Learning Skills Scale" was a valid measurement
tool and produced reliable scores for measuring self-directed learning skills.

Keywords

self-directed learning, self-directed learning skills, scale development, undergraduate students

Öz-Yönetimli Öğrenme Becerileri Ölçeği: Geçerlik ve Güvenirlik Çalışması

Abstract

Bu araştırmanın amacı üniversite öğrencilerinin öz-yönetimli öğrenme
becerilerini belirlemeye yönelik bir ölçme aracı geliştirmektir. Bu amaçla
öncelikle, ilgili alanyazına dayalı olarak kavramsal çerçeve oluşturulmuş, bu
alanda yurt içi ve yurt dışında yapılmış olan ölçek geliştirme çalışmaları
incelenmiştir. Bu incelemenin ardından, ölçeğe ilişkin ölçütler ortaya konmuş
ve öz-yönetimli öğrenme becerilerine sahip bireylerin özelliklerini ifade eden
maddelerden oluşan 72 maddelik madde havuzu oluşturulmuştur. Uzman görüşlerinin
ardından yapılan düzenlemeler sonucunda, ölçeğin 53 maddelik deneme formu
oluşturulmuştur. Bu form, Hacettepe ve Başkent Üniversitelerinde öğrenim
görmekte olan 753 üniversite öğrencisine uygulanarak, veriler açımlayıcı faktör
analizine tabi tutulmuş ve yapılan analiz sonucunda ölçeğin 21 madde ve dört
boyuttan (güdülenme, öz-izleme, öz-kontrol ve özgüven) oluştuğu ortaya
konmuştur. Ayrıca, açımlayıcı faktör analizinin uygulandığı öğrencilerin
dışında yer alan ve Hacettepe ve Başkent Üniversitelerinin ortak olan
bölümlerinin birinci ve dördüncü sınıflarında öğrenim görmekte olan 2600
öğrenciye ölçek uygulaması yapılarak ölçeğin yapı geçerliğinin belirlenmesi
amaçlanmıştır. Toplanan veriler doğrulayıcı faktör analizine tabi tutulmuştur.
Analiz sonucunda ölçeğe ilişkin uyum indekslerinin iyi uyum gösteren ve kabul
edilebilir değerler arasında olduğu görülmüş ve ölçeğin 4 faktörlü ve 21
maddeden oluşan yapısı bir model olarak doğrulanmıştır. Ölçeğin, Cronbach Alpha
iç tutarlık katsayısı kullanılarak hesaplanan güvenirliği ise .895 bulunmuştur.
Sonuç olarak geliştirilen “Öz-Yönetimli Öğrenme Becerileri Ölçeği”nin, geçerli
bir ölçme aracı olduğu ve öz-yönetimli öğrenme becerilerini ölçmede güvenilir
puanlar vereceği söylenebilir.

Keywords

öz-yönetimli öğrenme, öz-yönetimli öğrenme becerileri, ölçek geliştirme, üniversite öğrencileri

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