Erken Matematik Ölçeği’nin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması

Year 2022, Volume: 5 Issue: 1, 197 - 220, 31.05.2022

Hilal Karakuş

https://doi.org/10.33400/kuje.1059336

Abstract

Matematiksel kavram ve becerilerin gelişiminde erken çocukluk döneminin son derece etkili ve önemli olduğu bilindiği için çocukların matematik becerileri okulda ve evde sistemli matematik programlarıyla desteklenmelidir. Dolayısıyla öğretmenlerin ve ebeveynlerin işbirliği içinde çalışmaları gerekmektedir. Ebeveynlerin matematik etkinliklerine katılımları çocukların matematiksel gelişimlerine katkı sağlamaktadır. Ebeveynlerin matematik etkinliklerine katılımlarının yanı sıra ebeveynlerin matematik inançları da çocukların matematiksel gelişimlerini etkilemektedir. Bu araştırmanın amacı Missall ve diğerleri (2015) tarafından geliştirilen ve orijinal adı “Early Math Questionnaire” olan Erken Matematik Ölçeği’ni Türkçeye uyarlamak ve ölçeğin geçerlik ve güvenirliğini test etmektir. Araştırmanın çalışma grubunu okul öncesi dönemde çocuğu olan ve araştırmaya gönüllü olarak katılan 205 ebeveyn oluşturmuştur. Erken Matematik Ölçeği’nin orijinali, Matematik Etkinlikleri ve Matematik İnançları olmak üzere iki bölümden oluşmaktadır. Yapılan Doğrulayıcı Faktör Analizi (DFA) sonucunda Matematik Etkinlikleri Bölümünün dört alt boyut ve 36 maddeden oluştuğu bulunmuştur. Ölçeğin Matematik Etkinlikleri Bölümünün genel Cronbach Alfa (α) ve McDonald Omega (ω) güvenirlik katsayıları sırasıyla .966 ve .988 olarak bulunmuştur. Matematik İnançları Bölümünün iki alt boyut ve sekiz maddeden sekiz maddeden oluştuğu bulunmuştur. Ölçeğin Matematik İnançları Bölümünün genel Cronbach Alfa (α) ve McDonald Omega (ω) güvenirlik katsayıları sırasıyla .842 ve .883 olarak bulunmuştur. Bu sonuçlar Erken Matematik Ölçeği’nin Türkçe formunun geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

Keywords

erken çocukluk dönemi, erken matematik ölçeği, ebeveynlerin matematik etkinliklerine katılımları, ebeveynlerin matematik inançları, geçerlik, güvenirlik

Adaptation of Early Math Questionnaire to Turkish: A study of validity and reliability

Abstract

Since it is known that the early childhood period is extremely effective and important in the development of mathematical concepts and skills, children's mathematical skills should be supported by systematic mathematics programs at school and home. Therefore, teachers and parents need to work collaboratively. Parents' participation in mathematical activities contributes to the mathematical development of children. In addition to parents' participation in mathematical activities, parents' mathematical beliefs also affect children's mathematical development. This study aims to adapt the Early Math Questionnaire, which was developed by Missall et al. (2015), into Turkish and test the validity and reliability of the scale. The study group of the research consisted of 205 parents who had preschool children and who participated in the study voluntarily. The original “Early Math Questionnaire” consists of two sections: Math Activities and Math Beliefs. As a result of the Confirmatory Factor Analysis (CFA), it was found that the Math Activities Section consisted of four sub-dimensions and 36 items. The general Cronbach Alpha (α) and McDonald Omega (ω) reliability coefficients of the Math Activities Section of the scale were found as .966 and .988, respectively. It was found that the Math Beliefs Section consisted of two sub-dimensions and eight items. The general Cronbach Alpha (α) and McDonald Omega (ω) reliability coefficients of the Math Beliefs Section of the scale were found as .842 and .883, respectively. These results show that the Turkish form of the Early Math Questionnaire is a valid and reliable measurement tool.

Keywords

early childhood, early math questionnaire, participation of parents in math activities, parents, validity, reliability

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