Uzaktan eğitim beden eğitimi ve spor dersi tutum ölçeği geliştirme çalışması
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi Sağlık Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı; uzaktan eğitim beden eğitimi dersine olan ilgi ve tutumu puanlayarak değerlendirme yapabilecek bir ölçek geliştirmektir. Bu amaçla literatür taraması yapılmış ölçek ve anketler incelenmiştir. Araştırma neticesinde ortaokul öğrencilerinin uzaktan eğitim beden eğitimi dersinde neler beklediği ile ilgili 50 maddelik soru havuzu hazırlanarak, uzmanlara danışılmıştır. Alan ve dil uzmanlarının görüşleri doğrultusunda 21 madde havuzdan çıkarılmıştır. Devamında ortaokul öğrencilerine (n:319) uygulanan ölçek maddeleri Açımlayıcı Faktör Analizine (AFA) tabi tutulmuş ve 0,40 madde yükünün altındaki 12 madde daha havuzdan çıkarılmıştır. Yapılan Açımlayıcı Faktör Analiziyle birlikte “Fayda” “Etki” ve “Zaman” olarak 3 boyutu olan ve 17 maddeli bir ölçek elde edilmiştir. Ölçekteki 17 maddenin açıkladığı toplam varyans oranının %60,74 olduğu sonucuna ulaşılmıştır. Oluşturulan 17 maddelik taslak yapı Trakya Üniversitesi beden eğitimi ve spor öğretmenliği bölümü öğrencilerine (n:307) uygulanmıştır. Elde edilen verilere Doğrulayıcı Faktör Analizi (DFA) yapılmış ve çıktılarına göre modelin x 2 /sd (2), GFI (,902), CFI (0,893), AGFI (0,918), RMSEA (0,068) uyum indekslerinin, iyi uyum göstergesi içerisinde olduğu belirlenmiştir. Güvenirlik analizi olarak Cronbach alfa katsayısı hesaplanmış ve en düşük alt boyut katsayısı 0,74 çıkmıştır. Ölçek tekrar ortaokul öğrencilerine (n:319) uygulanarak elde edilen verilere istatistiki analiz testleri yapılmıştır (normallik, Mann Whitney-U ve Kruskal Wallis). Analiz sonuçları literatürdekilere benzerlik gösterdiğinden, uzaktan beden eğitimi ve spor dersi tutum ölçeğinin (UBESTÖ) istenilen şekilde çalıştığı, güvenilir ve de geçerli bir ölçme aracı olduğu şeklinde yorumlanmıştır.
The purpose of this research; The aim is to develop a scale that can evaluate the interest and attitude towards distance education physical education lesson. For this purpose, literature review and scales and questionnaires were examined. As a result of the research, a 50-item question pool about what secondary school students expect in distance education physical education lesson was prepared and experts were consulted. In line with the opinions of field and language experts, 21 items were removed from the pool. Afterwards, scale items applied to secondary school students (n:319) were subjected to Exploratory Factor Analysis (EFA) and 12 more items under 0.40 item load were removed from the pool. With the Exploratory Factor Analysis, a 17-item scale with 3 dimensions as "Benefit", "Impact" and "Time" was obtained. It was concluded that the total variance rate explained by 17 items in the scale was 60.74%. The 17-item draft structure was applied to the students (n:307) of the physical education and sports teaching department of Trakya University. Confirmatory Factor Analysis (CFA) was performed on the data obtained, and according to the outputs, it was determined that the model's x 54 2 /sd (2), GFI (0,902), CFI (0,893), AGFI (0,918), RMSEA (0,068) fit indices were in good fit. Statistical analysis tests were performed on the data obtained by applying the scale to secondary school students (n:319) again (normality, Mann Whitney-U and Kruskal Wallis). Since the results of the analysis are similar to those in the literature, it has been interpreted that the distance physical education and sports lesson attitude scale (UBESTÖ) works as desired and is a reliable and valid measurement tool.
The purpose of this research; The aim is to develop a scale that can evaluate the interest and attitude towards distance education physical education lesson. For this purpose, literature review and scales and questionnaires were examined. As a result of the research, a 50-item question pool about what secondary school students expect in distance education physical education lesson was prepared and experts were consulted. In line with the opinions of field and language experts, 21 items were removed from the pool. Afterwards, scale items applied to secondary school students (n:319) were subjected to Exploratory Factor Analysis (EFA) and 12 more items under 0.40 item load were removed from the pool. With the Exploratory Factor Analysis, a 17-item scale with 3 dimensions as "Benefit", "Impact" and "Time" was obtained. It was concluded that the total variance rate explained by 17 items in the scale was 60.74%. The 17-item draft structure was applied to the students (n:307) of the physical education and sports teaching department of Trakya University. Confirmatory Factor Analysis (CFA) was performed on the data obtained, and according to the outputs, it was determined that the model's x 54 2 /sd (2), GFI (0,902), CFI (0,893), AGFI (0,918), RMSEA (0,068) fit indices were in good fit. Statistical analysis tests were performed on the data obtained by applying the scale to secondary school students (n:319) again (normality, Mann Whitney-U and Kruskal Wallis). Since the results of the analysis are similar to those in the literature, it has been interpreted that the distance physical education and sports lesson attitude scale (UBESTÖ) works as desired and is a reliable and valid measurement tool.
Açıklama
Anahtar Kelimeler
Ölçek geliştirme, Uzaktan eğitim, Beden eğitimi, Scale development, Distance education, Physical education
