A Scale Development for Teacher Competencies on Cooperative Learning Method

Abstract

Cooperative learning method is a learning method studied both in Turkey and in the world for long years as an active learning method. Although cooperative learning method takes place in training programs, it cannot be implemented completely in the direction of its principles. The results of the researches point out that teachers have problems with the implementation of cooperative learning method, which is an active and democratic learning method. In spite of the fact that the reason of most of these problems is depended on the factors out of teachers, it is obvious that a scale is required in order to measure their competency levels in relative with the cooperative learning method, and to determine the qualification of the training they have obtained in university before serving, and to become a resource maybe for the in-service training studies in the future. In this research it is aimed to develop an assessment tool in order to measure the competency of teachers about the method by depending on the cognitive infrastructures, knowledge levels and implementation process of teachers, serving actively, for the cooperative learning method. Scale development studies were started on the theoretical basis of the cooperative learning method. The item preparation was carried out according to the significant features of the method such as positive interdependence, face-to-face interaction, individual accountability, interpersonal and small group skills, group processing and group award. The study group of the research consists of 236 teachers serving actively in 7 regions in Turkey. Data obtained from the scale was analyzed by using Cronbach's Alpha reliability co-efficient, item distinctiveness, item total point correlations and by determining t test results performed between average points of each item of upper-lower 27% groups. In order to determine the structure validity of the scale, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (DFA) were constituted by making benefit of fit indexes. All the sub-sections of the scale indicate an acceptable reliability. Confirmatory Factor Analysis (CFA) performed to confirm this structure was made on the same data set of 236 conditions. The correlation between latent variable and observed variable as a result of CFA varies between .30 and .77. It has been found out that the structure of 21 items and 3 factors have acceptable fit indexes (x 2 /df =2.40; RMSEA = .08; SRMR = .08; GFI = .86; AGFI = .82; CFI = .91; NNFI = .89). Item analysis of the scale consists of 21 items after EFA and CFA, and the maximum point to be available is 105 and minimum point is 21. Of 21, 13 items are positive and 8 items are negative. The results of EFA and CFA points outs that the scale has three factor patterns named as "Preliminary and Planning", "Implementation Process" and "Evaluation". It can be expressed that the developed scale is the one presenting valid and reliable results, and that it can be utilized to determine the competency of teachers about cooperative learn...

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