Multidimensional 21st century skills scale: Validity  and reliability study

Çevik, Mustafa; Şentürk, Cihad

doi:10.18844/cjes.v14i1.3506

Cited by 60 publications

(37 citation statements)

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“…Cronbach’s alpha reliability coefficient was .86 for the whole scale, and for the sub-dimensions it was .84, .79, .76, .73 and .75, respectively. In addition, analysis of the confirmatory factor analysis results (χ 2 /sd = 2014.17 / 774; GFI = .90; AGFI = .85; RMSEA = .05; CFI = .95; NFI = .91 and SRMR = .058) indicated that the fit indices were in the acceptable range for the validity of the instrument (Çevik and Şentürk 2019 ). To sum up, the instrument was a valid and reliable measurement tool to map the twenty-first century skills of preservice teachers.…”

Section: Methodsmentioning

confidence: 99%

“…While the blended learning model instruction was implemented in the experimental group, the control group was exposed to the regular teaching instruction. In the pre-test, the “Academic Achievement Test” developed by the researcher and the “Multidimensional 21 st Century Skills Scale” developed by Çevik and Şentürk ( 2019 ) were applied to preservice teachers in both groups. At the end of the experimental implementation, the same data collection tools were administered as post-tests.…”

Section: Methodsmentioning

confidence: 99%

“…The Multidimensional twenty-first Century Skills Scale developed by Çevik and Şentürk ( 2019 ) was used to determine the twenty-first century skills of the experimental and control groups before and after the study. As a five-point Likert scale, the questionnaire consists of 5 sub-dimensions and 41 items including “Information and Technology Literacy Skills”, “Critical Thinking and Problem-Solving Skills”, “Entrepreneurship and Innovation Skills”, “Social Responsibility and Leadership Skills” and “Career Awareness”.…”

Section: Methodsmentioning

confidence: 99%

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Effects of the blended learning model on preservice teachers’ academic achievements and twenty-first century skills

Şentürk

2020

Educ Inf Technol

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The purpose of this study was to examine the effects of a blended teaching-learning approach on academic achievement and twenty-first century skills of preservice teachers who took the teaching principles and methods course. The implementation was carried out over a period of ten weeks with preservice teachers who were enrolled in pedagogical training at the Faculty of Education at Karamanoğlu Mehmetbey University in the 2019-2020 academic year. In the study, a semi-experimental research design with experimental and control groups was employed. Data collection tools were an academic achievement test and "multidimensional twenty-first century skills scale". Analysis revealed that there was a significant difference across the two groups' academic achievement and twenty-first century skills in favor of the experimental group. In addition, analysis of the retention test administered four weeks later showed a significant difference in favor of the experimental group. In the light of the results, the implications and future directions were discussed.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Effects of the blended learning model on preservice teachers’ academic achievements and twenty-first century skills

Şentürk

2020

Educ Inf Technol

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“…The first data collection tool is "Academic Achievement Test-AAT" with 25 items, and the second data collection tool is "Critical and Creative Thinking Test-CCTT" with 25 items. Other data collection tools are, "Critical Thinking Standards Scale for the Teacher Candidates-CTSCTC", which was developed by Aybek, Aslan, Dincer & Coskun-Arisoy (2015), consisting of 3 factors and 41 items, "Multidimensional 21 th Century Skills Scale-MSS" consisting of 5 factors and 41 items developed by Cevik & Senturk (2019) and "Student's Perception Scale About Instructors Technology Integration Competence-SPSITIC", consisting of 2 factors and 25 items developed by Artun & Gunuc (2016). For all data collection tools, necessary permissions were obtained from the relevant authors via email.…”

Section: Data Collection Toolsmentioning

confidence: 99%

The Effect of Technology Integration in Education on Prospective Teachers' Critical and Creative Thinking, Multidimensional 21st Century Skills and Academic Achievements

Yılmaz¹

2021

Participatory Educational Research

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In this study, it was aimed to examine the critical and creative thinking, multidimensional 21 st century skills and the change in academic achievements as a result of technology integration of prospective teachers who have science education in pedagogy fields. Research was carried out in Turkey's western Black Sea region in a state university. 144 prospective teachers, who were educated in the faculty of education and who were in science, classroom and pre-school education departments, participated in the research. The research was carried out in 3 stages. In the first stage, technology integration is not provided. In the second stage, basic and medium level technology integration is provided. In the third stage, advanced technology integration is provided. Quantitative and qualitative approaches were used together in the research. Academic success test, critical and creative thinking test developed by the researcher as a means of quantitative data collection, and three different scales with validity and reliability were used previously. In addition, project, exam, homework, presentation and group work scores are included in the process. Semi-structured interview, observation and field notes, document review, were used as qualitative data collection tools. The quantitative data obtained were subjected to descriptive and inferential statistics. While doing these operations, SPSS 23.0 and LISREL 9.2 package programs were used. Qualitative data were subjected to descriptive analysis and content analysis. The results of the research show that gradual integration of technology into the education process provides a positive change in prospective teachers' critical and creative thinking, multi-dimensional 21 st century skills and academic achievements.

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“…21. Yüzyıl Becerileri Ortaklığının (Partnership for 21st Century Skills-P21) belirlediği 21. yüzyıl becerileri; öğrenme ve yenilik becerileri (yaratıcılık, inovasyon, eleştirel düşünme, problem çözme, iletişim ve işbirliği), temel dersler (küresel farkındalık, ekonomi, finans, girişimcilik ve işletme okuryazarlığı, vatandaşlık-sağlık ve çevre okuryazarlığı), bilgi, medya, teknoloji becerileri ile yaşam ve kariyer becerileri olarak dört başlık altında ele alınmıştır (Brown, 2018;Çevik & Şentürk, 2019;P21, 2015;Trilling & Fadel, 2009;Yalçın, 2018). Ekonomik Kalkınma ve İşbirliği Organizasyonunun (The Organization for Economic Co-operation and Development-OECD) öne sürdüğü 21. yüzyıl becerileri bilişsel özellikler, kültürel/sosyal özellikler ve öğretme/öğrenmeye ait özellikler olarak sınıflandırılmıştır (OECD, 2018;Orhan-Göksün & Kurt, 2017).…”

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