Ortaokul Öğrencilerine Yönelik Blok Flüt İcra Performansı Dereceli Puanlama Anahtarının Güvenirliğinin Genellenebilirlik Kuramı İle İncelenmesi

Gülle, Alican; Uzun, Nezaket Bilge; Akay, Cenk

doi:10.17051/ilkonline.2018.466366

Cited by 2 publications

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References 2 publications

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“…Bu süreçte öğrencide istenilen yönde davranış değişikliğinin meydana gelmesi hedeflenmekte; sadece öğrencinin akademik yöndeki gelişimi değil aynı zamanda psikomotor, duygusal ve sosyal gelişimi de bu süreç içerisinde desteklenmektedir. Bu kapsamda bilişsel, devinişsel ve duyuşsal alandaki gelişimlerini destekleyici nitelikte olduğu düşünülen müzik eğitiminin öğrencinin gelecekte müziğe karşı geliştireceği ilgi, tutum ve davranışları etkileyeceği (Gülle, Uzun & Akay, 2018); müzikal beğeni düzeyinin ve estetik algısının da oluşumuna katkı www.turkishstudies.net/education sağlayacağı düşünülmektedir. Bu nedenle ilkokul dönemindeki müzik eğitiminin etkili ve verimli bir süreç içerisinde gerçekleştirilmesi önemli görülmektedir.…”

Section: Conclusion and Suggestionsunclassified

Sınıf Öğretmenlerinin Müzik Eğitimine Yönelik Öz-Yeterlikleri: Bir Ölçek Uyarlama Çalışması

Gül¹

2020

TurkishStudies

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In music education carried out special purposes such as developing the individual's musical perception-knowledge, aesthetic thought, creativity, ability, individual, social relations, mental skills and etc., it has been considered important for the classroom teacher to have sufficient knowledge of the music field and to use this field knowledge in the education process. For this reason, the high level of self-efficacy beliefs towards music education of classroom teachers who are working in primary school level, one of the important steps of basic education, will contribute to the effective and productive education and to educate equipped individuals. Music education activities contribute not only to the academic success of children, but also to the development of identity, friendship and social communication. Therefore, it has been considered important for the child to benefit from music education that can maximize his/her interests, needs and capacities in the primary school period, and it has been thought that the classroom teacher's being equipped in the field of music education and having high self-efficacy level will support and shape the child's musical development process. In respect to this, the study aimed to present the adaptation and validity-reliability studies of the "Problem Determination Scale for Physical Education and Sports Course" developed by Bozdemir (2012) to the determination the self-efficacy of the classroom teachers towards the music lesson. The research was carried out with 252 classroom teachers working in primary schools with the permission of The Provincial Director of National Education, numbered 5445474, dated 14 March 2019, in Usak, Turkey. As a result of the validity and reliability studies with 5-point Likert-type scale, it was determined that the scale has been adapted to the selfefficacy scale for music lessons and consisted of 20 items distributed across 5 factors. Kaiser-Meyer-Olkin sample suitability test for determining whether the data obtained from the application of the scale is suitable for factor analysis and Factor Analysis for determining the factor structure of the scale were performed. Cronbach Alpha coefficient was also determined to test its validity and was calculated as 0.743. As a result of the principal components analysis which was applied to be able to analyze the dataset with factor analysis, 5 factors with an eigenvalue of 1 and above were formed. According to the results obtained, it can be said that the scale adapted to measure the self-efficacy of classroom teachers for music education is an appropriate measurement tool.

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Section: Conclusion and Suggestionsunclassified

Sınıf Öğretmenlerinin Müzik Eğitimine Yönelik Öz-Yeterlikleri: Bir Ölçek Uyarlama Çalışması

Gül¹

2020

TurkishStudies

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Comparison of G and Phi coefficients estimated in generalizability theory with real cases

Deniz

Ilican

2021

International Journal of Assessment Tools in Education

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This study aims to compare the G and Phi coefficients as estimated by D studies for a measurement tool with the G and Phi coefficients obtained from real cases in which items of differing difficulty levels were added and also to determine the conditions under which the D studies estimated reliability coefficients closer to reality. The study group for this research consisted of 80 seventh-grade students from various public and private secondary schools in the provinces of Ankara, Istanbul, and Adana in Turkey. Four raters who served as Turkish teachers in various public secondary schools in Ankara were included in this study. A data collection tool consisting of 12 tasks was prepared to measure the participating seventh grade students' written expression skills in Turkish. The equation of the G and Phi coefficients estimated in the D study and obtained through the real cases was observed only when six tasks with item difficulty indexes close to the mean difficulty of the test were added in such a way that the mean difficulty of the test never changed. In other cases, where the mean difficulty of the test changed because of the addition of easy or difficult tasks, it was determined that the reliability coefficients estimated in the D study and obtained in real cases were similar, but they had different values.

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Ortaokul Öğrencilerine Yönelik Blok Flüt İcra Performansı Dereceli Puanlama Anahtarının Güvenirliğinin Genellenebilirlik Kuramı İle İncelenmesi

Cited by 2 publications

References 2 publications

Sınıf Öğretmenlerinin Müzik Eğitimine Yönelik Öz-Yeterlikleri: Bir Ölçek Uyarlama Çalışması

Sınıf Öğretmenlerinin Müzik Eğitimine Yönelik Öz-Yeterlikleri: Bir Ölçek Uyarlama Çalışması

Comparison of G and Phi coefficients estimated in generalizability theory with real cases

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