Öz Geçmiş Hazırlamaya Yönelik Tutum Ölçeği: Geçerlik ve Güvenirlik Çalışması

Mercan, Oğuz; Kan, Adnan

doi:10.47770/ukmead.892044

Cited by 4 publications

(3 citation statements)

References 21 publications

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“…When using this method, in order to create the data sets in the measurement tool during the application process, "1" points are given if there is an expected feature in the answers taken from the items, and a "0" point is given if there is no expected feature. For the determination of the internal reliability coefficient of the tests, the determined features are taken into account and the formula Kr-20 or Kr-21, whichever is more appropriate, is used (Ercan & Kan, 2004).…”

Section: Research Instruments and Processesmentioning

confidence: 99%

The Effect of Coding Education Designed with Different Visual Programs on Academic Success and Attitudes and Self-Efficiencies of Secondary School Students

DENİZ,

KORUCU

2023

Journal of Teacher Education and Lifelong Learning

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This research was conducted with the aim of measuring students' attitudes towards computer and software course while giving coding education to students, determining students' self-efficacy perceptions towards computer and software course, measuring students' attitudes towards coding education, measuring students' academic success and observing the differences in educational outcomes resulting from these measurements. Has been carried out. Quantitative research methods were used in this study, which examines the effects of coding education designed with different visual programs on the academic achievement, attitudes and self-efficacy of secondary school students. In this study, the quantitative research method was adopted as the research model and the "Pretest - Posttest Quasi-experimental Design Model with Control Group" was used. The population of the research consists of 6th grade students, 17 girls and 28 boys, studying at Konya Gödene TOKİ Secondary School in the 2020-2021 academic year. The applications were made for 10 weeks in accordance with the lesson plan period in the curriculum. In the study, an academic achievement test for the course was developed, the Attitude Scale towards Computer-Aided Education, the Self-Efficacy Perception Scale of Computer-Aided Education, the Attitude Scale towards Computer-Aided Coding Learning 3 different scales were used to determine. The data obtained as a result of the training, which lasted for 10 weeks in total, were analyzed in the IBM SPSS Statistics 22 program. The Cronbach Alpha reliability coefficients of the scales used were calculated as .870, for the Self-Efficacy Perception Scale for Computer Assisted Education, .81 for the Attitude Scale for Computer Assisted Education, and .92 for the Attitude Scale for Educational Computer Games Assisted Coding Learning. The difficulty indexes of the academic achievement scales used were calculated as .758 in the Scratch Academic Achievement Test and .726 in the Tospaa Academic Achievement Test. The scale developed according to the data obtained was found to be valid and reliable. According to the findings obtained at the end of the research, it was seen that the application of the Scratch program in coding education made a significant difference on the programming skills of the students and contributed to the coding education. The eta squared value was examined to determine the effect size of the computer coding environment on the total of Academic Achievement, Self-efficacy Perception Scale for Computer Aided Education, Attitude Scale towards Computer Assisted Education and Attitude Scale towards Educational Computer Games Supported Learning. It can be said that academic achievement has a "large" effect size on self-efficacy perceptions in computer-assisted education, attitudes towards computer-assisted education and educational computer-assisted coding education.

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Section: Research Instruments and Processesmentioning

confidence: 99%

The Effect of Coding Education Designed with Different Visual Programs on Academic Success and Attitudes and Self-Efficiencies of Secondary School Students

DENİZ,

KORUCU

2023

Journal of Teacher Education and Lifelong Learning

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“…The Administrator Self-Efficacy Scale was developed by Baltacı (2020) to determine the self-efficacy perceptions of administrators. The scale consists of 2 parts and 20 items.…”

Section: Sayfa 645mentioning

confidence: 99%

Evaluation of Primary School Administrators' Self-Efficacy Levels and School Leadership Practices

IŞIKTAŞ,

ÖZSAT,

ŞENOL

et al. 2023

Uluslararası Anadolu Sosyal Bilimler Dergisi

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The aim of this study is to evaluate the self-efficacy levels and school leadership practices of school administrators working in primary schools affiliated to the TRNC Ministry of National Education and Culture. The universe of the research consists of teachers and school administrators working in primary schools affiliated to the Ministry of National Education and Culture, Primary Education Department in the 2020-2021 academic year. The Universe of the research consists of 90 primary school, 1717 primary school teachers and 186 administrators. A total of 400 individuals, 350 teachers and 50 school administrators, were included in the study, selected by randomized sampling method. The data were collected through the survey consisting of Demographic Information Form, the Self-Efficacy Perception Scale and the School Leadership Scale. Both groups were given the Demographic Information Form prepared by the researchers, and the Administrator Self-Efficacy Perception Scale was presented to the school administrators, and the School Leadership Scale was presented to the teachers. SPSS 25 package program was used for statistical analysis of the data. Kruskal-Wallis H and Man Whitney-U tests were used to analyze the data. The analysis of data showed that the self-efficacy perceptions of the administrators were high. In the study, it was determined that there was no statistically significant difference between the self-efficacy perceptions of the administrators and the variables of gender, working time at the school, and the task variables, while the difference between the education level and the scores obtained from the Ethical Self-Efficacy sub-dimension in the Administrator Self-Efficacy Scale was statistically significant; It has been determined that the Ethics sub-dimension scores of the managers with a graduate degree are higher than those with a bachelor's degree. However, in the study, it was found that the self-efficacy levels of the managers differed according to their seniority in management; It was revealed that the scores of the administrators with low seniority from the Psychological Self-Efficacy sub-dimension in the Administrator Self-Efficacy Scale were higher than the school administrators with high seniority. The school leadership practices of the administrators were examined according to the opinions of the teachers and it was concluded that the school leadership scores of the administrators were high in the dimensions of support, cooperation and openness. In the study, it was also determined that there was no statistically significant difference between the gender, faculty graduated, tenure at the school, branch and seniority variables, and the school leadership scores of the administrators. It has been determined that scores of the teachers with a graduate education level from the school leadership scale are higher than the teachers with a bachelor's degree. It is important to organize in-service training courses in order to increase the self-efficacy perceptions of managers. It will be beneficial for both teachers and administrators to implement the necessary incentive programs for teachers and administrators to develop themselves professionally by the Ministry of National Education.

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“…Araştırmanın diğer nicel ölçme aracı, sınıf öğretmenleri için Ercoşkun ve Gündoğdu (2017) tarafından geliştirilmiş olan Öz Düzenlemeyi Teşvik Ölçeği'dir. Ölçek beşli likert türünde 17 maddeden ve üç boyuttan oluşmaktadır.…”

Section: Veri Toplama Araçları Ve Süreciunclassified

İlkokul Öğrencilerinin Öz Düzenleme Becerilerine İlişkin Algıları ile Öz Düzenlemeyi Destekleyen ve Engelleyen Faktörler

Ünver,

Arslan Cansever,

Çavaş

2022

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Öz Geçmiş Hazırlamaya Yönelik Tutum Ölçeği: Geçerlik ve Güvenirlik Çalışması

Cited by 4 publications

References 21 publications

The Effect of Coding Education Designed with Different Visual Programs on Academic Success and Attitudes and Self-Efficiencies of Secondary School Students

The Effect of Coding Education Designed with Different Visual Programs on Academic Success and Attitudes and Self-Efficiencies of Secondary School Students

Evaluation of Primary School Administrators' Self-Efficacy Levels and School Leadership Practices

İlkokul Öğrencilerinin Öz Düzenleme Becerilerine İlişkin Algıları ile Öz Düzenlemeyi Destekleyen ve Engelleyen Faktörler

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