The Mathematics-Oriented Epistemological Belief Scale (MOEBS): Validity and Reliability Study

Bu araştırmada ortaöğretim öğrencilerinin matematik odaklı epistemolojik inançlarını ölçmeye olanak tanıyacak geçerli ve güvenilir bir ölçme aracının geliştirilmesi amaçlanmaktadır. Araştırma, 2012-2013 eğitimöğretim yılı güz yarıyılında Batman ve Diyarbakır illerinde toplam 406 ortaöğretim öğrencisinden oluşan iki ayrı çalışma grubu üzerinde yürütülmüştür. Araştırmada, ölçeğin kapsam ve görünüş geçerliği için uzman görüşüne başvurulmuş, yapı geçerliği için Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) uygulanmıştır. AFA sonucunda, toplam varyansın %40.57'sini açıklayan, 27 madde ve üç faktörden oluşan bir yapı elde edilmiştir. Ortaya çıkan faktörler,Öğrenmenin Çabaya Bağlı Olduğuna İnanç (ÖÇBOİ), Öğrenmenin Yeteneğe Bağlı Olduğuna İnanç (ÖYBOİ) ve Tek Bir Doğrunun Var Olduğuna İnanç (TBDVOİ) olarak adlandırılmıştır. DFA'dan elde edilen bulgular, MOEİÖ'ye ilişkin 27 madde ve üç faktörlü yapının yeterli uyum indekslerine sahip olduğunu göstermiştir. ÖÇBOİ, ÖYBOİ ve TBDVOİ alt ölçeklerinin güvenirliği iç tutarlık ve test-tekrar test yöntemleriyle incelenmiş ve hesaplanan güvenirlik katsayılarının kabul edilebilir sınırlar içerisinde yer aldığı belirlenmiştir. Madde analizinden elde edilen bulgular, ölçekte yer alan maddelerin tamamının ayırt edici olduğunu göstermiştir. Bu bulgulara dayanarak, ölçeğin ortaöğretim öğrencilerinin matematik odaklı epistemolojik inançlarını ölçmek amacıyla kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir

Matematik Odaklı Epistemolojik İnanç Ölçeği (MOEİÖ): Geçerlik ve Güvenirlik Çalışması

The present study aims to develop a valid and reliable instrument to measure high school students' mathematics-oriented epistemological beliefs. The participants were 406 high school students studying in Batman and Diyarbakır infall of 2012 who were considered under two separate study groups. Expert review was done to check content and face validity. The exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed in order to check construct validity. As a result of the EFA, a 27-itemthree-factor structure emerged, explaining 40.57%of variance. The emerging factors were called as a belief of that learning depends on effort (BLDE), a belief of that learning depends on talent (BLDT), and a belief of that there is only one truth (BTOOT). The findings indicated all 27 items and a three-factor structure related to the MOEBS have satisfactory indices of goodness of fit.As a result of reliability analysis, it was determined that internal consistency and test-retest coefficients were acceptable.The findings of the item analyses showed that all of the items were discriminatory. In light of these findings, it can be argued that the scale is reliable and valid and can be used to measure high school students’ mathematics-oriented epistemological beliefs

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