VALIDITY AND RELIABILITY STUDY ON THE MOTIVATION SCALE FORM DESIGNED FOR 4TH AND 5TH GRADE SOCIAL STUDIES COURSE
Journal Name:
- Turkish Studies
Keywords (Original Language):
| Author Name | University of Author | Faculty of Author |
|---|---|---|
Abstract (2. Language):
Students generally learn subjects about which they are interested and curious in a shorter period of time. One may claim that students pay more attention to lessons, show interest, do their homework and study for tests when they are motivated. Students are as successful as they are motivated. In other words, there is a positive correlation between motivation and success. In this regard, detecting and resolving demotivational issues of students may be a significant solution to increase students’ success rate. However, considering the fact that motivation levels of students are not definitively observed, we will not be able to accurately comprehend whether teachers motivate students or what factors motivate students. Besides, another significant issue is that the number of assessment tools which are commonly used, user-friendly and satisfactory in terms of reliability and validity is limited especially when it comes to motivation in case of 4th and 5th grades. Therefore, it is believed that the Social Studies Motivation Scale for 4th and 5th Grades developed by this research will be crucial in giving clues on students’ motivation level and motivating factors.
In this piece of study in line with the above-mentioned thought, it is aimed to make a contribution to teachers and researchers in the field by means of developing a valid and reliable assessment tool to evaluate motivation of 4th and 5th grade students towards learning social studies. In developing the scale, literature was reviewed and then opinions of teachers and students on motivation were collected. Data collected from the literature review, teachers and students were gathered and a 104-point data pool was formed. Upon elimination of similar or irrelevant statements out of the data pool, a 73-point 5-level Likert type draft scale according to level of agreement was prepared. The scale contains the following options: “Does not match at all, Matches a little, Matches moderately, Matches, Fully Matches with my views”.
Regarding the validity of the draft scale, experts were consulted with. Following modifications according to expert opinion, the draft scale was implemented on a group of (49) forty-nine 4th and 5th grade students, as a result of which a 63-point designate scale was developed by correcting or eliminating incoherent or contradictory items which was then implemented on a group of (394) three-hundred and ninety-four 4th (211 students) and 5th (183 students) grade students, respectively. Validity and reliability studies were conducted on the resulting data. During this process, On the resulting data from the above-mentioned applications, independent t-test was run in order to detect the discrimination index, and factor analysis was made to combine the variables measuring same qualities by testing the structural validity. In order to estimate the reliability of the scale, Cornbach’s alpha correlation coefficient was measured.
In order to run t-test on the data obtained off the sample to determine the discrimination index of the scale, %27 of the 397 piece of data from below and above were analyzed. 3 items, which indicated a value higher than p>,05, were omitted from the scale by considering the two-way significance in t-test. Following the elimination of the said items, when the mean and variance values constituted by the remaining items and the correlation and reliability alpha values between the sum-whole of the other items in the scale were analyzed; the correlation values ranged between ,046 and ,459.
In addition, negativity was not observed in correlation coefficient between the items and the whole. 27 items, whose correlation coefficient was less than ,25, were removed in order to maintain additivity of the scale. Next, factor analysis was conduced to test the structural validity of the remaining 33 items and to combine variations of same quality together.
Firstly, Kaiser-Meyer-Olkin (KMO) and Barlett’s Test of Sphericity(BTS) were utilized in order to detect suitability of the data for factor analysis. (KMO) test result was found to be 0.74 while the Barlett test result was p<.05 (3499,750, sd: 561; p.000). The fact that KMO was higher than 0.70 and Barlett was meaningful indicates that the data is suitable for a factor analysis. The subsequent factor analysis showed that the scale consists of five factors and 29 items which distribution was as follows: Factor-1 = 9, Factor-2 = 5, Factor-3 = 6, Factor-4 = 5 and Factor-5 = 4, respectively. These five factors explains %44,027 of variance within entire scale points. Such a percentage confirms that the factor structure of this piece of study is substantial for a research conducted in social sciences. On the other hand, one analysis carried out for detecting the structural reliability of a scale is determining the correlation between the sub-factors and total points of the scale. Analysis to this end resulted in a moderately positive correlation between the factors and the total points of the scale. Moreover, sub-factors also indicate a low-level correlation among themselves.
Meanwhile, Cornbach’s Alpha internal consistency coefficient of the entire scale was found to be 0,83 which confirms that the scale is highly reliable. Besides, as a result of the test-retest method, Cornbach’s Alpha internal consistency coefficient of the entire scale was found to be 0,72, which is significant in showing the consistency over time. On the other hand, the fact that Cornbach’s Alpha internal consistency coefficient after test-retest was 0,11 lower in comparison may be attributed to the fact that sample number (143) was considerably lower than the former sample number (394).
There are few other studies on developing motivation scale in literature. Review on the factors and items of motivation scales developed by Pintrich, P. R., Smith, D. A. F., Garcia, T. and McKeachie, W. J. (1991), Dede and Yaman (2008), Liu and Lin (2010), Gömleksiz and Kan (2012) and Kaya (2013) shows that the factors were studied within the theoretical structure of internal and external motivation in line with motivational orientation of the corresponding items of the scales were dealt with and entitled. Some of the items within the scales developed in scope of abovementioned research show similarity with this study while some other difference. The fact that these scales show similarity with this research may be interpreted as a commonality in terms of some motivational tendencies. On the other hand, the fact that they show difference among items of those researches and this research may be stemming from the point of view of researchers, that the scales were developed in different disciplines, level of students, difference in the opinions of participating teachers and students etc.
Consequently, as far as the validity and reliability tests, this scale developed to assess the motivation rate of 4th and 5th grade students towards social studies, is reliable and that its factors, in the broadest sense, are based on the theoretical structures of value and expectation components of motivational tendencies. Therefore, it is believed that the Social Studies Motivation Scale for 4th and 5th Grades can be conveniently utilized in determining the motivation rates of students towards social studies.
As is known, motivation is critical in learning-teaching process. However, motivation is not a directly observable phenomenon. Therefore, the scale developed by this research may be utilized in detecting whether students were motivated in the aftermath of motivational activities by teachers or at what rate they were motivated if so. This scale may also be utilized in research by means of modifying various variables on motivation level towards social studies. Literature review indicated no former research on motivation scale especially for first, second and third grades. Therefore, it is advised that similar scales should be developed for first, second and third grades, as well.
Bookmark/Search this post with
Abstract (Original Language):
Bu çalışma, dördüncü ve beşinci sınıf öğrencilerinin sosyal bilgiler öğrenmeye yönelik motivasyonlarını ölçen geçerli ve güvenilir bir ölçme aracı geliştirerek bu alanda çalışan öğretmenlere ve araştırmacılara katkı sağlamak amacıyla yapılmıştır. Ölçek geliştirme sürecinde, öncelikle literatür taraması yapılmış ve motivasyona yönelik öğrenci ve öğretmen görüşleri alınmıştır. Literatür taramasından, öğretmen ve öğrencilerden elde edilen veriler bir araya getirilerek 104 maddelik bir madde havuzu oluşturulmuştur. Bu, madde havuzundaki ifadelerden benzer ve amaçla ilişkisiz olanlar elendikten sonra 73 maddelik 5’li Likert-tipi katılma derecesine göre taslak ölçek hazırlanmıştır. Hazırlanan ölçeğin içerik geçerliliği için uzman görüşleri alınmıştır. Uzmanların görüşleri doğrultusunda yapılan değişikliklerden sonra taslak ölçek 49 kişilik dördüncü ve beşinci sınıf öğrencisine uygulanmıştır. Bu uygulama sonunda 63 maddelik bir aday ölçek geliştirilmiştir. Geliştirilen bu ölçek 394 kişilik dördüncü ve beşinci sınıf öğrencisine uygulanmıştır. Uygulama sonunda elde edilen veriler üzerinde madde ayırıcılık indekslerini tespit etmek için independent t-testi ve yapı geçerliliğini test ederek aynı niteliği ölçen değişkenleri bir araya getirmek amacıyla da faktör analizi yapılmıştır. Ölçeğin güvenirliğini kestirmek için ise Cronbach alfa iç tutarlılık katsayısı hesaplanmıştır. Sonuç olarak; t-testinde iki yönlü anlamlılığına bakılarak p>,05 üstünde değer alan toplam 3 madde ölçekten çıkarılmıştır. Ayrıca ölçeğin toplanabilirlik özelliğinin bozulmaması için toplam 27 madde korelasyon katsayılarının ,25 değerinden küçük olması nedeniyle ölçekten çıkartılmıştır. Faktör analizi sonuçları ölçeğin, toplam varyansın %44,027’sini açıklayan beş faktöre ve 29 maddeye sahip olduğunu göstermiştir. Ölçeğin tamamının iç tutarlılık güvenirliği ise (Cronbach Alpha) 0,83 olarak hesaplanmıştır. Bu sonuçlar, ölçeğin yeterli derece geçerli ve güvenilir olduğunu göstermektedir.
FULL TEXT (PDF):
- 3