Research Article
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Self Directed Learning Skills Scale: Validity and Reliability Study

Year 2018, Volume: 9 Issue: 2, 85 - 100, 02.05.2018
https://doi.org/10.21031/epod.389208

Abstract

The aim of this study was to develop a psychometric scale that aims to measure self-directed learning skills of undergraduate students.  The literature was first reviewed, and a conceptual framework was established to identify the basic characteristics of the scale. In addition, similar scale development studies in and outside Turkish literature were examined. After then, criteria were execute which related scale and a 72-item pool was formed, and it was revised in line with expert views, and a version with remaining 53item was implemented on 753 students attending Hacettepe and Başkent Universities. The data were implemented exploratory factor analysis. It was found that the scale consisted of four sub-scales (motivation, self-control, self-monitoring and self-confidence), and twenty one items associated with the sub-scales. Also, in order to determine the construct validity of the scale, a confirmatory factor analysis was carried out with 2600 students attending Hacettepe and Başkent Universities. This second group of students were the first and last year of students in the common programs in both universities. The fit indices of the scale showed good or acceptable values. According to this, the 21-item and four-factor structure of the ‘Self-Directed Learning Skills Scale’ was confirmed as a model. The Cronbach Alpha internal consistency coefficient was ,895. As a
result,
it was concluded
that the "Self-directed Learning Skills Scale" was a valid measurement
tool and produced reliable scores for measuring self-directed learning skills.

References

  • Fisher, M., King, J. & Tague, G. (2001). Development of self-directed learning readiness scale for nursing education. Nurse Education Today. 21, 516-525.
  • Song, L. & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6 (1), 27-42.
  • Jennett, P. A. (1992). Self-directed learning: a pragmative view. The Journal of Contuinuing Education in the Health Professions, 12, 99-104.
  • Jöreskog, K. G. & Sörbom, D. (1982). Recent developments in structural equation modeling. Journal of Marketing Research, 19 (4), 404-416.
  • Abd-El-Fattah, S. M. (2010). Garrison's model of self-directed learning: preliminary validation and relationship to academic achievement. The Spanish Journal of Psychology, 13 (2), 586-596.
  • Kasworm, C. E. (1983). An examination of self-directed contract learning as an instructional strategy. Innovative Higher Education, 8 (1), 45-54.
  • Kaufman, D. M (2003). Applying educational theory in practice. British Medical Journal, 326, 213-216.
  • Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Cambridge: Englewood Cliffs.
  • Lee, C. H. & Kim, S. H. (2005). Development of the self-directed mathematics learning test based on Vygotsky. Journal of Korea Society of Educational Studies in Mathematics: School Mathematics, 7(3), 253-268.
  • Lounsbury, J. W., Levy, J. J., Park, S.H., Gibson, L., W. & Smith, R. (2009). An investigation of the construct validity of the personality trait of self-directed learning. Learning and Individual Differences, 19, 411–418.
  • Williamson, S. N. (2007). Development of a self-rating scale of self-directed learning. Nurse Researcher, 14 (2), 66-83.
  • McCurdy, D. W. (1973). An analysis of qualities of self-directedness as related to selected characteristics of I.S.C.S. students. ERIC.
  • Merriam, S. B., Caffarella, R. S. & Baumgartner, L. M. (2007). Learning in adulthood. San Francisco: Jossey-Bass.
  • Grover, K. (2015). Online social networks and the self-directed learning experience during a health crisis. International Journal of Self-Directed Learning, 12 (1), 1-15.
  • O’Shea, E. A. (2003). Self-directed learning in nurse education: a review of the literature. Journal of Advanced Nursing, 43 (1), 42-70.
  • Oddi, L. F. (1984). Department of an instrument to measure self-directed continuing learning. (Doctoral dissertation). Available from ProOuest Dissertations and Theses database.
  • Salas, G. (2010). Öğretmen adaylarının kendi kendine öğrenmeye hazırbulunuşlukları (Anadolu Üniversitesi örneği). (Yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir). Erişim adresi: http://tez2.yok.gov.tr/
  • Savin-Baden, M. & Major, C. H. (2004). Foundations of problem based learning. Cornwall: MPG Books Ltd.
  • Schermelleh-Engel, K. & Moosbrugger, H. (2003). Structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8 (2), 23-74.
  • Spencer, J. A. & Jordan, R. K. (1999). Learner centered approaches in medical education. British Medical Journal, 318 (7193), 1280-1283.
  • Stapleton, C. D. (1997). Basic concepts and procedures of confirmatory factor analysis. [Çevrimiçi: http://files.eric.ed.gov/fulltext/ED407416.pdf], Erişim tarihi: 23.06.2015.
  • Marsh, H. W., Balla, J. R. & McDonald, R. P. (1986). Goodness-of-fit indexes in confirmatory factor analysis: the effect of sample size. Psychological Bulletin, 103 (3), 391-410.
  • Alkan, F. ve Erden, E. (2013). Kendi kendine öğrenmenin laboratuvarda başarı, hazırbulunuşluk, laboratuvar becerileri tutumu ve endişeye etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 44, 15-26.
  • Stevens, J. P. (2002). Applied multivariate statistics for the social sciences. New Jersey: Lawrance Erlbaum Associates, Inc.
  • Stockdale, S. L. & Brockett, R. G. (2004). Development of the PROSDLS:A measure of self- direction in learning based on the personal responsibility orientation model. Adult Education Quarterly. 20 (10), 1-20.
  • Teng, K. H. (2005). Perceptions of Taiwanese students to english learning as functions of self-efficacy, motivation, learning activities and self-directed learning. (Doctoral dissertation). Available from ProOuest Dissertations and Theses database.
  • Wingate, U. (2007). A framework for transition: supporting ‘learning to learn’ in higher education. Higher Education Quarterly, 61 (3), 391-405.
  • Aydede, M. N. ve Kesercioğlu, T. (2009). Fen ve teknoloji dersine yönelik kendi kendine öğrenme becerileri ölçeğinin geliştirilmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3 (36), 53-61.
  • Bentler, P. M. ve Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88 (3), 588-606.
  • Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale. (Doctoral dissertation). Available from ProOuest Dissertations and Theses database.
  • Boyer, N. R. & Usinger, P. (2015). Tracking pathways to success: triangulating learning success factors. International Journal of Self-Directed Learning, 12 (2), 22-48.
  • Browne, M.W. & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods Research. 21(2), 230-258.
  • Csapo, B. (2007). Research into learning to learn through the assessment of quality and organization of learning outcomes. The Curriculum Journal, 18 (2), 195-210.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve Lisrel uygulamaları. Ankara: Pegem Akademi.

Öz-Yönetimli Öğrenme Becerileri Ölçeği: Geçerlik ve Güvenirlik Çalışması

Year 2018, Volume: 9 Issue: 2, 85 - 100, 02.05.2018
https://doi.org/10.21031/epod.389208

Abstract

Bu araştırmanın amacı üniversite öğrencilerinin öz-yönetimli öğrenme
becerilerini belirlemeye yönelik bir ölçme aracı geliştirmektir. Bu amaçla
öncelikle, ilgili alanyazına dayalı olarak kavramsal çerçeve oluşturulmuş, bu
alanda yurt içi ve yurt dışında yapılmış olan ölçek geliştirme çalışmaları
incelenmiştir. Bu incelemenin ardından, ölçeğe ilişkin ölçütler ortaya konmuş
ve öz-yönetimli öğrenme becerilerine sahip bireylerin özelliklerini ifade eden
maddelerden oluşan 72 maddelik madde havuzu oluşturulmuştur. Uzman görüşlerinin
ardından yapılan düzenlemeler sonucunda, ölçeğin 53 maddelik deneme formu
oluşturulmuştur. Bu form, Hacettepe ve Başkent Üniversitelerinde öğrenim
görmekte olan 753 üniversite öğrencisine uygulanarak, veriler açımlayıcı faktör
analizine tabi tutulmuş ve yapılan analiz sonucunda ölçeğin 21 madde ve dört
boyuttan (güdülenme, öz-izleme, öz-kontrol ve özgüven) oluştuğu ortaya
konmuştur. Ayrıca, açımlayıcı faktör analizinin uygulandığı öğrencilerin
dışında yer alan ve Hacettepe ve Başkent Üniversitelerinin ortak olan
bölümlerinin birinci ve dördüncü sınıflarında öğrenim görmekte olan 2600
öğrenciye ölçek uygulaması yapılarak ölçeğin yapı geçerliğinin belirlenmesi
amaçlanmıştır. Toplanan veriler doğrulayıcı faktör analizine tabi tutulmuştur.
Analiz sonucunda ölçeğe ilişkin uyum indekslerinin iyi uyum gösteren ve kabul
edilebilir değerler arasında olduğu görülmüş ve ölçeğin 4 faktörlü ve 21
maddeden oluşan yapısı bir model olarak doğrulanmıştır. Ölçeğin, Cronbach Alpha
iç tutarlık katsayısı kullanılarak hesaplanan güvenirliği ise .895 bulunmuştur.
Sonuç olarak geliştirilen “Öz-Yönetimli Öğrenme Becerileri Ölçeği”nin, geçerli
bir ölçme aracı olduğu ve öz-yönetimli öğrenme becerilerini ölçmede güvenilir
puanlar vereceği söylenebilir.

References

  • Fisher, M., King, J. & Tague, G. (2001). Development of self-directed learning readiness scale for nursing education. Nurse Education Today. 21, 516-525.
  • Song, L. & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6 (1), 27-42.
  • Jennett, P. A. (1992). Self-directed learning: a pragmative view. The Journal of Contuinuing Education in the Health Professions, 12, 99-104.
  • Jöreskog, K. G. & Sörbom, D. (1982). Recent developments in structural equation modeling. Journal of Marketing Research, 19 (4), 404-416.
  • Abd-El-Fattah, S. M. (2010). Garrison's model of self-directed learning: preliminary validation and relationship to academic achievement. The Spanish Journal of Psychology, 13 (2), 586-596.
  • Kasworm, C. E. (1983). An examination of self-directed contract learning as an instructional strategy. Innovative Higher Education, 8 (1), 45-54.
  • Kaufman, D. M (2003). Applying educational theory in practice. British Medical Journal, 326, 213-216.
  • Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Cambridge: Englewood Cliffs.
  • Lee, C. H. & Kim, S. H. (2005). Development of the self-directed mathematics learning test based on Vygotsky. Journal of Korea Society of Educational Studies in Mathematics: School Mathematics, 7(3), 253-268.
  • Lounsbury, J. W., Levy, J. J., Park, S.H., Gibson, L., W. & Smith, R. (2009). An investigation of the construct validity of the personality trait of self-directed learning. Learning and Individual Differences, 19, 411–418.
  • Williamson, S. N. (2007). Development of a self-rating scale of self-directed learning. Nurse Researcher, 14 (2), 66-83.
  • McCurdy, D. W. (1973). An analysis of qualities of self-directedness as related to selected characteristics of I.S.C.S. students. ERIC.
  • Merriam, S. B., Caffarella, R. S. & Baumgartner, L. M. (2007). Learning in adulthood. San Francisco: Jossey-Bass.
  • Grover, K. (2015). Online social networks and the self-directed learning experience during a health crisis. International Journal of Self-Directed Learning, 12 (1), 1-15.
  • O’Shea, E. A. (2003). Self-directed learning in nurse education: a review of the literature. Journal of Advanced Nursing, 43 (1), 42-70.
  • Oddi, L. F. (1984). Department of an instrument to measure self-directed continuing learning. (Doctoral dissertation). Available from ProOuest Dissertations and Theses database.
  • Salas, G. (2010). Öğretmen adaylarının kendi kendine öğrenmeye hazırbulunuşlukları (Anadolu Üniversitesi örneği). (Yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir). Erişim adresi: http://tez2.yok.gov.tr/
  • Savin-Baden, M. & Major, C. H. (2004). Foundations of problem based learning. Cornwall: MPG Books Ltd.
  • Schermelleh-Engel, K. & Moosbrugger, H. (2003). Structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8 (2), 23-74.
  • Spencer, J. A. & Jordan, R. K. (1999). Learner centered approaches in medical education. British Medical Journal, 318 (7193), 1280-1283.
  • Stapleton, C. D. (1997). Basic concepts and procedures of confirmatory factor analysis. [Çevrimiçi: http://files.eric.ed.gov/fulltext/ED407416.pdf], Erişim tarihi: 23.06.2015.
  • Marsh, H. W., Balla, J. R. & McDonald, R. P. (1986). Goodness-of-fit indexes in confirmatory factor analysis: the effect of sample size. Psychological Bulletin, 103 (3), 391-410.
  • Alkan, F. ve Erden, E. (2013). Kendi kendine öğrenmenin laboratuvarda başarı, hazırbulunuşluk, laboratuvar becerileri tutumu ve endişeye etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 44, 15-26.
  • Stevens, J. P. (2002). Applied multivariate statistics for the social sciences. New Jersey: Lawrance Erlbaum Associates, Inc.
  • Stockdale, S. L. & Brockett, R. G. (2004). Development of the PROSDLS:A measure of self- direction in learning based on the personal responsibility orientation model. Adult Education Quarterly. 20 (10), 1-20.
  • Teng, K. H. (2005). Perceptions of Taiwanese students to english learning as functions of self-efficacy, motivation, learning activities and self-directed learning. (Doctoral dissertation). Available from ProOuest Dissertations and Theses database.
  • Wingate, U. (2007). A framework for transition: supporting ‘learning to learn’ in higher education. Higher Education Quarterly, 61 (3), 391-405.
  • Aydede, M. N. ve Kesercioğlu, T. (2009). Fen ve teknoloji dersine yönelik kendi kendine öğrenme becerileri ölçeğinin geliştirilmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3 (36), 53-61.
  • Bentler, P. M. ve Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88 (3), 588-606.
  • Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale. (Doctoral dissertation). Available from ProOuest Dissertations and Theses database.
  • Boyer, N. R. & Usinger, P. (2015). Tracking pathways to success: triangulating learning success factors. International Journal of Self-Directed Learning, 12 (2), 22-48.
  • Browne, M.W. & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods Research. 21(2), 230-258.
  • Csapo, B. (2007). Research into learning to learn through the assessment of quality and organization of learning outcomes. The Curriculum Journal, 18 (2), 195-210.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve Lisrel uygulamaları. Ankara: Pegem Akademi.
There are 34 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

İlkay Aşkın Tekkol

Melek Demirel

Publication Date May 2, 2018
Acceptance Date March 25, 2018
Published in Issue Year 2018 Volume: 9 Issue: 2

Cite

APA Aşkın Tekkol, İ., & Demirel, M. (2018). Öz-Yönetimli Öğrenme Becerileri Ölçeği: Geçerlik ve Güvenirlik Çalışması. Journal of Measurement and Evaluation in Education and Psychology, 9(2), 85-100. https://doi.org/10.21031/epod.389208

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