The adaptation study of student teachers’ teaching-learning situation preferences scale into Turkish
[ X ]
Tarih
2017
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sakarya University
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The researches on individual differences and knowledge construction processes in education indicate the importance of the match between teachers’ teaching approaches and students’ preferred learning styles on academic achievements, attitude and improved behaviors in all educational levels. As a result, there is an increase in the number of researches on defining and identifying learning styles preferred by students. The aim of this study is to adapt the questionnaire that is developed by Baeten, Dochy, Struyven, Parmentier and Vanderbruggen (2016), aims to identify student teachers’ instructional preferences and consists of four subdimensions -namely knowledge construction, teacher direction, cooperative learning and passive learning- with 40 items in total into Turkish. The study employs survey method. While the original questionnaire consists of 40 items, in the adapted version six of them were excluded because of either insufficient factor loading or taking place in more than one factor. The remaining 34 items are placed under the four original sub-dimension found in the original questionnaire as follows: knowledge construction 11 items; teacher direction 9 items; cooperative learning 9 items and passive learning 5 items. The reliability coefficients are found to be sufficient in the whole questionnaire and all sub-dimensions. The model is verified in Confirmatory Factor Analysis with a low conformity. © The Turkish Online Journal of Educational Technology.
Açıklama
Anahtar Kelimeler
Academic Achievement, Instructional Preferences, Questionnaire Adaptation
Kaynak
Turkish Online Journal of Educational Technology
WoS Q Değeri
Scopus Q Değeri
N/A
Cilt
2017
Sayı
December Special Issue INTE
