Turkish adaptation of the utley geometry attitude scale: A validity and reliability study

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dc.contributor.authorAvcu, Ramazan
dc.contributor.authorAvcu, Seher
dc.date.accessioned13.07.201910:50:10
dc.date.accessioned2019-07-16T09:15:44Z
dc.date.available13.07.201910:50:10
dc.date.available2019-07-16T09:15:44Z
dc.date.issued2015
dc.departmentEğitim Fakültesi
dc.description.abstractProblem Statement: Among attitude measures, attitude scales are the most common, objective, and effective in gathering attitude data and there is a plenty of scales that measure various factors of attitude towards mathematics. However, there is a need for attitude scales that are content specific such as geometry, algebra, probability and statistics. One reason for this is that students' attitudes towards mathematics in general and their attitudes towards specific mathematical topics might differ considerably from each other. Besides, to hear a student say they like mathematics but dislike geometry or algebra is not uncommon. Thus, it is thought that it would be significant to have a scale that particularly measures learners' attitudes towards geometry. Purpose of the Study: Although, a number of studies have developed scales with the goal of measuring geometry attitudes of middle and secondary school students, there is no such instrument in the accessible literature in Turkey that serve the same purpose for undergraduate students. Therefore, the authors wanted to go further in this direction and attempted to fill this gap by adapting Utley Geometry Attitude Scale to Turkish. Methods: The participants of the study consisted of 863 undergraduate students (56 % female; 44 % male) from a public university in the inner part of Turkey. After the list wise deletion of the missing cases, the remaining sample (N = 750) was randomly divided into two subsamples to perform factor analysis. Data from the first subsample (n=371) were analyzed by exploratory factor analysis (EFA) to determine the factorial structure of the adapted scale. Later, the data from the second subsample (n=379) were analyzed by confirmatory factor analysis (CFA) to confirm the model obtained from EFA. In addition, item analysis was performed to ensure that there were no problematic items in the adapted scale. Finally, reliability analysis was performed by calculating Cronbach's alpha coefficients both for the adapted scale and its factors. Findings and Results: After EFA, the translated version of UGAS consisted of a four-factor structure with 25 items. Subsequently, CFA corroborated this four- factor structure and the goodness of fit indices were found to be appropriate for the acceptance of the model. The item total correlations were all larger than .30 and the reliability coefficients for the overall instrument and its factors ranged between .81 and .94. Conclusions and Recommendations: The results showed that the translated version of UGAS might serve as a valuable instrument both for educators and researchers to measure undergraduate students' attitudes towards geometry.
dc.identifier.doi10.14689/ejer.2015.58.1
dc.identifier.endpage23en_US
dc.identifier.issn1302-597X
dc.identifier.issue58en_US
dc.identifier.scopusqualityQ3
dc.identifier.startpage1en_US
dc.identifier.urihttps://doi.org/10.14689/ejer.2015.58.1
dc.identifier.urihttps://hdl.handle.net/20.500.12451/4454
dc.identifier.wosWOS:000422371600001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherAni Publishing
dc.relation.ispartofEurasian Journal of Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectGeometry
dc.subjectAttitude Scale
dc.subjectUndergraduate Students
dc.subjectValidity and Reliability
dc.titleTurkish adaptation of the utley geometry attitude scale: A validity and reliability study
dc.title.alternativeUtley geometri tutum ölçeğinin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması
dc.typeArticle

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