Development of Post-Distance Education School Adjustment Scale: Validity and Reliability Study
Keywords:
Adjustment, Distance education, Pandemic, Measurement, University students
Abstract
In this study, it was aimed to develop a scale to measure the school adjustment levels of university students after distance education. 35 draft items were prepared in line with the literature review and expert opinions. After the opinions of the field experts, necessary corrections were made in the draft scale form and a 32-item scale was reached. The data were collected from 437 university students. As a result of the Exploratory Factor Analysis (EFA), a three-dimensional structure consisting of 21 items and three dimensions as “Social Adjustment”, “Adjustment with Faculty Members and Students” and “Affective Adjustment” and explaining 50.45% of the variance was reached. Fit indices calculated by confirmatory factor analysis (CFA) were obtained as χ²/Df=3.29, RMSEA= 0.073, CFI= 0.92, GFI= 0.91, AGFI= 0.88. These observed values show that the model has an acceptable goodness of fit. When the items with low factor scores and items in other dimensions were examined, it was seen that the model fit indices were at the desired level after 5 items were excluded from the scale. The alpha reliability of the whole scale was determined as 0.89. Alpha reliability for each component was calculated as 0.88, 0.82 and 0.79, respectively. The results show that Post-Distance Education School Adjustment Scale is a valid and reliable measurement tool that can measure university students’ adjustment to school after distance education.
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References
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41. Whiting, E. F., Everson, K. C., & Feinauer, E. (2018). The simple school belonging scale: Working toward a unidimensional measure of student belonging. Measurement and Evaluation in Counseling and Development, 51(3), 163-178. https://doi.org/10.1080/07481756.2017.1358057
42. Yükseköğretim Kurulu [YÖK]. (2013). Yükseköğretim kurumlarında uzaktan öğretime ilişkin usul ve esaslar.https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Uzaktan_ogretim/yuksekogretim_kurumlarinda_uzaktan_ogretime_iliskin_usul_ve_esaslar.pdfCalarco, M., & Atterton, P. (2009). Animal Philosophy: Essential readings in continental thought. New York, NY: Continuum.
2. Allen, I. E., & Seaman, J. (2011). Going the distance: Online education in the United States, 2011. Sloan Consortium. PO Box 1238, Newburyport, MA 01950.
3. Akar-Vural, R., Yilmaz-Özelçi, S., Cengel, M., & Gömleksiz, M. (2013). The Development of the" Sense of Belonging to School" Scale. Eurasian Journal of Educational Research, 53, 215-230.
4. Alkan, N. (2016). Psychological sense of university membership: An adaptation study of the PSSM scale for Turkish university students. The Journal of Psychology, 150(4), 431-449. https://doi.org/10.1080/00223980.2015.1087373
5. Arat, T., & Bakan, Ö. (2011). Uzaktan eğitim ve uygulamaları. Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi, 14(2), 363-374
6. Arslan, G., & Duru, E. (2017). Initial development and validation of the School Belongingness Scale. Child Indicators Research, 10, 1043-1058. https://doi.org/10.1007/s12187-016-9414-y
7. Avşar, İ. İ. (2011). Moodle ile Temel Bilgi Teknolojileri Dersinin Uygulama Süreci. Akademik Bilişim’11-XIII. Akademik Bilişim Konferansı Bildirileri 2-4 Şubat, İnönü Üniversitesi, Malatya.
8. Bunker, E. L. (2003). The history of distance education through the eyes of the International Council for Distance Education. Handbook of distance education, 49-66.
9. Büyüköztürk, S. (2004). Sosyal Bilimler İçin Veri Analizi El Kitabı. 4. Basım, Ankara: Pegem A Yayıncılık.
10. Büyüköztürk, Ş. (2010) Sosyal Bilimler Için Veri Analizi El Kitabı. Pegem Akademi, 2010.
11. Carswell, A. D., & Venkatesh, V. (2002). Learner outcomes in an asynchronous distance education environment. International Journal of Human-Computer Studies, 56(5), 475-494. https://doi.org/10.1006/ijhc.2002.1004
12. Çukadar, S., & Çelik, S. (2003). İnternete dayalı uzaktan öğretim ve üniversite kütüphaneleri. Doğuş Üniversitesi Dergisi, 4(1), 31–42.
13. de Oliveira, M. M. S., Penedo, A. S. T., & Pereira, V. S. (2018). Distance education: advantages and disadvantages of the point of view of education and society. Dialogia, (29), 139-152. https://doi.org/10.5585/dialogia.N29.7661
14. DeVellis, R. F. (2017). Faktör Analizi (Derya Çakıcı Eser, Çev.). Tarık Totan (Ed.), Ölçek Geliştirme Kuram ve Uygulamalar (pp.115-158). Ankara: Nobel Yayıncılık.
15. Durnalı, M., Filiz, B., & Aydın, E. (2018). Okula uyum ölçeği’nin Türk kültürüne uyarlanması. Sakarya University Journal of Education, 8(3), 115-127. https://doi.org/10.19126/suje.357548
16. Dyrud, M. A. (2000). The third wave: A position paper. Business Communication Quarterly, 63(3), 81-93.
17. Fojtík, R. (2018). Problems of distance education. International Journal of Information and Communication Technologies in Education, 7(1), 14-23. https://doi.org/10.2478/ijicte-2018-0002
18. Garrison, D. R. (1993). Quality and access in distance education: theoretical considerations. Theoretical principles of distance education, (pp.9-21), London: Routledge
19. Garrison, D. R., & Shale, D. (1987). Mapping the boundaries of distance education: Problems in defining the field. The American Journal of Distance Education, 1(1), 7–13. https://doi.org/10.1080/08923648709526567
20. Hanson, D., Maushak, N. J., Schlosser, C. A., Anderson, M. L., Sorenson, C., & Simonson, M. (1997). Distance Education: Review of the Literature (2nd ed.). Washington DC: Association for Educational Communications and Technology.
21. Holmberg, B. (1986). A discipline of distance education. International Journal of E-Learning & Distance Education, 1(1), 25-40.
22. İşman, A. (2008). Uzaktan eğitim (3. Baskı). Ankara: Pegem Akademi.
23. Johnson, J. L. (2003). Distance education: The complete guide to design, delivery, and improvement. Teachers College Press.
24. Karakaya, F., Adıgüzel, M., Üçüncü, G., Çimen, O., & Yılmaz, M. (2021). Teachers’ views towards the effects of COVID-19 pandemic in the education process in Turkey. Participatory Educational Research, 8(2), 17-30. https://doi.org/10.17275/per.21.27.8.2.
25. Karasar, N. (2005). Bilimsel araştırma yöntemi (17. Baskı). Ankara: Nobel yayın dağıtım, 81, 83.
26. Katane, I., Kristovska, I., & Katans, E. (2015). Evaluation of distance education environmental advantages. Engineering for Rural Development, 20, 720-728.
27. Kentnor, H. E. (2015). Distance education and the evolution of online learning in the United States. Curriculum and teaching dialogue, 17(1), 21-34.
28. Kırık, A. (2014). Uzaktan eğitimin tarihsel gelişimi ve Türkiye’deki durumu. Marmara İletişim Dergisi, (21), 73-94. https://doi.org/10.17829/midr.20142110299
29. Kırkan, B., & Kalelioğlu, F. (2017). Türkiye’de uzaktan eğitim merkezlerinin durumu: Betimsel bir çalışma. Journal of Instructional Technologies & Teacher Education, 6(3), 88-98.
30. Lee, S. J., Ward, K. P., Chang, O. D., & Downing, K. M. (2021). Parenting activities and the transition to home-based education during the COVID-19 pandemic. Children and Youth Services Review, 122, 105585. https://doi.org/10.1016/j.childyouth.2020.105585
31. Moore, M. G. (1993). Theory of transactional distance. Theoretical principles of distance education, 1, 22-38.
32. Munasinghe, S., Sperandei, S., Freebairn, L., Conroy, E., Jani, H., Marjanovic, S., & Page, A. (2020). The impact of physical distancing policies during the COVID-19 pandemic on health and well-being among Australian adolescents. Journal of Adolescent Health, 67(5), 653-661. https://doi.org/10.1016/j.jadohealth.2020.08.008
33. Mutlu, M. E., Özöğüt Erorta, Ö., Kip Kayabaş, B., & Kayabaş, İ. (2014). Anadolu Üniversitesi Açıköğretim sisteminde e-öğrenmenin gelişimi. Ali Ekrem Özkul, Cengiz Hakan Aydın, Elif Toprak, Evrim Genç Kumtepe (Eds). Açıköğretimle 30 Yıl (s.1-58). Eskişehir: Anadolu Üniversitesi Yayınları.
34. Schlosser, C. A., & Anderson, M. L. (1994). Distance education: review of the literature. AECT Publication Sales, 1025 Vermont Ave., NW, Ste. 820, Washington, DC 20005-3547.
35. Simonson, M., & Schlosser, L. A. (2009). Distance education 3rd edition: Definition and glossary of terms. Iap.
36. Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance. Foundations of distance education (Sixth Edit). Charlotte, NC: Information Age Publishing.
37. Slaten, C. D., Elison, Z. M., Deemer, E. D., Hughes, H. A., & Shemwell, D. A. (2018). The development and validation of the university belonging questionnaire. The Journal of Experimental Education, 86(4), 633-651. https://doi.org/10.1080/00220973.2017.1339009
38. Şencan, H. (2005). Sosyal ve Davranışsal Ölçümlerde Geçerlilik ve Güvenirlik. Ankara: Seçkin Matbaası.
39. Telli, S, & Altun, D. (2020). Coronavirüs ve Çevrimiçi (Online) Eğitimin Önlenemeyen Yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34. https://doi.org/10.32329/uad.711110
40. Üstün, Ç., & Özçiftçi, S. (2020). COVID-19 pandemisinin sosyal yaşam ve etik düzlem üzerine etkileri: Bir değerlendirme çalışması. Anadolu Kliniği Tıp Bilimleri Dergisi, 25(Special Issue on COVID 19), 142-153. https://doi.org/10.21673/anadoluklin.721864
41. Whiting, E. F., Everson, K. C., & Feinauer, E. (2018). The simple school belonging scale: Working toward a unidimensional measure of student belonging. Measurement and Evaluation in Counseling and Development, 51(3), 163-178. https://doi.org/10.1080/07481756.2017.1358057
42. Yükseköğretim Kurulu [YÖK]. (2013). Yükseköğretim kurumlarında uzaktan öğretime ilişkin usul ve esaslar.https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Uzaktan_ogretim/yuksekogretim_kurumlarinda_uzaktan_ogretime_iliskin_usul_ve_esaslar.pdfCalarco, M., & Atterton, P. (2009). Animal Philosophy: Essential readings in continental thought. New York, NY: Continuum.
Published
2023-11-13
How to Cite
Turhan, E. M. (2023). Development of Post-Distance Education School Adjustment Scale: Validity and Reliability Study . European Scientific Journal, ESJ, 23, 344. Retrieved from https://eujournal.org/index.php/esj/article/view/17427
Section
ESI Preprints
Copyright (c) 2023 Emre Musa Turhan
This work is licensed under a Creative Commons Attribution 4.0 International License.
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