Developing an Academic Literacy Scale: Assesing Validity and Reliability

Demir, Sezgin; Deniz, Hacer

doi:10.24106/kefdergi.4008

Cited by 15 publications

(27 citation statements)

References 11 publications

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“…If the values of an item get closer to zero, it means that the item becomes difficult, whereas if the values of an item get closer to one, it means that the item becomes easy. As a result of the item analysis, it is preferred for the item difficulty indices of the items to be between 0.20 and 0.80 and the average difficulty index of the test to be about 0.50 (Büyüköztürk, Çakmak, Akgün, Karadeniz and Demirel, 2012;Tosun and Taşkesenligil, 2011). Since the item difficulty indices of the test items were around 0.50, the item difficulty index was found to be high.…”

Section: Wwwturkishstudiesnet/educationmentioning

confidence: 99%

“…Bir maddenin ayırt edicilik indeksi -1 ile +1 arasında değer alırken değerin "0" olması maddenin ayırt edici olmadığını gösterir. Madde ayırt edicilik indeksi 0,19 ve altında bir değer alırsa maddelerin testten çıkarılması, 0,20-0,29 arasında yer alan maddelerin düzeltilebilmesi ya da zorunlu durumlarda kullanılabileceği, 0,30-0,39 arasındaki maddelerin yeterince iyi maddeler olduğu, 0,40 ve üzerinde değer alan maddelerin ise çok iyi maddeler olduğu şeklinde yorumlanır (Büyüköztürk vd., 2012;Karslı ve Ayas, 2013;Tosun ve Taşkesenligil, 2011). Bu sonuç doğrultusunda ABKBT'nin ayırt ediciliği değerler yüksek bulunmuştur.…”

Section: C)unclassified

“…Maddelerin aldığı değerler sıfıra yaklaştıkça o maddenin zorlaştığını gösterirken, bire yaklaştıkça maddenin kolaylaştığını gösterir. Madde analizi sonucunda maddelerin madde güçlük indekslerinin 0,20 ile 0,80 arasında olması ve testin ortalama güçlük indeksinin ise 0,50 civarında olması çalışmalarda aranan bir özelliktir (Büyüköztürk, Çakmak, Akgün, Karadeniz ve Demirel, 2012;Tosun ve Taşkesenligil, 2011). Ölçekteki maddelerin madde güçlük indeksleri 0,50 ve civarında yer aldığı için madde güçlük indeksinin yüksek olduğu tespit edilmiştir.…”

Section: C)unclassified

“…When the discrimination index of an item is between -1 and +1, a value of "0" indicates that the item is not discriminatory. If the item discrimination index has a value of 0.19 and below, this means that the items will be excluded from the test, whereas the items having a value between 0.20 and 0.29 should be corrected or may be used in compulsory cases, the items having a value between 0.30 and 0.39 are sufficiently good and the items having a value of 0.40 and above are very good (Büyüköztürk et al, 2012;Karslı and Ayas, 2013;Tosun and Taşkesenligil, 2011). In accordance with this result, the discrimination values of ABAT were found to be high.…”

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confidence: 99%

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Başarı Testi Geliştirme: Asit-Baz Başarı Testi Geçerlik ve Güvenirlik Araştırması

Yadigaroğlu¹

2020

TurkishStudies

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The aim of this study is to develop a valid and reliable measurement tool to measure the students' success about Acids and Bases. In the study, first of all, a list of learning objectives was created by taking into consideration the Science Curriculum in 2018, and then the items were written in accordance with the learning objectives. Before final form of the test was obtained, the opinions of three academic experts in the field of chemistry education and two science teachers were used for the consistency of scientific information of the test items prepared and the opinions of two language experts were used for the grammar, and various arrangements were made on the test items. A pilot study of the test prepared was carried out with 10 students in the 8 th grade. The final arrangements were made on the test items by the feedbacks from the students and the final form of the Acid-Base Achievement test (ABAT) was obtained. The final form of the test was applied to 212 students of 8 th grade. Test data were analyzed using SPSS 23.0, ITEMAN 3.0. and FACTOR application. As a result of the analysis of the items with ITEMAN 3.0, the discrimination index was 0.747 and the item difficulty index was 0.496. Kuder-Richardson-20 (KR-20) was calculated to determine the internal consistency of the test using the values obtained from the item analyzes and was found to be 0.732. FACTOR application was used to calculate the construct validity of the test and Kaiser-Meyer-Olkin (KMO) value was calculated 0.778. When the results obtained are examined, it is seen that valid and reliable results have been obtained with the ABAT developed. As ABAT is prepared in accordance with the achievements, it is considered to be a valid and reliable measurement tool that can be used by science teachers.

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Section: Wwwturkishstudiesnet/educationmentioning

confidence: 99%

Section: C)unclassified

mentioning

confidence: 99%

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Başarı Testi Geliştirme: Asit-Baz Başarı Testi Geçerlik ve Güvenirlik Araştırması

Yadigaroğlu¹

2020

TurkishStudies

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“…Academic literacy is the ability of an individual to be aware of the information and to use it in his/her life by comprehending it, to look at the problems he/she encounters from the perspective of scientific thinking, to produce solutions and to transfer the scientific knowledge he has obtained effectively. In this respect, academic literacy, which directs the development of humanity, is not only a skill that is effective in the academic life of the individual, but also a skill that surrounds the whole life of the human being in the name of universal accumulation and development (Demir & Deniz, 2020). Academic literacy is not only the ability to understand and use scientific methods, but also to systematize and present life knowledge, that is, to understand and cope with natural events in daily life (Branscomb, 1981).…”

Section: Introductionmentioning

confidence: 99%

Investigation of Teacher Candidates' Academic Literacy Levels and Critical Thinking Tendencies

AYYILDIZ¹

2022

kesit

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The aim of study is to examine academic literacy levels and critical thinking tendencies of teacher candidates. Survey and relational model was preferred. Academic literacy do not differ by the gender of teacher candidates. Critcal thinking tendency do not differ by the gender of teacher candidates. Academic literacy do not differ by the class of teacher candidates. Systematicity differ by the class of teacher candidates. Academic literacy do not differ by the department of teacher candidates. Critcal thinking tendency scores differ by the class of teacher candidates. Academic literacy do not differ by the mother's education level. Critical thinking tendency do not differ by the mother's education level. Academic literacy do not differ by the father's education level. Critical thinking tendency do not differ by the father's education level. There is a moderately positive and significant relationship between academic literacy level scores and critical thinking tendency scores of teacher candidates.

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Comparison of the effectiveness of project-based 6E learning and problem-based quantum learning: Solomon four-group design

Şahin,

Kılıç

2024

JRIT

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PurposeResearchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Ökmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.Design/methodology/approachThis research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).FindingsIt was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students' critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students' academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students' academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.Originality/valueThere has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future.

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Developing an Academic Literacy Scale: Assesing Validity and Reliability

Cited by 15 publications

References 11 publications

Başarı Testi Geliştirme: Asit-Baz Başarı Testi Geçerlik ve Güvenirlik Araştırması

Başarı Testi Geliştirme: Asit-Baz Başarı Testi Geçerlik ve Güvenirlik Araştırması

Investigation of Teacher Candidates' Academic Literacy Levels and Critical Thinking Tendencies

Comparison of the effectiveness of project-based 6E learning and problem-based quantum learning: Solomon four-group design

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