Cilt 6, Sayı 2, Sayfalar 97 - 107 2016-08-16

Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey
Teaching Mathematics in Inclusive Settings Survey

Bekir Fatih MERAL [1] , Mithat TAKUNYACI [2]

797 216

The aim of the research is to adapt the Teaching Mathematics in Inclusive Settings (TMIS) survey into Turkish and determine their psychometric properties over the country sample. The research was performed with 338 general education teachers who are responsible teaching mathematics to inclusive students. The scale in which linguistic equivalence and face validity were achieved was a measuring tool of 9-point grading type including 12 items and two sub fields. CFA results (x2/df=4.4, RMSEA=.07, SRMR=.04,  GFI=.92, AGFI=.86, NFI=.98, NNFI=.96, RFI=.96, IFI=.97 and CFI=.98) indicated that the scale had an acceptable goodness of fit. It was observed that the scale achieved criterion related validity. It was determined that Cronbach’s alpha internal consistency reliability and split-half reliabilities were high, item total correlations were high and the differences between %27 upper-lower groups were significant. In the light of the findings, it can be stated that TMIS survey can be used as a valid and reliable measuring tool in determining the efficacy of general education teachers in Turkey for teaching mathematics to inclusive students.
Araştırmanın amacı Kaynaştırma Uygulamalarında Matematik Öğretimi (KUMÖ) Ölçeğinin Türkçeye uyarlanması ve ülke örneklemi üzerinden psikometrik özelliklerinin belirlenmesidir. Araştırma kaynaştırma öğrencilerine matematik öğretiminden sorumlu 338 sınıf öğretmeni ile gerçekleştirilmiştir. On iki soru ve iki alt alandan oluşan dokuzlu derecelendirme tipi ölçme aracının dilsel eşdeğerliği ve görünüm geçerliği elde edilmiştir. Doğrulayıcı faktör analizi sonuçları (x2/sd=4.4, RMSEA=.10, SRMR=.04, GFI=.90, AGFI=.85, NFI=.98, NNFI=.97, RFI=.97, IFI=.98, CFI=.98) ölçeğin iyi düzeyde uyum iyiliğine sahip olduğunu göstermektedir. Ölçeğin ölçüt bağıntılı geçerliliği sağladığı gözlenmiştir. Ölçeğin Cronbach’s alfa iç tutarlık güvenirliği ve iki yarı güvenirliğinin yüksek, madde toplam korelasyonlarının yüksek ve %27 alt-üst grup ortalamaları arasındaki farkın anlamlı olduğu belirlenmiştir. Bulgular ışığında, KUMÖ ölçeğinin Türkiye’de kaynaştırma öğrencilerine matematik öğretiminde genel eğitim (sınıf) öğretmenlerinin yeterliklerinin belirlenmesinde geçerli ve güvenilir bir ölçme aracı olarak kullanılabileceği ifade edilebilir
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Konular
Dergi Bölümü Makaleler
Yazarlar

Yazar: Bekir Fatih MERAL
E-posta: bfmeral@gmail.com

Yazar: Mithat TAKUNYACI
E-posta: mithat1981@gmail.com

Bibtex @ { suje261099, journal = {Sakarya University Journal of Education}, issn = {2146-7455}, address = {Sakarya Üniversitesi}, year = {2016}, volume = {6}, pages = {97 - 107}, doi = {10.19126/suje.05095}, title = {Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey}, language = {en}, key = {cite}, author = {TAKUNYACI, Mithat and MERAL, Bekir Fatih} } @ { suje261099, journal = {Sakarya University Journal of Education}, issn = {2146-7455}, address = {Sakarya Üniversitesi}, year = {2016}, volume = {6}, pages = {97 - 107}, doi = {10.19126/suje.05095}, title = {Teaching Mathematics in Inclusive Settings Survey}, language = {tr}, key = {cite}, author = {TAKUNYACI, Mithat and MERAL, Bekir Fatih} }
APA MERAL, B , TAKUNYACI, M . (2016). Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey. Sakarya University Journal of Education, 6 (2), 97-107. DOI: 10.19126/suje.05095
MLA MERAL, B , TAKUNYACI, M . "Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey". Sakarya University Journal of Education 6 (2016): 97-107 <http://dergipark.gov.tr/suje/issue/24692/261099>
Chicago MERAL, B , TAKUNYACI, M . "Turkish Adaptation, Validity and Reliability Studies of Teaching Mathematics in Inclusive Settings Survey". Sakarya University Journal of Education 6 (2016): 97-107
RIS TY - JOUR T1 - Teaching Mathematics in Inclusive Settings Survey AU - Bekir Fatih MERAL , Mithat TAKUNYACI Y1 - 2016 PY - 2016 N1 - doi: 10.19126/suje.05095 DO - 10.19126/suje.05095 T2 - Sakarya University Journal of Education JF - Journal JO - JOR SP - 97 EP - 107 VL - 6 IS - 2 SN - 2146-7455-2146-7455 M3 - doi: 10.19126/suje.05095 UR - http://dx.doi.org/10.19126/suje.05095 Y2 - 2017 ER -
EndNote %0 Sakarya University Journal of Education Teaching Mathematics in Inclusive Settings Survey %A Bekir Fatih MERAL , Mithat TAKUNYACI %T Teaching Mathematics in Inclusive Settings Survey %D 2016 %J Sakarya University Journal of Education %P 2146-7455-2146-7455 %V 6 %N 2 %R doi: 10.19126/suje.05095 %U 10.19126/suje.05095