Hifz Education Attitude Scale: The Study of Validity and Reliability

Cemil Osmanoğlu; Hüseyin Algur

Makale detayları

Hifz Education Attitude Scale: The Study of Validity and Reliability

Yazarlar:

Cemil Osmanoğlu | Hüseyin Algur

Yayıncı:

Erciyes University

Dergi:

Bilimname Issue 49, pp.1-30

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001288191

pISSN:

1304-1878

Anahtar kelimeler:

Özet:

 Hifz education is an important non-formal education practice in the Islamic World. Hifz education in Turkey is carried out at different education levels and ages. However, it is possible to talk about the existence of some deficiencies in the scientificization process of this education. For example, a scientifically valid and reliable measurement tool that examines the attitudes of students in hifz education towards this education has not yet been developed. Examining the attitudes towards an education process and its components can contribute to the production of healthy information about the development and success of this education. This review may contribute to taking measures against the deficiencies in education. From this point of view, in this study, it is aimed to develop a scientifically reliable and valid measurement tool that measures the attitudes of individuals who receive hifz education towards hifz education. Hifz Education Attitude Scale HEAS is a scale developed based on the assumption that attitudes can be measured indirectly. In the study, a data collection tool was developed that can measure the attitudes of individuals who receive hifz education towards this education around three sub-dimensions. The research was carried out with 234 undergraduate students who were selected on a voluntarily, both receiving higher religious education and continuing hifz education at the same time. The data obtained in the research were analyzed using the SPSS program. After examining the reliability analysis of the data set, validity analyzes were performed. In the reliability analysis, Cronbachs Alpha based on a single application and two-half reliability analysis were preferred. It was decided to remove 15 items from the scale because they did not receive sufficient values in the aforementioned reliability analyzes. Exploratory factor analysis EFA was applied to test the construct validity of the scale, and first-level confirmatory factor analysis CFA was performed using the AMOS program to test the model fit of the reached structure. The structure in which 32 items were gathered under three factors as a result of EFA was subjected to CFA, and as a result of this process, the HEAS scale with 13 items gathered under 3 factors was developed. The factor distributions of the HEAS scale were as follows. The 1st Factor, in which 6 items with loadings ranging from 0.81 to 0.52 were collected, was named the Cognitive Dimension. The cognitive dimension, with an eigenvalue of 3.73 and an internal consistency coefficient of 0.77, explains 28.7 of the scale. The 2nd Factor, in which 3 items with loads ranging from 0.85 to 0.69 were collected, was named Social Dimension. The eigenvalue of the social dimension, which explains 12.7 of the scale, was found to be 1.65 and the internal consistency coefficient as 0.67. The third factor, in which 4 items with loads varying between 0.78 and 0.50 accumulated, was named the Affective Dimension. The eigenvalue of this sub-dimension, which represents 10.2 of the scale, was 1.33 and the internal consistency coefficient α value was 0.60. In the CFA analysis, item factor loading values of the HEAS were observed between .42 and .74. This data is statistically expected and desirable. The fit indices of the scale are also statistically significant x294.7, sd60, p.03, x2 sd1.58. When the fit index values of the HEAS scale were examined, the IFI, GFI, AGFI and X2df grades of HEAS were at the perfect fit level; NFI, TLI, RFI, CFI, AGFI, RMR values are within acceptable limits. Since the NFI value is generally low in studies with a small sample, as in this study, a NNFITLI value above .90 is defined as sufficient data in terms of data set compatibility in the literature. Reliability coefficients of HEAS and its sub-dimensions ranged from 0.60 to 0.74. This data can be interpreted as the scale and its sub-dimensions are sufficiently reliable. The HEAS consists of 13 items and three sub-factors. The scale was prepared in a 5-point Likert format. The highest score an item can get is 5, and the lowest score is 1. In this context, the highest score that can be obtained from the 13-item scale 135 is 65, and the lowest 131 is 13. The addressee of HEAS is basically university students who take hifz education. As it is known, hifz education is also carried out at different education levels or age levels. If the scale is applied to education levels or age groups other than the specified group, it may be necessary to perform reliability and validity analyzes again. The diversification of this scale, which was developed for the attitudes of individuals who receive hafiz training, for other hafiz practices will allow more effective and comprehensive measurements to be made.

 Hafızlık eğitimi, İslam dünyasında önemli bir yaygın eğitim uygulamasıdır. Türkiyede hafızlık eğitimi farklı eğitim kademeleri ve yaş düzeylerinde yürütülmektedir. Bununla beraber söz konusu eğitimin bilimselleşme sürecinde bir takım eksiklerin varlığından söz etmek mümkündür. Örneğin hafızlık eğitiminde yer alan öğrencilerin bu eğitime dönük tutumlarını yoklayan, bilimsel açıdan geçerli ve güvenilir bir ölçme aracı henüz geliştirilmemiştir. Oysa bir eğitim süreci ve onun bileşenlerine dönük tutumları incelemek, söz konusu eğitiminin gidişatı ve başarısı hakkında sağlıklı bilgiler üretilmesine, aksayan yönlere dönük önlemler alınmasına katkı sağlayabilir. Buradan hareketle bu araştırmada, hafızlık eğitimi alan bireylerin hafızlık eğitimine dönük tutumlarını ölçen bilimsel açıdan güvenilir ve geçerli bir ölçme aracı geliştirmek amaçlanmıştır. Hafızlık Eğitimi Tutum Ölçeği HEAS, tutumların dolaylı olarak ölçülebileceği ön kabulünden hareketle geliştirilen bir ölçektir. Çalışmada hafızlık yapan bireylerin aldıkları eğitime yönelik geliştirdiği tutumları üç alt boyut etrafında ölçebilecek bir veri toplama aracı geliştirilmiştir. Araştırma hem yüksek din öğretimi alan hem de aynı anda hafızlık eğitimine devam eden 234 lisans öğrencisi üzerinde gönüllülük esasına dayalı olarak yürütülmüştür. Çalışmanın sonucunda 3 faktör altında 13 maddeden oluşan, açıkladığı varyansı toplamda 51,55 olan, geçerlik ve güvenilirlik testlerinden geçmiş bir ölçek geliştirilmiştir. Ölçeğin alt boyutlarına; Bilişsel Boyut, Sosyal Boyut ve Duyuşsal Boyut adları verilmiştir. Açımlayıcı faktör analiziyle ulaşılan yapının model uyumu, doğrulayıcı faktör analizi ile test edilerek onaylanmıştır.

 Hifz education is an important non-formal education practice in the Islamic World. Hifz education in Turkey is carried out at different education levels and ages. However, it is possible to talk about the existence of some deficiencies in the scientificization process of this education. For example, a scientifically valid and reliable measurement tool that examines the attitudes of students in hifz education towards this education has not yet been developed. Examining the attitudes towards an education process and its components can contribute to the production of healthy information about the development and success of this education. This review may contribute to taking measures against the deficiencies in education. From this point of view, in this study, it is aimed to develop a scientifically reliable and valid measurement tool that measures the attitudes of individuals who receive hifz education towards hifz education. Hifz Education Attitude Scale HEAS is a scale developed based on the assumption that attitudes can be measured indirectly. In the study, a data collection tool was developed that can measure the attitudes of individuals who receive hifz education towards this education around three sub-dimensions. The research was carried out with 234 undergraduate students who were selected on a voluntarily, both receiving higher religious education and continuing hifz education at the same time. The data obtained in the research were analyzed using the SPSS program. After examining the reliability analysis of the data set, validity analyzes were performed. In the reliability analysis, Cronbachs Alpha based on a single application and two-half reliability analysis were preferred. It was decided to remove 15 items from the scale because they did not receive sufficient values in the aforementioned reliability analyzes. Exploratory factor analysis EFA was applied to test the construct validity of the scale, and first-level confirmatory factor analysis CFA was performed using the AMOS program to test the model fit of the reached structure. The structure in which 32 items were gathered under three factors as a result of EFA was subjected to CFA, and as a result of this process, the HEAS scale with 13 items gathered under 3 factors was developed. The factor distributions of the HEAS scale were as follows. The 1st Factor, in which 6 items with loadings ranging from 0.81 to 0.52 were collected, was named the Cognitive Dimension. The cognitive dimension, with an eigenvalue of 3.73 and an internal consistency coefficient of 0.77, explains 28.7 of the scale. The 2nd Factor, in which 3 items with loads ranging from 0.85 to 0.69 were collected, was named Social Dimension. The eigenvalue of the social dimension, which explains 12.7 of the scale, was found to be 1.65 and the internal consistency coefficient as 0.67. The third factor, in which 4 items with loads varying between 0.78 and 0.50 accumulated, was named the Affective Dimension. The eigenvalue of this sub-dimension, which represents 10.2 of the scale, was 1.33 and the internal consistency coefficient α value was 0.60. In the CFA analysis, item factor loading values of the HEAS were observed between .42 and .74. This data is statistically expected and desirable. The fit indices of the scale are also statistically significant x294.7, sd60, p.03, x2 sd1.58. When the fit index values of the HEAS scale were examined, the IFI, GFI, AGFI and X2df grades of HEAS were at the perfect fit level; NFI, TLI, RFI, CFI, AGFI, RMR values are within acceptable limits. Since the NFI value is generally low in studies with a small sample, as in this study, a NNFITLI value above .90 is defined as sufficient data in terms of data set compatibility in the literature. Reliability coefficients of HEAS and its sub-dimensions ranged from 0.60 to 0.74. This data can be interpreted as the scale and its sub-dimensions are sufficiently reliable. The HEAS consists of 13 items and three sub-factors. The scale was prepared in a 5-point Likert format. The highest score an item can get is 5, and the lowest score is 1. In this context, the highest score that can be obtained from the 13-item scale 135 is 65, and the lowest 131 is 13. The addressee of HEAS is basically university students who take hifz education. As it is known, hifz education is also carried out at different education levels or age levels. If the scale is applied to education levels or age groups other than the specified group, it may be necessary to perform reliability and validity analyzes again. The diversification of this scale, which was developed for the attitudes of individuals who receive hafiz training, for other hafiz practices will allow more effective and comprehensive measurements to be made.

 Hifz education is an important non-formal education practice in the Islamic World. Hifz education in Turkey is carried out at different education levels and ages. However, it is possible to talk about the existence of some deficiencies in the scientificization process of this education. For example, a scientifically valid and reliable measurement tool that examines the attitudes of students in hifz education towards this education has not yet been developed. Examining the attitudes towards an education process and its components can contribute to the production of healthy information about the development and success of this education. This review may contribute to taking measures against the deficiencies in education. From this point of view, in this study, it is aimed to develop a scientifically reliable and valid measurement tool that measures the attitudes of individuals who receive hifz education towards hifz education. Hifz Education Attitude Scale HEAS is a scale developed based on the assumption that attitudes can be measured indirectly. In the study, a data collection tool was developed that can measure the attitudes of individuals who receive hifz education towards this education around three sub-dimensions. The research was carried out with 234 undergraduate students who were selected on a voluntarily, both receiving higher religious education and continuing hifz education at the same time. The data obtained in the research were analyzed using the SPSS program. After examining the reliability analysis of the data set, validity analyzes were performed. In the reliability analysis, Cronbachs Alpha based on a single application and two-half reliability analysis were preferred. It was decided to remove 15 items from the scale because they did not receive sufficient values in the aforementioned reliability analyzes. Exploratory factor analysis EFA was applied to test the construct validity of the scale, and first-level confirmatory factor analysis CFA was performed using the AMOS program to test the model fit of the reached structure. The structure in which 32 items were gathered under three factors as a result of EFA was subjected to CFA, and as a result of this process, the HEAS scale with 13 items gathered under 3 factors was developed. The factor distributions of the HEAS scale were as follows. The 1st Factor, in which 6 items with loadings ranging from 0.81 to 0.52 were collected, was named the Cognitive Dimension. The cognitive dimension, with an eigenvalue of 3.73 and an internal consistency coefficient of 0.77, explains 28.7 of the scale. The 2nd Factor, in which 3 items with loads ranging from 0.85 to 0.69 were collected, was named Social Dimension. The eigenvalue of the social dimension, which explains 12.7 of the scale, was found to be 1.65 and the internal consistency coefficient as 0.67. The third factor, in which 4 items with loads varying between 0.78 and 0.50 accumulated, was named the Affective Dimension. The eigenvalue of this sub-dimension, which represents 10.2 of the scale, was 1.33 and the internal consistency coefficient α value was 0.60. In the CFA analysis, item factor loading values of the HEAS were observed between .42 and .74. This data is statistically expected and desirable. The fit indices of the scale are also statistically significant x294.7, sd60, p.03, x2 sd1.58. When the fit index values of the HEAS scale were examined, the IFI, GFI, AGFI and X2df grades of HEAS were at the perfect fit level; NFI, TLI, RFI, CFI, AGFI, RMR values are within acceptable limits. Since the NFI value is generally low in studies with a small sample, as in this study, a NNFITLI value above .90 is defined as sufficient data in terms of data set compatibility in the literature. Reliability coefficients of HEAS and its sub-dimensions ranged from 0.60 to 0.74. This data can be interpreted as the scale and its sub-dimensions are sufficiently reliable. The HEAS consists of 13 items and three sub-factors. The scale was prepared in a 5-point Likert format. The highest score an item can get is 5, and the lowest score is 1. In this context, the highest score that can be obtained from the 13-item scale 135 is 65, and the lowest 131 is 13. The addressee of HEAS is basically university students who take hifz education. As it is known, hifz education is also carried out at different education levels or age levels. If the scale is applied to education levels or age groups other than the specified group, it may be necessary to perform reliability and validity analyzes again. The diversification of this scale, which was developed for the attitudes of individuals who receive hafiz training, for other hafiz practices will allow more effective and comprehensive measurements to be made.

Makale detayları

Hifz Education Attitude Scale: The Study of Validity and Reliability

Yazarlar:

Cemil Osmanoğlu | Hüseyin Algur

Yayıncı:

Erciyes University

Dergi:

Bilimname Issue 49, pp.1-30

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001288191

pISSN:

1304-1878

Religious Education

Hifz Education

Hifz

Attitude

Scale of AttitudeDin Eğitimi

Hafızlık Eğitimi

Hafızlık

Tutum

Tutum Ölçeği

Religious Education

Hifz Education

Hifz

Attitude

Scale of Attitude

Sayı

Makale detayları

Yazarlar: Cemil Osmanoğlu | Hüseyin Algur

Yayıncı: Erciyes University

Dergi: Bilimname Issue 49, pp.1-30

Belge Tipi: Makale

Yayın Tarihi: 4/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001288191

pISSN: 1304-1878

Sayı

Yazarlar:

Cemil Osmanoğlu | Hüseyin Algur

Yayıncı:

Erciyes University

Dergi:

Bilimname Issue 49, pp.1-30

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001288191

pISSN:

1304-1878