Developing an Attitude Scale towards Religious Culture and Ethical Knowledge Course and Examining it in Terms of Various Variables

Yakup Uzunpolat

Makale detayları

Developing an Attitude Scale towards Religious Culture and Ethical Knowledge Course and Examining it in Terms of Various Variables

Yazarlar:

Yakup Uzunpolat

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Din Eğitimi

Dergi:

Van İlahiyat Dergisi Vol.12 Issue 21, pp.54-71

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001333611

pISSN:

2667-615X

Anahtar kelimeler:

Özet:

 Attitude is a learned tendency to react positively or negatively to certain objects, situations, institutions, concepts or other people. Researches indicate that attitude towards the course is an important factor in achieving the objectives of any course. In this context, it can be said that attitude towards Religious Culture and Ethical Knowledge RCEK courses is important in achieving the objectives of the course. Because both the students attitude towards religion and hisher success in the course are largely related to hisher attitude towards the course. One of the most commonly used approaches to measure attitudes is to develop a scale for the attitude in question. In this context, when the literature is examined, it is seen that there is a rich literature on various attitude scales related to the RCEK course. Although the developed scales have brought the existing situation to a certain level, there was a need to develop a new scale for the following reasons: The lack of confirmatory analysis of some of the scales, the focus on the factors affecting attitude rather than directly on attitude, the fact that the scales contain questions about the importance and necessity of the course because although they consider the course important, they may have a negative attitude towards the course, the fact that it has been 5 years since the most recent scale was developed, and the need to develop a short and concise attitude scale that measures attitude. The aim of the study is to develop an attitude scale towards RCEK course that can be used both in middle and high schools and to analyze the attitude scale towards RCEK course according to various variables. For this purpose, survey design, one of the quantitative research designs, was used. The research was conducted in 5 steps. In the first step, the attitude scales based on the literature were examined and the items were written and then the written items were sent to the field experts. In the second step, item analysis was performed, in the third step exploratory factor analysis was performed, in the fourth step confirmatory factor analysis and reliability analyses were performed, and in the fifth and last step statistical analyses were performed to determine the relationshipdifferentiation of the attitude towards RCEK course with various variables. Except for the first step of the research, there are study groups in each step. While forming these study groups, stratified sampling was selected as the sampling model. Gender and grade level were taken as strata. There were 887 students in total in the study groups. In data analysis, unrelated samples t-test for paired groups, one-way analysis of variance ANOVA for more than two groups, and Pearson correlation analyses were performed to determine the relationships between continuous variables. After all these analyses, a valid and reliable scale of attitudes towards the RCEK course, consisting of 9 items and explaining 57.68 variance, was developed. It was found that the scale of attitudes towards the RCEK course differed significantly according to the participants school types, perceived teacher attitude, desire to change the RCEK teacher, and parental education levels. In addition, it was found that the scale of attitudes towards the RCEK course did not differ significantly according to gender, and there were no significant relationships between them and academic achievement and socio-economic level. As a result of this study, which aimed to develop a scale for attitudes towards the RCEK course, an attitude scale that provided validity and reliability analyses was developed. The scale consists of 9 items, 4 of which are reversed. Reverse items are coded items 4, 6, 7 and 8.

 Attitude is a learned tendency to react positively or negatively to certain objects, situations, institutions, concepts or other people. Researches indicate that attitude towards the course is an important factor in achieving the objectives of any course. In this context, it can be said that attitude towards Religious Culture and Ethical Knowledge RCEK courses is important in achieving the objectives of the course. Because both the students attitude towards religion and hisher success in the course are largely related to hisher attitude towards the course. One of the most commonly used approaches to measure attitudes is to develop a scale for the attitude in question. In this context, when the literature is examined, it is seen that there is a rich literature on various attitude scales related to the RCEK course. Although the developed scales have brought the existing situation to a certain level, there was a need to develop a new scale for the following reasons: The lack of confirmatory analysis of some of the scales, the focus on the factors affecting attitude rather than directly on attitude, the fact that the scales contain questions about the importance and necessity of the course because although they consider the course important, they may have a negative attitude towards the course, the fact that it has been 5 years since the most recent scale was developed, and the need to develop a short and concise attitude scale that measures attitude. The aim of the study is to develop an attitude scale towards RCEK course that can be used both in middle and high schools and to analyze the attitude scale towards RCEK course according to various variables. For this purpose, survey design, one of the quantitative research designs, was used. The research was conducted in 5 steps. In the first step, the attitude scales based on the literature were examined and the items were written and then the written items were sent to the field experts. In the second step, item analysis was performed, in the third step exploratory factor analysis was performed, in the fourth step confirmatory factor analysis and reliability analyses were performed, and in the fifth and last step statistical analyses were performed to determine the relationshipdifferentiation of the attitude towards RCEK course with various variables. Except for the first step of the research, there are study groups in each step. While forming these study groups, stratified sampling was selected as the sampling model. Gender and grade level were taken as strata. There were 887 students in total in the study groups. In data analysis, unrelated samples t-test for paired groups, one-way analysis of variance ANOVA for more than two groups, and Pearson correlation analyses were performed to determine the relationships between continuous variables. After all these analyses, a valid and reliable scale of attitudes towards the RCEK course, consisting of 9 items and explaining 57.68 variance, was developed. It was found that the scale of attitudes towards the RCEK course differed significantly according to the participants school types, perceived teacher attitude, desire to change the RCEK teacher, and parental education levels. In addition, it was found that the scale of attitudes towards the RCEK course did not differ significantly according to gender, and there were no significant relationships between them and academic achievement and socio-economic level. As a result of this study, which aimed to develop a scale for attitudes towards the RCEK course, an attitude scale that provided validity and reliability analyses was developed. The scale consists of 9 items, 4 of which are reversed. Reverse items are coded items 4, 6, 7 and 8.

 Attitude is a learned tendency to react positively or negatively to certain objects, situations, institutions, concepts or other people. Researches indicate that attitude towards the course is an important factor in achieving the objectives of any course. In this context, it can be said that attitude towards Religious Culture and Ethical Knowledge RCEK courses is important in achieving the objectives of the course. Because both the students attitude towards religion and hisher success in the course are largely related to hisher attitude towards the course. One of the most commonly used approaches to measure attitudes is to develop a scale for the attitude in question. In this context, when the literature is examined, it is seen that there is a rich literature on various attitude scales related to the RCEK course. Although the developed scales have brought the existing situation to a certain level, there was a need to develop a new scale for the following reasons: The lack of confirmatory analysis of some of the scales, the focus on the factors affecting attitude rather than directly on attitude, the fact that the scales contain questions about the importance and necessity of the course because although they consider the course important, they may have a negative attitude towards the course, the fact that it has been 5 years since the most recent scale was developed, and the need to develop a short and concise attitude scale that measures attitude. The aim of the study is to develop an attitude scale towards RCEK course that can be used both in middle and high schools and to analyze the attitude scale towards RCEK course according to various variables. For this purpose, survey design, one of the quantitative research designs, was used. The research was conducted in 5 steps. In the first step, the attitude scales based on the literature were examined and the items were written and then the written items were sent to the field experts. In the second step, item analysis was performed, in the third step exploratory factor analysis was performed, in the fourth step confirmatory factor analysis and reliability analyses were performed, and in the fifth and last step statistical analyses were performed to determine the relationshipdifferentiation of the attitude towards RCEK course with various variables. Except for the first step of the research, there are study groups in each step. While forming these study groups, stratified sampling was selected as the sampling model. Gender and grade level were taken as strata. There were 887 students in total in the study groups. In data analysis, unrelated samples t-test for paired groups, one-way analysis of variance ANOVA for more than two groups, and Pearson correlation analyses were performed to determine the relationships between continuous variables. After all these analyses, a valid and reliable scale of attitudes towards the RCEK course, consisting of 9 items and explaining 57.68 variance, was developed. It was found that the scale of attitudes towards the RCEK course differed significantly according to the participants school types, perceived teacher attitude, desire to change the RCEK teacher, and parental education levels. In addition, it was found that the scale of attitudes towards the RCEK course did not differ significantly according to gender, and there were no significant relationships between them and academic achievement and socio-economic level. As a result of this study, which aimed to develop a scale for attitudes towards the RCEK course, an attitude scale that provided validity and reliability analyses was developed. The scale consists of 9 items, 4 of which are reversed. Reverse items are coded items 4, 6, 7 and 8.

 Tutum belirli nesnelere, durumlara, kurumlara, kavramlara veya diğer insanlara karşı olumlu veya olumsuz tepki verme eğilimidir. Araştırmalar, derslere yönelik tutumun, herhangi bir dersin hedeflerine ulaşmada önemli bir faktör olduğunu göstermektedir. Bu bağlamda, Din Kültürü ve Ahlak Bilgisi DKAB derslerine yönelik tutumun, dersin hedeflerine ulaşmada önemli olduğu söylenebilir. Çünkü hem öğrencinin dine yönelik tutumu hem de dersteki başarısı büyük ölçüde derse yönelik tutumuyla ilişkilidir. Tutumları ölçmek için en yaygın kullanılan yaklaşımlardan biri, söz konusu tutum için bir ölçek geliştirmektir. Bu bağlamda alan yazın incelendiğinde, DKAB dersi ile ilgili çeşitli tutum ölçekleri üzerine zengin bir literatür olduğu görülmektedir. Geliştirilen ölçekler mevcut durumu belirli bir seviyeye getirmiş olsa da aşağıdaki nedenlerden dolayı yeni bir ölçek geliştirme ihtiyacı doğmuştur: Bazı ölçeklerin doğrulayıcı analizinin eksikliği, doğrudan tutum yerine tutumu etkileyen faktörlere odaklanılması, ölçeklerin dersin önemi ve gerekliliği hakkında sorular içermesi -dersi önemli bulsalar da derse karşı olumsuz bir tutum sergileyebilirler- ve en son ölçeğin geliştirilmesinin üzerinden 5 yıl geçmiş olması ve tutumu ölçen kısa ve öz bir tutum ölçeği geliştirme ihtiyacıdır. Çalışmanın amacı hem ortaokul hem de liselerde kullanılabilecek DKAB dersine yönelik bir tutum ölçeği geliştirmek ve DKAB dersi tutum ölçeğini çeşitli değişkenlere göre analiz etmektir. Bu amaçla, nicel araştırma desenlerinden biri olan tarama deseni kullanılmıştır. Araştırma 5 adımda gerçekleştirilmiştir. Birinci adımda, literatüre dayalı tutum ölçekleri incelenmiş ve maddeler yazılmış, ardından yazılan maddeler alan uzmanlarına gönderilmiştir. İkinci adımda madde analizi yapılmış, üçüncü adımda açımlayıcı faktör analizi yapılmış, dördüncü adımda doğrulayıcı faktör analizi ve güvenirlik analizleri yapılmış beşinci ve son adımda DKAB dersine yönelik tutumun çeşitli değişkenlerle ilişkisininfarklılaşmasının belirlenmesi için istatistiksel analizler yapılmıştır. Araştırmanın ilk adımı hariç, her adımda çalışma grupları bulunmaktadır. Bu çalışma gruplarını oluştururken, örnekleme modeli olarak tabakalı örnekleme seçilmiştir. Cinsiyet ve sınıf düzeyi tabaka olarak alınmıştır. Çalışma gruplarında toplamda 887 öğrenci bulunmaktadır. Veri analizinde, eşleştirilmiş gruplar için ilişkisiz örneklemler t-testi, ikiden fazla grup için tek yönlü varyans analizi ANOVA ve sürekli değişkenler arasındaki ilişkileri belirlemek için Pearson korelasyon analizleri yapılmıştır. Tüm bu analizlerin ardından, 9 maddeden oluşan ve 57,68 varyansı açıklayan geçerli ve güvenilir bir DKAB dersi tutum ölçeği geliştirilmiştir. DKAB dersine yönelik tutum ölçeğinin, katılımcıların okul türlerine, algılanan öğretmen tutumuna, DKAB öğretmenini değiştirme isteğine ve ebeveyn eğitim düzeylerine göre anlamlı farklılıklar gösterdiği bulunmuştur. Ayrıca DKAB dersine yönelik tutum ölçeğinin cinsiyete göre anlamlı bir farklılık göstermediği ve akademik başarı ve sosyo-ekonomik düzey ile arasında anlamlı bir ilişki bulunmadığı tespit edilmiştir. Bu çalışmanın sonucunda, DKAB dersine yönelik tutumları ölçmek amacıyla geçerlilik ve güvenirlik analizleri yapılmış bir tutum ölçeği geliştirilmiştir. Ölçek, 4ü ters kodlanmış olmak üzere 9 maddeden oluşmaktadır. Ters maddeler 4, 6, 7 ve 8 numaralı maddelerdir.

Makale detayları

Developing an Attitude Scale towards Religious Culture and Ethical Knowledge Course and Examining it in Terms of Various Variables

Yazarlar:

Yakup Uzunpolat

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Din Eğitimi

Dergi:

Van İlahiyat Dergisi Vol.12 Issue 21, pp.54-71

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001333611

pISSN:

2667-615X

Religious Education

Religious Culture and Etical Knowledge

Student

Attitude

Scale DevelopmentDin Eğitimi

Din Kültürü ve Ahlak Bilgisi

Öğrenci

Tutum

Ölçek Geliştirme

Sayı

Makale detayları

Yazarlar: Yakup Uzunpolat

Yayıncı: Van Yuzuncu Yıl University

Ana Başlıklar: Din Eğitimi

Dergi: Van İlahiyat Dergisi Vol.12 Issue 21, pp.54-71

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001333611

pISSN: 2667-615X

Sayı

Yazarlar:

Yakup Uzunpolat

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Din Eğitimi

Dergi:

Van İlahiyat Dergisi Vol.12 Issue 21, pp.54-71

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001333611

pISSN:

2667-615X