The dynamics of disposition: introducing a new scale for evaluating middle school attitudes towards blended learning

Merve Polat; Benay Yalçın Türkyılmaz

doi:10.24310/ijtei.102.2024.20132

Autores/as

Merve Polat Manisa Celal Bayar University, Turquía https://orcid.org/0000-0002-5133-8859
Benay Yalçın Türkyılmaz Manisa Celal Bayar University, Turquía https://orcid.org/0000-0002-6796-5005

DOI:

https://doi.org/10.24310/ijtei.102.2024.20132

Palabras clave:

aprendizaje híbrido, medición de actitudes, desarrollo de escalas, educación secundaria

Resumen

Este estudio se realizó para desarrollar y validar una herramienta de medición confiable que evalúa las actitudes de los estudiantes de secundaria hacia los métodos de aprendizaje híbrido. El proceso de investigación comenzó con una revisión exhaustiva de la literatura, resultando en una escala preliminar de 42 ítems. Esta escala se administró a 259 estudiantes de séptimo grado de una escuela pública en Izmir, Turquía. La validez de contenido de la escala fue rigurosamente evaluada a través de opiniones de expertos, asegurando su relevancia y adecuación. Para establecer la validez de constructo, se llevaron a cabo análisis factoriales exploratorios y confirmatorios. Los análisis refinaron la escala a 36 ítems distribuidos en una estructura de dos factores, con los primeros y segundos factores que comprenden 22 ítems positivos y 14 ítems negativos, respectivamente. Estos factores juntos representaron el 57.035% de la varianza total, indicando una representación significativa del constructo. La escala demostró una robustez estadística excelente, evidenciada por un valor de Kaiser-Meyer-Olkin de .943 y una prueba de esfericidad de Bartlett significativa. Además, la confiabilidad de la escala se confirmó a través de un alfa de Cronbach de .847, subrayando su consistencia y estabilidad como herramienta de medición. Los resultados afirman que la escala desarrollada es válida y confiable para medir las actitudes de los estudiantes de secundaria hacia el aprendizaje híbrido, proporcionando información valiosa para estrategias educativas e integración tecnológica. Esta escala equipa a los educadores y responsables políticos con una herramienta poderosa para adaptar enfoques educativos que mejoren el compromiso y los resultados de aprendizaje de los estudiantes en entornos de aprendizaje híbrido.

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Biografía del autor/a

Merve Polat, Manisa Celal Bayar University,

First and last name: Merve Polat

Institutional affiliation: Manisa Celal Bayar University, Faculty of Education, Department of Science Education, Manisa, Türkiye

ORCID: https://orcid.org/0000-0002-5133-8859

Benay Yalçın Türkyılmaz, Manisa Celal Bayar University,

First and last name: Benay Yalçın Türkyılmaz

Institutional affiliation: Manisa Celal Bayar University, Faculty of Education, Department of Science Education, Manisa, Türkiye

ORCID: https://orcid.org/0000-0002-6796-5005

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