How Differences among Data Collectors are Reflected in the Reliability and Validity of Data Collected by Likert-Type Scales?

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dc.authoridÇolakoğlu, Özgür Murat/0000-0001-7258-4007
dc.authoridErtekin, Pelin/0000-0001-8011-0178
dc.authoridKÖKSAL, Mustafa Serdar/0000-0002-2185-5150;
dc.authorwosidKÖKSAL, Mustafa Serdar/L-3711-2019
dc.authorwosidÇolakoğlu, Özgür Murat/JAN-5080-2023
dc.authorwosidErtekin, Pelin/ABH-7575-2020
dc.authorwosidKÖKSAL, Mustafa Serdar/K-9213-2019
dc.authorwosidcolakoglu, özgür/JAN-8884-2023
dc.contributor.authorKoksal, Mustafa Serdar
dc.contributor.authorErtekin, Pelin
dc.contributor.authorColakoglu, Ozgur Murat
dc.date.accessioned2024-08-04T20:40:04Z
dc.date.available2024-08-04T20:40:04Z
dc.date.issued2014
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe purpose of this study is to investigate association of data collectors' differences with the differences in reliability and validity of scores regarding affective variables (motivation toward science learning and science attitude) that are measured by Likert-type scales. Four researchers trained in data collection and seven science teachers who did not undergo any training, gathered data from 391 ninth-grade students. The data collection instruments were the Motivation toward Science Learning Scale and Science Attitude Scale. Data collection applications were conducted in four stages, two of which were accomplished four weeks apart by the researchers. The remaining two stages were accomplished four weeks apart by the teachers. A principal component analysis, confirmatory factor analysis, Cronbach's alpha reliability analysis, Pearson correlation test for convergent validity, and t-test for the differences between the mean scores of each data collection stage were used for the data analysis. The results showed that motivation toward science learning and attitude toward science were high but the factor structures and reliability values, which were obtained by different data collectors, were different for the two scales. As another result, the convergent validity between the scores on the scales was shown to be sufficient for the measurements. However, the results of difference tests on the mean scores of the applications showed that there was a statistically significant difference between the mean scores of the two motivation scale applications by the teachers.en_US
dc.identifier.doi10.12738/estp.2014.6.2028
dc.identifier.endpage2212en_US
dc.identifier.issn1303-0485
dc.identifier.issue6en_US
dc.identifier.scopus2-s2.0-84923376117en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage2206en_US
dc.identifier.urihttps://doi.org/10.12738/estp.2014.6.2028
dc.identifier.urihttps://hdl.handle.net/11616/96694
dc.identifier.volume14en_US
dc.identifier.wosWOS:000353307500012en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEdamen_US
dc.relation.ispartofKuram Ve Uygulamada Egitim Bilimlerien_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectData Collectoren_US
dc.subjectMotivation toward Learning Scienceen_US
dc.subjectScience Attitudeen_US
dc.subjectValidityen_US
dc.subjectReliabilityen_US
dc.titleHow Differences among Data Collectors are Reflected in the Reliability and Validity of Data Collected by Likert-Type Scales?en_US
dc.typeArticleen_US

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