ADAPTATION OF THE SCALE OF ATTENDANCE TO LESSONS IN THE PROCESS OF DISTANCE EDUCATION INTO TURKISH: WITHIN THE SCOPE OF PRIMARY EDUCATION MATHEMATICS TEACHING

Abstract

In this study, it was aimed to adapt the Classroom Attendance Scale developed by Dixson (2015) into Turkish. Translation, back-translation, expert control and pilot application were carried out on the original scale, and after the Turkish editing was completed, it was applied to 232 students who took a part of the courses in primary school mathematics teaching remotely. CFA was applied to analyze the construct validity of the scale. Modifications suggested by LISREL were taken into account in order to improve the fit indices of the DFA result, and better fit was achieved at the end of the DFA performed in the second stage. The Cronbach α internal consistency coefficient value calculated to determine the reliability of the scale was found to be 0.94. When all items were examined in terms of discrimination, it was found that there was a significant difference between the upper and lower groups. Therefore, it can be said that the items are distinctive. The results obtained in the adaptation of the original scale to Turkish; shows that the Turkish version of the scale is valid and reliable.