Developing a belief scale related to computer assissted instruction

Abstract

The methods and the frequency of using computer technology in instructions are directly related to teachers' beliefs about integration of computer technology in education [1, 2]. The purpose of this study is to develop a scale about prospective teachers' beliefs related to computer assisted instruction and to summarize the scale development stages. In the first part of this study, an extensive review of existing literature about teachers' beliefs and classroom practices regarding using computers in mathematics education was conducted. The researcher analyzed all the information provided by previous research and generated statements that could be used in the instrument. Then 50 students among all prospective teachers were randomly selected as a sample and asked to write down their perspectives about using computers in instructions. After reading the students' perspectives, coding procedure was applied considering similarities and patterns. At the end of the coding process, common statements that were frequently used were selected as items in this scale. Then a Likert type survey form composed of 31 items was created. Then content validity and face validity were assessed by 8 faculty members and 12 mathematics teachers respectively. The decision process used in elimination of items from the scale was considered both content validity and face validity analyses. That is, items were retained if their CVR (Content Validity Ratio) and FVR (Face Validity Ratio) values ere equal or greater than a determined minimum CVR (.75) and FVR (.56) values. Since 7 items did not meet this criterion, they were removed from the instrument. In the second part of the study, survey form was applied to 316 prospective mathematics teachers enrolled in 6 different universities. In light of the data obtained, "Cranach's Alpha if Item Deleted" values were investigated in order to detect any negative effect of existed items on the reliability of the scale and deletion of 4 items from the scale was found to be necessary. At the end of the study, confirmatory factor analysis was conducted in order to confirm hypothesized factors in the scale. It was seen that 20 items were distributed under 4 major factors.