Kastamonu Eğitim Dergisi (Jul 2019)
Energy Success Test For Classroom Teacher Candidates: Validity And Reliability Study
Abstract
In this study, an energy achievement test was conducted in which the validity and reliability study for the classroom teacher candidates was conducted in the context of environment-energy relationship. A survey model, which is one of the quantitative research approaches, was used in the study. The sample consisted of 348 classroom teachers who were educated in the Department of Classroom Education at Cumhuriyet University, Faculty of Education during the fall semester of 2017-2018. Firstly, it created a pool of 79 items where energy, energy transformations, energy sources and varieties, energy generation and usage, environment-energy-development relation questions are included. Subsequently, these items were turned into questions and a 50-item achievement test was drafted. After the expert opinion, one item was removed from the draft form and 49 items were applied to 10 class teacher candidates to test the intelligibility of the questions. SPSS and Excel data analysis programs were used in the calculations. As a result of the substance extraction process, the Energy Achievement Test has become 36 items and the average difficulty index of the test is calculated as 0.54, indicating that the test is medium difficulty. When the average discriminant index of the test was calculated, it was calculated to be 0.33 and the test was found to be quite distinctive. Subsequently, for the Energy Achievement Test, which ranked 36 items, item analysis based on the difference between the upper and lower group average was performed and correlation analysis was performed and each item was determined as p <0,05 and the test was completed without any substance extraction. After the item analyzes, the reliability coefficient of Kuder-Richardson-20 (KR-20) was calculated and found to be 0.79 to determine the internal consistency of the scale. This value has been found to be quite reliable. As a result, the questions in the Energy Achievement Test seem to reflect the topics covered in the environmental education course.
