Validity and Reliability of the Turkish Form of Technology-Rich Outcome-Focused Learning Environment Inventory

摘要: Abstract The purpose of the study was to investigate reliability and validity a Turkish adaptation Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) which developed by Aldridge, Dorman, Fraser. A sample 985 students from 16 high schools (Grades 9-12) participated in study. Translation process followed translation committee, back translation, decentralizing methods teacher educators. Once equivalency form established, construct scale examined with exploratory factor analysis confirmatory tested original model. Additionally, Cronbach alpha correlation coefficients, corrected item-total correlations, t-tests between items' means upper 27%-lower 27% points were calculated. In contrast 80 items scale, TROFLEI consisted 77 after 3 dropped. Exploratory results supported 10 structure. coefficients varied 0.81 0.92. Corrected correlations ranged 0.33 0.67. According t-test results, differences each item's lower significant. Goodness fit indices indicated good model data (?2 /sd=2,95, RMSEA=0.051, RMR=0.078, SRMR=0.056, CFI=0.97, TLI=0.97). this research provide strong evidence sound psychometric properties TROFLEI. Key Words Environment, (TROFLEI), Scale Adaptation Research on relationship students' achievement quality classroom learning environments (Goh, 2002) is abundant findings these studies justified that there two concepts (Fraser, 1991; Kose & Kucukoglu, 2009). Unfortunately, great attention given student whereas only little paid 2002). Undoubtedly; assessment environment provides clues about how classrooms should be organized. Studies have revealed ties variables 'cognitive affective products related perceptions their (den Brok, Brekelmans, Wubbels, 2004; Fraser, Adolphe, 2010). Instruction can improved systematic review evaluation (Hofstein, Nahum, Shore, 2001). Using instruments directly different countries almost impossible because constraints spoken language, cultural, social differences. respect, MacLeod Fraser (2010) translations validated questionnaires provided valuable tools for researchers many countries. Since Harvard Physics project (Walberg Anderson, 1968), grown increasingly over past 40 years. Numerous instruments, such as (LEI; Walberg Classroom (CES; Moos, 1979), Individualized Questionnaire (ICEQ; 1990), My Class (MCI; Fisher 1981), College University (CUCEI; Treagust, 1986), Science Laboratory (SLEI; Giddings, McRobbie, 1995), Constructivist (CLES; Taylor, Fisher, 1997), Teacher Interaction (QTI; Wubbels Levy, 1993), What Happening This Class? (WIHIC; 1996). robust nature Is …