Araştırma Makalesi
BibTex RIS Kaynak Göster

Development of “Seven Principles for Good Educational Environment” Scale for Undergraduate Students

Yıl 2025, , 46 - 67, 30.06.2025

Bünyamin İspir , İrem Uzun , Seda Okumuş , Adnan Taşgın , Ufuk Şimşek

https://doi.org/10.48066/kusob.1611456

Öz

This study aims to develop a seven-principle scale for undergraduate students to assess a conducive learning environment. The study was designed based on the exploratory sequential design's instrument development model, and initially, a pool of 78 items was created by reviewing the existing literature. Subsequently, this pool was presented to 15 expert faculty members and two experts for evaluation. Based on their feedback, the items were classified according to their similarities and differences, ambiguous expressions were simplified, and irrelevant items were removed. Additionally, new items were added to enhance content validity, reducing the total number of items to 57. The scale was then administered to 463 preservice teachers enrolled in various universities, utilizing the snowball sampling method. Exploratory factor analysis revealed that the 57 items clustered under a single sub-dimension, with sufficient factor loadings. Subsequently, confirmatory factor analysis was conducted with a different group of 295 preservice teachers to determine the scale's construct validity, and Cronbach's Alpha internal consistency coefficient was calculated. One item with a factor loading below .30 was identified and removed from the scale. As a result, analyses confirmed that the scale, consisting of 56 items and a single factor, is a valid and reliable measurement tool.

Anahtar Kelimeler

Seven principles undergraduate students scale development

Proje Numarası

SBA-2023-11962

Kaynakça

  • Aksu, G., Eser, M. T., & Güzeller, C. O. (2017). Açımlayıcı ve doğrulayıcı faktör analizi ile yapısal eşitlik modeli uygulamaları. [Structural equation modeling applications with exploratory and confirmatory factor analysis]. Detay.
  • Albanbaeva, D. D. (2023). Yükseköğretim kurumlarında eğitim kalitesinin pedagojik izlenmesi sürecinin düzenlenmesi işlev ve ilkeleri. Trk Dergisi, 4(1), 67-77.
  • Alyar, M., & Doymuş, K. (2022). The impact of animations, models, and seven principles applied together with cooperative learning on conceptual understanding of chemistry. Cukurova University Faculty of Education Journal, 51(2), 1128-1171. https://doi.org/10.14812/-cuefd.1029854
  • Ateş, H., & Yelyeukhan, A. (2024). Eğitimin içeriği ve öğretim yöntemlerinin ingilizce eğitiminin kalitesine etkisi: Moğolistan Devlet okulları örneğinde bir araştırma. Medeniyet Araştırmaları Dergisi, 9(1), 47-61. https://doi.org/10.52539/mad.1443805
  • Aydoğdu, S. (2012). Üniversite öğretim elemanlarının Chickering ve Gamson öğrenme ilkelerini kullanma düzeyleri. Yayımlanmamış yüksek lisans tezi. Erzurum: Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Aziz, A. (2008). Sosyal bilimlerde araştırma yöntemleri ve teknikleri (4. baskı). Nobel.
  • Bağrıaçık, A. Y., & Banyard, P. (2020). Engagement in distance education settings: A trend analysis. Turkish Online Journal of Distance Education, 20(1), 101-112. https://doi.org/-10.17718/tojde.690362
  • Bangert, A. W. (2004). The seven principles of good practice: A framework for evaluating online teaching. Internet and Higher Education, 7, 217-232. https://doi.org/10.1016/-j.iheduc.-2004.06.003
  • Baniomar, K. A. (2022). The impact of the shift to distance learning on the seven principles of good practices in university education in light of the COVID-19 pandemic. Kıbrıslı Eğitim Bilimleri Dergisi, 17(5), 1533-1548. https://doi.org/10.18844/cjes.v17i5.7218
  • Bardorfer, A. (2024). Fostering students' active participation in higher education: The role of teacher-student rapport. Athens Journal of Education, 11(3), 227-246. https://doi.org/10.30958/aje.11-3-4
  • Batts, D. L. (2005). Perceived agreement between student and instructor on the use of the seven principles for good practice in undergraduate education in online courses (Doctoral Dissertation). East Carolina University, USA.
  • Benning, I., & Davis, E. K. (2023). Graduate students’ experiences and evaluation of online instruction. Social Sciences & Humanities Open, 8(1), 100597. https://doi.org/10.1016/-j.ssaho.2023.100597
  • Benson, T. A., Cohen, A. L., & Buskist, W. (2005). Rapport: Its relation to student attitudes and behaviors toward teachers and classes. Teaching of Psychology, 32(4), 237-239.
  • Bishoff, J. P. (2010). Utilization of the seven principles for good practice in undergraduate education in general chemistry by community college instructors. Doctoral Thesis. USA: University of West Virginia.
  • Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Georgetown University.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
  • Braxton, J. M., Olsen, D., & Simmons, A. (1998). Affinity disciplines and the use of principles of good practice for undergraduate education. Research in Higher Education, 39, 299-318. https://doi.org/10.1023/A:1018729101473
  • Bryman, A., & Cramer, D. (2005). Quantitative data analysis with SPSS 12 and 13. Psychology. https://doi.org/10.4324/9780203498187
  • Cherney, I. D. (2011). Active learning. In (R. L. Miller, E. Amsel, B. M. Kowalewski, B. C. Beins, K. D. Keith & B. F. Peden, Eds.), Promoting student engagement (ss. 150-156).
  • Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3, 7.
  • Choi, B. K., & Kim, M. S. (2021). The student–faculty interaction beyond the formal curriculum in South Korea. Higher Education Quarterly, 75(1), 35-50. https://doi.org/10.1111/hequ.12261
  • Cohen, L., Lawrence, M., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge. https://doi.org/10.4324/9780203029053
  • Collard, T. Y. (2009). An investigation of the use and implementation of the seven principles for good practice in undergraduate education. Doctoral Thesis. USA: Union University School of Education.
  • Cousins, C. L. (2012). A case study of community college students' perceptions of linked courses ınstructors' use of Chickering and Gamson's (1987). ProQuest LLC.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • Creswell, J. W., & Plano-Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Sage.
  • Crews, T. B., Wilkinson, K., & Neill, J.K. (2015). Principles for good practice in undergraduate education: Effective online course design to assist students success. MERLOT Journal of Online Learning and Teaching, 11(1), 87-103.
  • Cuseo, J. (2018). Student-faculty engagement: Student-faculty engagement. New Directions for Teaching and Learning, 2018(154), 87–97. https://doi.org/10.1002/tl.20294
  • Çakıroğlu, Ü. (2014). Evaluating students' perspectives about virtual classrooms with regard to seven principles of good practice. South African Journal of Education, 34(2), 1-19. https://doi.org/10.15700/201412071201
  • Çalışkan, H. (1999). Bilgisayar destekli kubaşık öğrenmede, geribildirim türü ve öğrenme bağlamının akademik başarı ve tutumlar üzerindeki etkisi. Yayımlanmamış doktora tezi. Eskişehir: Anadolu Üniversitesi Sosyal Bilimler Enstitüsü.
  • Çavdar, O., & Doymuş, K. (2016). İyi bir eğitim ortamı için yedi ilkenin işbirlikli öğrenme yöntemi ile kullanılmasının fen ve teknoloji dersinde başarıya etkisi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(2), 441-466.
  • Dancy, M., Henderson, C., & Turpen, C. (2016). How faculty learn about and implement research-based instructional strategies: The case of peer instruction. Physical Review Physics Education Research, 12(1), 010110. https://doi.org/10.1103/PhysRevPhysEducRes.12.010110
  • Deed, C., & Edwards, A. (2011). Unrestricted student blogging: Implications for active learning in a virtual text-based environment. Active Learning in Higher Education, 12(1), 11-21. https://doi.org/10.1177/1469787410387725
  • Demirel, T. (2010). Blogların öğretim amaçlı kullanımı üzerine öğretmen adaylarının görüşleri. Yayımlanmamış yüksek lisans tezi. Atatürk Üniversitesi Fen Bilimleri Enstitüsü.
  • Dobransky, N. D., & Frymier, A. (2004). Developing teacher-student relationships through out of class communication. Communication Quarterly, 52(3), 211–223. https://doi.org/10.1080/-01463370409370193
  • Doymuş, K. (2007). Effects of a cooperative learning strategy on teaching and learning phases of matter and one-component phase diagrams, Journal of Chemical Education, 84(11), 1857-1860. https://doi.org/10.1021/ed084p1857
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to desing and evaluate research in education (8th ed.). McGraw Hill.
  • Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research: Competencies for analysis and applications (10th ed.). Pearson.
  • George, D., & Mallery, P. (2010). SPSS for windows step by step: A simple study guide and reference. Pearson.
  • Gonda, D. E., Luo, J., Wong, Y. L., & Lei, C. U. (2018, December). Evaluation of developing educational chatbots based on the seven principles for good teaching [Paper presentation]. 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 446-453). IEEE. https://doi.org/10.1109/TALE.2018.8615175
  • Goodman, L. A. (1961). Snowball sampling. The Annals of Mathematical Statistics, 32(1), 148-170. https://doi.org/10.1214/aoms/1177705148
  • Göçer, A. (2019). Türkçe eğitiminde ölçme ve değerlendirmenin işlevselliğine etki eden önemli bir uygulama tekniği olarak geribildirim kullanımı. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 9(1), 111-126.
  • Guzzardo, M. T., Khosla, N., Adams, A. L., Bussmann, J. D., Engelman, A., Ingraham, N., Gamba, R., Jones-Bey, A., Moore, M. D., Toosi, N. R., & Taylor, S. (2021). The ones that care make all the difference: Perspectives on student-faculty relationships. Innovative Higher Education, 46, 41-58. https://doi.org/10.1007/s10755-020-09522-w
  • Gün, B. (2022). Vıewing emergency remote teaching within the seven principles for good practice‖ framework: Voices from preparatory school EFL ınstructors (Master's Thesis). Middle East Technical University, Ankara.
  • Hampton, D., Hardin-Fanning, F., Culp-Roche, A., Hensley, A., & Wilson, J. L. (2023). Promotion of student engagement through the application of good practices in nursing online education. Nursing Administration Quarterly, 47(2), E12-E20. https://doi.org/10.1097/-NAQ.0000000000000556
  • Hathaway, K. L. (2014) An application of the seven principles of good practice to online courses. Research in Higher Education Journal, 22, 1-12.
  • Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. https://doi.org/10.4324/9780203181522
  • Hein, S. G. (2010). A comparative study of faculty principles of practice in curricular learning communities and non-curricular learning communities environments. Doctoral thesis. USA: University of Missouri.
  • Hirose, M., & Creswell, J. W. (2023). Applying core quality criteria of mixed methods research to an empirical study. Journal of Mixed Methods Research, 17(1), 12-28. https://doi.org/10.1177/15586898221086346
  • Jabar, S. I., & Albion, P. R. (2016). Assessing the reliability of merging Chickering & Gamson's seven principles for good practice with merrill's different levels of ınstructional strategy. Online Learning, 20(2), 51-74. https://doi.org/10.24059/olj.v20i2.784
  • Johnson, S. (2014). Applying the seven principles of good practice: Technology as a lever in an online research course. Journal of Interactive Online Learning. 13(1), 41-50.
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36. https://doi.org/10.1007/BF02291575
  • Kalem, S., & Fer, S. (2003). Aktif öğrenme modeliyle oluşturulan öğrenme ortamının öğrenme, öğretme ve iletişim sürecine etkisi, Kuram ve uygulamada Eğitim Bilimleri, 3(2), 433-461.
  • Karacil, M. (2024). Öğretmen eğitiminde kişisel ve duyuşsal gelişimde dramanın önemi. Recep Tayyip Erdoğan Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 40-57.
  • Karoğlu, A. K., Kiraz, E., & Özden, M. Y. (2014). Good practice principles in an undergraduate blended course design. Egitim ve Bilim, 39(173).
  • Kertil, M. (2008). Matematik öğretmen adaylarının problem çözme becerilerinin modelleme sürecinde incelenmesi. Yayımlanmamış yüksek lisans tezi. İstanbul: Marmara Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Kırbaş, A., & Bulut, M. (2024). Investigation of the competencies of teacher candidates in using web 2.0 tools. International Journal on Studies in Education, 6(3), 413-431. https://doi.org/-10.46328/ijonse.227
  • Kim, Y. K., & Lundberg, C. A. (2016). A structural model of the relationship between student-faculty interaction and vognitive skills development among college students. Research in Higher Education, 57(3), 288–309. https://doi.org/10.1007/s11162-015-9387-6
  • Komarraju, M., Musulkin, S., & Bhattacharya, G. (2010). Role of student–faculty interactions in developing college students’ academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3), 332–342. https://doi.org/10.1353/csd.0.0137
  • Kontos, G. (2015). Practical teaching aids for online classes. Journal of Educational Technology Systems, 44(1), 36-52. https://doi.org/10.1177/0047239515598518
  • Kulhavy R. W., & Wager W. (1993) Feedback in programmed ınstruction: Historical context and implications for practice. In (Dempsey J., & Ales G., Eds.) Interactive ınstruction and feedback (ss. 5-20). Educational Technology Publications.
  • LeGary Jr, R. (2023). Applying universal design for learning (UDL) principles for building ıntentional student-faculty relationships in an online graduate program. Journal of Online Education, 12(3), 45–68.
  • Legg, K., Ellis, R. E., & Hall, C. (2020). Applying the seven principles of good practice: archives in the 21st century university. Archives and Records, 41(2), 109-125. https://doi.org/10.1080/-23257962.2020.1728525
  • Loes, C. N. (2022). The effect of collaborative learning on academic motivation. Teaching & Learning Inquiry, 10. https://doi.org/10.20343/teachlearninqu.10.4
  • Luo, C., Hew, T. K. F., Lei C. U., & Oh. E. (2017). Principle-guided flipped classroom implementation framework for teaching technological contents [Paper presentation]. In 2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (ss. 449-456), https://doi.org/10.1109/TALE.2017.8252377.
  • McKeachie, W. J. (1986). Teaching psychology: Research and experience. Houghton Mifflin. https://doi.org/10.1037/10310-005
  • McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed.). Pearson.
  • Meydan, C. H., & Şeşen, H. (2015). Yapısal eşitlik modellemesi: AMOS uygulamaları (2. baskı). Detay.
  • Mukawa, T. E. (2006). Meta-analysis of the effectiveness of online instruction in higher education using Chickering and Gamson‟s seven principles for good practice (Doctoral Dissertation). The University of San Francisco, San Francisco.
  • Naborsa, A. G., & Zientek, L. (2021). Agreement between students’ and their ınstructors’ perceived use of good practices in undergraduate education: Self-reflections in developmental mathematics classrooms. Boğaziçi University Journal of Education, 38(1), 87-106. https://doi.org/10.52597/-buje.994872
  • Okumuş, S., & Doymuş, K. (2020). İyi bir eğitim ortamı için yedi ilkenin altıncı sınıf maddenin tanecikli yapısı ünitesinde uygulanması. Kalem Eğitim ve İnsan Bilimleri Dergisi, 10(1), 87-110. https://doi.org/10.23863/kalem.2020.150
  • Okumuş, S., Aydoğdu, S., Öztürk, B., Koç, Y., Çavdar, O., & Doymuş, K. (2013a). The views of secondary school and pre-service mathematics teachers about the seven principles for good practice in education. Journal of Educational Sciences Research, 3(2), 197–222. https://doi.org/10.12973/jesr.2013.3211a
  • Okumuş, S., Öztürk, B., Koç, Y., Çavdar, O., & Aydoğdu, S. (2013b). İşbirlikli öğrenme modeli ve iyi bir eğitim için yedi ilkenin sınıfta birlikte uygulanması. Ekev Akademi Dergisi, 17(57), 493-502.
  • Özalp, M. T., & Kaymakcı, S. (2022). Türkiye’de eğitim bilimleri alanında geri bildirim üzerine yapılmış lisansüstü tezlerin analizi. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 4(2), 468-483. https://doi.org/10.38151/akef.2022.28
  • Özek, B. Y., & Sincer, S. (2024). Yükseköğretimde dijital dönüşüm: Çevrimiçi ve hibrit uygulamaların geleneksel eğitim sistemine entegrasyonu. Korkut Ata Türkiyat Araştırmaları Dergisi, 14, 1170-1193. https://doi.org/10.51531/korkutataturkiyat.1426337
  • Öztürk, B., Okumuş, S., Koç, Y., Çavdar, O., & Doymuş, K. (2013). Fen ve teknoloji öğretmenleri ve öğretmen adaylarının iyi bir eğitim ortamı için yedi ilke hakkındaki görüşleri. Bayburt Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 102-115. https://doi.org/10.12973/jesr.2013.3211a
  • Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. Jossey-Bass.
  • Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3),223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Seçer, İ. (2018). Psikolojik test geliştirme ve uyarlama süreci: SPSS ve LISREL uygulamaları (2. baskı). Anı.
  • Snijders, I., Wijnia, L., Dekker, H. J., Rikers, R. M., & Loyens, S. M. (2022). What is in a student-faculty relationship? A template analysis of students’ positive and negative critical incidents with faculty and staff in higher education. European Journal of Psychology of Education, 37(4), 1115-1139. https://doi.org/10.1007/s10212-021-00549-x
  • Sowan, A. K., & Jenkins, L. S. (2013). Use of the seven principles of effective teaching to design and deliver an interactive hybrid nursing research course. Nursing Education Perspectives, 34(5), 315-322. https://doi.org/10.1097/00024776-201309000-00007
  • Stephenson, S. S., & Kelani, Z. A. (2024). Virtual-togethering principles for mitigating apathy in graduate courses. International Journal of Education and Development using Information and Communication Technology, 20(1), 6-24.
  • Tanis, C. J. (2020). The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2319
  • Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi (5. baskı). Nobel.
  • Taylor, R. L., Knorr, K., Ogrodnik, M., & Sinclair, P. (2020). Seven principles for good practice in midterm student feedback. International Journal for Academic Development, 25(4), 350-362. https://doi.org/10.1080/1360144X.2020.1762086
  • Tirrell, T. (2009). Examining the impact of Chickering's seven principles of good practice on student attrition in online courses in the communıty college (Doctoral Dissertation). Colorado State University Fort Collins, Colorado.
  • Turhan, E. M. (2020). Chickering ve Gamson’un yedi ilkesinin İngilizce derslerinde uygulanması üzerine öğretmen algılarının incelenmesi. Yayımlanmamış yüksek lisans tezi. Niğde: Ömer Halisdemir Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Tursunova, M. (2024). Forms and methods of teaching in higher education. Modern Science and Research, 3(2), 276–281.
  • Uğraş, M., & Çil, E. (2014). Yükseköğretim kurumlarında iyi eğitim için 7 prensip fakülte envanteri isimli ölçeğin türkçeye çevrilmesi ve ortaokul fen eğitimine uyarlanması. Turkish Journal of Educational Studies, 1(2), 23-36.
  • Wang, M. (2024). Linking teaching quality to student engagement: Student faculty interaction as a mediator. Social Behavior and Personality: An international journal, 52(6), 1-8. https://doi.org/10.2224/sbp.13131
  • Winegar, M. L. (2000). An exploration of seven principles for good practice in web-based courses Doctoral thesis. USA: University of South Dakota.
  • Yılar, M. B., Şimşek, U., & Topkaya, Y. (2015). Sosyal bilgiler öğretmenleri ve öğretmen adaylarının iyi bir eğitim ortamı için uygulanan yedi ilke hakkındaki görüşleri. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(2), 245-260.
  • Younies, H., Dhabi, N. A., Hussein, S., Shafiq, A., Fahel, M., & Chehade, S. (2016). Measure of learning process effectiveness at NYIT through the seven principles of good practice. Innovation Management and Education Excellence Vision 2020: Regional Development to Global Economic Growth, 269-278.
  • Zhang, W., & Zhu, C. (2020). Blended learning as a good practice in ESL courses compared to F2F learning and online learning. International Journal of Mobile and Blended Learning, 12(1), 64-81. https://doi.org/10.4018/IJMBL.2020010105
  • Zorlu, F., & Zorlu, Y. (2020). Investigation of the effects of a peer-led team learning ınstructional model (PLTL) in teaching the simple electrical circuits subject on the seven principles for good practice. Educational Policy Analysis and Strategic Research, 15(3), 249-266. https://doi.org/-10.29329/epasr.2020.270.12

Lisans Öğrencilerine Yönelik “İyi Bir Eğitim Ortamı İçin Yedi İlke” Ölçeğinin Geliştirilmesi

Yıl 2025, , 46 - 67, 30.06.2025

Bünyamin İspir , İrem Uzun , Seda Okumuş , Adnan Taşgın , Ufuk Şimşek

https://doi.org/10.48066/kusob.1611456

Öz

Bu çalışmanın amacı, iyi bir öğrenme ortamı için lisans düzeyi öğrencilerine yönelik yedi ilke ölçeğini geliştirmektir. Çalışma keşfedici sıralı desenin araç geliştirme modeline göre tasarlanmış ve öncelikle alanyazındaki mevcut araştırmalar incelenerek 78 maddelik bir havuz oluşturulmuştur. Ardından madde havuzu, alanında uzman 15 öğretim üyesi ve 2 uzmanın görüşüne sunulmuştur. Buradan hareketle maddeler benzerlik ve farklılıklarına göre sınıflandırılmış, yanlış anlaşılabilecek ifadeler sadeleştirilmiş ve amaca uygun olmayanlar çıkarılmıştır. Ayrıca kapsam geçerliğini artırmak için yeni maddeler eklenmiş ve sonuçta madde sayısı 57' ye indirilmiştir. Daha sonra ölçek, farklı üniversitelerde eğitimini sürdüren 463 öğretmen adayına kartopu örnekleme yöntemi esas alınarak uygulanmıştır. Açımlayıcı faktör analizi sonucunda, tek bir alt boyutta toplanan ve faktör yükleri yeterli düzeyde olan 57 madde belirlenmiştir. Akabinde ölçeğin yapı geçerliğini tespit etmek için farklı 295 öğretmen adayıyla doğrulayıcı faktör analizi gerçekleştirilmiş ve Cronbach Alpha iç tutarlık katsayısı hesaplanmıştır. Bu kapsamda bir maddenin faktör yükünün .30' un altında olduğu belirlenmiş ve ilgili madde ölçekten çıkarılmıştır. Sonuç olarak, yapılan analizler neticesinde 56 maddeden ve tek faktörden oluşan ölçeğin geçerli ve güvenilir olduğuna karar verilmiştir.

Anahtar Kelimeler

Yedi ilke lisans öğrencileri ölçek geliştirme

Etik Beyan

Çalışma, Atatürk Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu Başkanlığı'nın 23.12.2022 tarihinde gerçekleştirilen 14 numaralı toplantısında alınan 01 karar numarasıyla etik açıdan uygun bulunmuştur.

Destekleyen Kurum

Yükseköğretim Kurumu ve Atatürk Üniversitesi

Proje Numarası

SBA-2023-11962

Teşekkür

Çalışmada geliştirilen ölçek, SBA-2023-11962 numaralı Araştırma Üniversiteleri projesi kapsamında gerçekleştirilmiştir. Bunun için YÖK ve Atatürk Üniversitesi'ne teşekkür ederiz.

Kaynakça

  • Aksu, G., Eser, M. T., & Güzeller, C. O. (2017). Açımlayıcı ve doğrulayıcı faktör analizi ile yapısal eşitlik modeli uygulamaları. [Structural equation modeling applications with exploratory and confirmatory factor analysis]. Detay.
  • Albanbaeva, D. D. (2023). Yükseköğretim kurumlarında eğitim kalitesinin pedagojik izlenmesi sürecinin düzenlenmesi işlev ve ilkeleri. Trk Dergisi, 4(1), 67-77.
  • Alyar, M., & Doymuş, K. (2022). The impact of animations, models, and seven principles applied together with cooperative learning on conceptual understanding of chemistry. Cukurova University Faculty of Education Journal, 51(2), 1128-1171. https://doi.org/10.14812/-cuefd.1029854
  • Ateş, H., & Yelyeukhan, A. (2024). Eğitimin içeriği ve öğretim yöntemlerinin ingilizce eğitiminin kalitesine etkisi: Moğolistan Devlet okulları örneğinde bir araştırma. Medeniyet Araştırmaları Dergisi, 9(1), 47-61. https://doi.org/10.52539/mad.1443805
  • Aydoğdu, S. (2012). Üniversite öğretim elemanlarının Chickering ve Gamson öğrenme ilkelerini kullanma düzeyleri. Yayımlanmamış yüksek lisans tezi. Erzurum: Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Aziz, A. (2008). Sosyal bilimlerde araştırma yöntemleri ve teknikleri (4. baskı). Nobel.
  • Bağrıaçık, A. Y., & Banyard, P. (2020). Engagement in distance education settings: A trend analysis. Turkish Online Journal of Distance Education, 20(1), 101-112. https://doi.org/-10.17718/tojde.690362
  • Bangert, A. W. (2004). The seven principles of good practice: A framework for evaluating online teaching. Internet and Higher Education, 7, 217-232. https://doi.org/10.1016/-j.iheduc.-2004.06.003
  • Baniomar, K. A. (2022). The impact of the shift to distance learning on the seven principles of good practices in university education in light of the COVID-19 pandemic. Kıbrıslı Eğitim Bilimleri Dergisi, 17(5), 1533-1548. https://doi.org/10.18844/cjes.v17i5.7218
  • Bardorfer, A. (2024). Fostering students' active participation in higher education: The role of teacher-student rapport. Athens Journal of Education, 11(3), 227-246. https://doi.org/10.30958/aje.11-3-4
  • Batts, D. L. (2005). Perceived agreement between student and instructor on the use of the seven principles for good practice in undergraduate education in online courses (Doctoral Dissertation). East Carolina University, USA.
  • Benning, I., & Davis, E. K. (2023). Graduate students’ experiences and evaluation of online instruction. Social Sciences & Humanities Open, 8(1), 100597. https://doi.org/10.1016/-j.ssaho.2023.100597
  • Benson, T. A., Cohen, A. L., & Buskist, W. (2005). Rapport: Its relation to student attitudes and behaviors toward teachers and classes. Teaching of Psychology, 32(4), 237-239.
  • Bishoff, J. P. (2010). Utilization of the seven principles for good practice in undergraduate education in general chemistry by community college instructors. Doctoral Thesis. USA: University of West Virginia.
  • Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Georgetown University.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
  • Braxton, J. M., Olsen, D., & Simmons, A. (1998). Affinity disciplines and the use of principles of good practice for undergraduate education. Research in Higher Education, 39, 299-318. https://doi.org/10.1023/A:1018729101473
  • Bryman, A., & Cramer, D. (2005). Quantitative data analysis with SPSS 12 and 13. Psychology. https://doi.org/10.4324/9780203498187
  • Cherney, I. D. (2011). Active learning. In (R. L. Miller, E. Amsel, B. M. Kowalewski, B. C. Beins, K. D. Keith & B. F. Peden, Eds.), Promoting student engagement (ss. 150-156).
  • Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3, 7.
  • Choi, B. K., & Kim, M. S. (2021). The student–faculty interaction beyond the formal curriculum in South Korea. Higher Education Quarterly, 75(1), 35-50. https://doi.org/10.1111/hequ.12261
  • Cohen, L., Lawrence, M., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge. https://doi.org/10.4324/9780203029053
  • Collard, T. Y. (2009). An investigation of the use and implementation of the seven principles for good practice in undergraduate education. Doctoral Thesis. USA: Union University School of Education.
  • Cousins, C. L. (2012). A case study of community college students' perceptions of linked courses ınstructors' use of Chickering and Gamson's (1987). ProQuest LLC.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • Creswell, J. W., & Plano-Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Sage.
  • Crews, T. B., Wilkinson, K., & Neill, J.K. (2015). Principles for good practice in undergraduate education: Effective online course design to assist students success. MERLOT Journal of Online Learning and Teaching, 11(1), 87-103.
  • Cuseo, J. (2018). Student-faculty engagement: Student-faculty engagement. New Directions for Teaching and Learning, 2018(154), 87–97. https://doi.org/10.1002/tl.20294
  • Çakıroğlu, Ü. (2014). Evaluating students' perspectives about virtual classrooms with regard to seven principles of good practice. South African Journal of Education, 34(2), 1-19. https://doi.org/10.15700/201412071201
  • Çalışkan, H. (1999). Bilgisayar destekli kubaşık öğrenmede, geribildirim türü ve öğrenme bağlamının akademik başarı ve tutumlar üzerindeki etkisi. Yayımlanmamış doktora tezi. Eskişehir: Anadolu Üniversitesi Sosyal Bilimler Enstitüsü.
  • Çavdar, O., & Doymuş, K. (2016). İyi bir eğitim ortamı için yedi ilkenin işbirlikli öğrenme yöntemi ile kullanılmasının fen ve teknoloji dersinde başarıya etkisi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(2), 441-466.
  • Dancy, M., Henderson, C., & Turpen, C. (2016). How faculty learn about and implement research-based instructional strategies: The case of peer instruction. Physical Review Physics Education Research, 12(1), 010110. https://doi.org/10.1103/PhysRevPhysEducRes.12.010110
  • Deed, C., & Edwards, A. (2011). Unrestricted student blogging: Implications for active learning in a virtual text-based environment. Active Learning in Higher Education, 12(1), 11-21. https://doi.org/10.1177/1469787410387725
  • Demirel, T. (2010). Blogların öğretim amaçlı kullanımı üzerine öğretmen adaylarının görüşleri. Yayımlanmamış yüksek lisans tezi. Atatürk Üniversitesi Fen Bilimleri Enstitüsü.
  • Dobransky, N. D., & Frymier, A. (2004). Developing teacher-student relationships through out of class communication. Communication Quarterly, 52(3), 211–223. https://doi.org/10.1080/-01463370409370193
  • Doymuş, K. (2007). Effects of a cooperative learning strategy on teaching and learning phases of matter and one-component phase diagrams, Journal of Chemical Education, 84(11), 1857-1860. https://doi.org/10.1021/ed084p1857
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to desing and evaluate research in education (8th ed.). McGraw Hill.
  • Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research: Competencies for analysis and applications (10th ed.). Pearson.
  • George, D., & Mallery, P. (2010). SPSS for windows step by step: A simple study guide and reference. Pearson.
  • Gonda, D. E., Luo, J., Wong, Y. L., & Lei, C. U. (2018, December). Evaluation of developing educational chatbots based on the seven principles for good teaching [Paper presentation]. 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 446-453). IEEE. https://doi.org/10.1109/TALE.2018.8615175
  • Goodman, L. A. (1961). Snowball sampling. The Annals of Mathematical Statistics, 32(1), 148-170. https://doi.org/10.1214/aoms/1177705148
  • Göçer, A. (2019). Türkçe eğitiminde ölçme ve değerlendirmenin işlevselliğine etki eden önemli bir uygulama tekniği olarak geribildirim kullanımı. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 9(1), 111-126.
  • Guzzardo, M. T., Khosla, N., Adams, A. L., Bussmann, J. D., Engelman, A., Ingraham, N., Gamba, R., Jones-Bey, A., Moore, M. D., Toosi, N. R., & Taylor, S. (2021). The ones that care make all the difference: Perspectives on student-faculty relationships. Innovative Higher Education, 46, 41-58. https://doi.org/10.1007/s10755-020-09522-w
  • Gün, B. (2022). Vıewing emergency remote teaching within the seven principles for good practice‖ framework: Voices from preparatory school EFL ınstructors (Master's Thesis). Middle East Technical University, Ankara.
  • Hampton, D., Hardin-Fanning, F., Culp-Roche, A., Hensley, A., & Wilson, J. L. (2023). Promotion of student engagement through the application of good practices in nursing online education. Nursing Administration Quarterly, 47(2), E12-E20. https://doi.org/10.1097/-NAQ.0000000000000556
  • Hathaway, K. L. (2014) An application of the seven principles of good practice to online courses. Research in Higher Education Journal, 22, 1-12.
  • Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. https://doi.org/10.4324/9780203181522
  • Hein, S. G. (2010). A comparative study of faculty principles of practice in curricular learning communities and non-curricular learning communities environments. Doctoral thesis. USA: University of Missouri.
  • Hirose, M., & Creswell, J. W. (2023). Applying core quality criteria of mixed methods research to an empirical study. Journal of Mixed Methods Research, 17(1), 12-28. https://doi.org/10.1177/15586898221086346
  • Jabar, S. I., & Albion, P. R. (2016). Assessing the reliability of merging Chickering & Gamson's seven principles for good practice with merrill's different levels of ınstructional strategy. Online Learning, 20(2), 51-74. https://doi.org/10.24059/olj.v20i2.784
  • Johnson, S. (2014). Applying the seven principles of good practice: Technology as a lever in an online research course. Journal of Interactive Online Learning. 13(1), 41-50.
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36. https://doi.org/10.1007/BF02291575
  • Kalem, S., & Fer, S. (2003). Aktif öğrenme modeliyle oluşturulan öğrenme ortamının öğrenme, öğretme ve iletişim sürecine etkisi, Kuram ve uygulamada Eğitim Bilimleri, 3(2), 433-461.
  • Karacil, M. (2024). Öğretmen eğitiminde kişisel ve duyuşsal gelişimde dramanın önemi. Recep Tayyip Erdoğan Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 40-57.
  • Karoğlu, A. K., Kiraz, E., & Özden, M. Y. (2014). Good practice principles in an undergraduate blended course design. Egitim ve Bilim, 39(173).
  • Kertil, M. (2008). Matematik öğretmen adaylarının problem çözme becerilerinin modelleme sürecinde incelenmesi. Yayımlanmamış yüksek lisans tezi. İstanbul: Marmara Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Kırbaş, A., & Bulut, M. (2024). Investigation of the competencies of teacher candidates in using web 2.0 tools. International Journal on Studies in Education, 6(3), 413-431. https://doi.org/-10.46328/ijonse.227
  • Kim, Y. K., & Lundberg, C. A. (2016). A structural model of the relationship between student-faculty interaction and vognitive skills development among college students. Research in Higher Education, 57(3), 288–309. https://doi.org/10.1007/s11162-015-9387-6
  • Komarraju, M., Musulkin, S., & Bhattacharya, G. (2010). Role of student–faculty interactions in developing college students’ academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3), 332–342. https://doi.org/10.1353/csd.0.0137
  • Kontos, G. (2015). Practical teaching aids for online classes. Journal of Educational Technology Systems, 44(1), 36-52. https://doi.org/10.1177/0047239515598518
  • Kulhavy R. W., & Wager W. (1993) Feedback in programmed ınstruction: Historical context and implications for practice. In (Dempsey J., & Ales G., Eds.) Interactive ınstruction and feedback (ss. 5-20). Educational Technology Publications.
  • LeGary Jr, R. (2023). Applying universal design for learning (UDL) principles for building ıntentional student-faculty relationships in an online graduate program. Journal of Online Education, 12(3), 45–68.
  • Legg, K., Ellis, R. E., & Hall, C. (2020). Applying the seven principles of good practice: archives in the 21st century university. Archives and Records, 41(2), 109-125. https://doi.org/10.1080/-23257962.2020.1728525
  • Loes, C. N. (2022). The effect of collaborative learning on academic motivation. Teaching & Learning Inquiry, 10. https://doi.org/10.20343/teachlearninqu.10.4
  • Luo, C., Hew, T. K. F., Lei C. U., & Oh. E. (2017). Principle-guided flipped classroom implementation framework for teaching technological contents [Paper presentation]. In 2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (ss. 449-456), https://doi.org/10.1109/TALE.2017.8252377.
  • McKeachie, W. J. (1986). Teaching psychology: Research and experience. Houghton Mifflin. https://doi.org/10.1037/10310-005
  • McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed.). Pearson.
  • Meydan, C. H., & Şeşen, H. (2015). Yapısal eşitlik modellemesi: AMOS uygulamaları (2. baskı). Detay.
  • Mukawa, T. E. (2006). Meta-analysis of the effectiveness of online instruction in higher education using Chickering and Gamson‟s seven principles for good practice (Doctoral Dissertation). The University of San Francisco, San Francisco.
  • Naborsa, A. G., & Zientek, L. (2021). Agreement between students’ and their ınstructors’ perceived use of good practices in undergraduate education: Self-reflections in developmental mathematics classrooms. Boğaziçi University Journal of Education, 38(1), 87-106. https://doi.org/10.52597/-buje.994872
  • Okumuş, S., & Doymuş, K. (2020). İyi bir eğitim ortamı için yedi ilkenin altıncı sınıf maddenin tanecikli yapısı ünitesinde uygulanması. Kalem Eğitim ve İnsan Bilimleri Dergisi, 10(1), 87-110. https://doi.org/10.23863/kalem.2020.150
  • Okumuş, S., Aydoğdu, S., Öztürk, B., Koç, Y., Çavdar, O., & Doymuş, K. (2013a). The views of secondary school and pre-service mathematics teachers about the seven principles for good practice in education. Journal of Educational Sciences Research, 3(2), 197–222. https://doi.org/10.12973/jesr.2013.3211a
  • Okumuş, S., Öztürk, B., Koç, Y., Çavdar, O., & Aydoğdu, S. (2013b). İşbirlikli öğrenme modeli ve iyi bir eğitim için yedi ilkenin sınıfta birlikte uygulanması. Ekev Akademi Dergisi, 17(57), 493-502.
  • Özalp, M. T., & Kaymakcı, S. (2022). Türkiye’de eğitim bilimleri alanında geri bildirim üzerine yapılmış lisansüstü tezlerin analizi. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 4(2), 468-483. https://doi.org/10.38151/akef.2022.28
  • Özek, B. Y., & Sincer, S. (2024). Yükseköğretimde dijital dönüşüm: Çevrimiçi ve hibrit uygulamaların geleneksel eğitim sistemine entegrasyonu. Korkut Ata Türkiyat Araştırmaları Dergisi, 14, 1170-1193. https://doi.org/10.51531/korkutataturkiyat.1426337
  • Öztürk, B., Okumuş, S., Koç, Y., Çavdar, O., & Doymuş, K. (2013). Fen ve teknoloji öğretmenleri ve öğretmen adaylarının iyi bir eğitim ortamı için yedi ilke hakkındaki görüşleri. Bayburt Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 102-115. https://doi.org/10.12973/jesr.2013.3211a
  • Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. Jossey-Bass.
  • Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3),223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Seçer, İ. (2018). Psikolojik test geliştirme ve uyarlama süreci: SPSS ve LISREL uygulamaları (2. baskı). Anı.
  • Snijders, I., Wijnia, L., Dekker, H. J., Rikers, R. M., & Loyens, S. M. (2022). What is in a student-faculty relationship? A template analysis of students’ positive and negative critical incidents with faculty and staff in higher education. European Journal of Psychology of Education, 37(4), 1115-1139. https://doi.org/10.1007/s10212-021-00549-x
  • Sowan, A. K., & Jenkins, L. S. (2013). Use of the seven principles of effective teaching to design and deliver an interactive hybrid nursing research course. Nursing Education Perspectives, 34(5), 315-322. https://doi.org/10.1097/00024776-201309000-00007
  • Stephenson, S. S., & Kelani, Z. A. (2024). Virtual-togethering principles for mitigating apathy in graduate courses. International Journal of Education and Development using Information and Communication Technology, 20(1), 6-24.
  • Tanis, C. J. (2020). The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2319
  • Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi (5. baskı). Nobel.
  • Taylor, R. L., Knorr, K., Ogrodnik, M., & Sinclair, P. (2020). Seven principles for good practice in midterm student feedback. International Journal for Academic Development, 25(4), 350-362. https://doi.org/10.1080/1360144X.2020.1762086
  • Tirrell, T. (2009). Examining the impact of Chickering's seven principles of good practice on student attrition in online courses in the communıty college (Doctoral Dissertation). Colorado State University Fort Collins, Colorado.
  • Turhan, E. M. (2020). Chickering ve Gamson’un yedi ilkesinin İngilizce derslerinde uygulanması üzerine öğretmen algılarının incelenmesi. Yayımlanmamış yüksek lisans tezi. Niğde: Ömer Halisdemir Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Tursunova, M. (2024). Forms and methods of teaching in higher education. Modern Science and Research, 3(2), 276–281.
  • Uğraş, M., & Çil, E. (2014). Yükseköğretim kurumlarında iyi eğitim için 7 prensip fakülte envanteri isimli ölçeğin türkçeye çevrilmesi ve ortaokul fen eğitimine uyarlanması. Turkish Journal of Educational Studies, 1(2), 23-36.
  • Wang, M. (2024). Linking teaching quality to student engagement: Student faculty interaction as a mediator. Social Behavior and Personality: An international journal, 52(6), 1-8. https://doi.org/10.2224/sbp.13131
  • Winegar, M. L. (2000). An exploration of seven principles for good practice in web-based courses Doctoral thesis. USA: University of South Dakota.
  • Yılar, M. B., Şimşek, U., & Topkaya, Y. (2015). Sosyal bilgiler öğretmenleri ve öğretmen adaylarının iyi bir eğitim ortamı için uygulanan yedi ilke hakkındaki görüşleri. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(2), 245-260.
  • Younies, H., Dhabi, N. A., Hussein, S., Shafiq, A., Fahel, M., & Chehade, S. (2016). Measure of learning process effectiveness at NYIT through the seven principles of good practice. Innovation Management and Education Excellence Vision 2020: Regional Development to Global Economic Growth, 269-278.
  • Zhang, W., & Zhu, C. (2020). Blended learning as a good practice in ESL courses compared to F2F learning and online learning. International Journal of Mobile and Blended Learning, 12(1), 64-81. https://doi.org/10.4018/IJMBL.2020010105
  • Zorlu, F., & Zorlu, Y. (2020). Investigation of the effects of a peer-led team learning ınstructional model (PLTL) in teaching the simple electrical circuits subject on the seven principles for good practice. Educational Policy Analysis and Strategic Research, 15(3), 249-266. https://doi.org/-10.29329/epasr.2020.270.12
Toplam 96 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Ölçek Geliştirme
Bölüm Araştırma Makaleleri
Yazarlar

Bünyamin İspir 0000-0002-0428-8887

İrem Uzun 0000-0001-9452-4494

Seda Okumuş 0000-0001-6271-8278

Adnan Taşgın 0000-0002-3704-861X

Ufuk Şimşek 0000-0002-4699-0674

Proje Numarası SBA-2023-11962
Erken Görünüm Tarihi 24 Haziran 2025
Yayımlanma Tarihi 30 Haziran 2025
Gönderilme Tarihi 1 Ocak 2025
Kabul Tarihi 7 Nisan 2025
Yayımlandığı Sayı Yıl 2025

Kaynak Göster

APA İspir, B., Uzun, İ., Okumuş, S., Taşgın, A., vd. (2025). Lisans Öğrencilerine Yönelik “İyi Bir Eğitim Ortamı İçin Yedi İlke” Ölçeğinin Geliştirilmesi. Kuram Ve Uygulamada Sosyal Bilimler Dergisi, 9(1), 46-67. https://doi.org/10.48066/kusob.1611456

Social Sciences: Theory & Practice is an international scientific journal for the publication of research and studies covering all aspects of social sciences and related discipline. 


Creative Commons Lisansı