3. METHODOLOGY
3.6. Data Collection Instruments
3.6.2. The Attitude Scale for Using Films in Language Classes
3.6.2.1. The Reliability and Validity Values of the Scale for the Attitude of
In the table, the findings related to the distribution of the studies in the study group which were conducted on reliability and validity of the scale for the attitude towards using films in the classrooms were presented.
Table 3.1. The Distribution of the Number of Study Groups in the Studies of Reliability and Validity
Department of English Language and Literature
Total
Reliability Study (test-retest application)
38 38
Reliability Study
(internal consistency application)
38 38
Validity Study
(factor analysis application)
38 38
When Table 3.1. is analyzed, it may be seen that data obtained from 38 students was employed in the test-re-test application of the attitude scale toward using films in the language classrooms, and data obtained from 38 students was employed in the applications of internal consistency, item analysis and factor analysis. In Table 3.2., the values of arithmetic means and standard deviations of the items in the Attitude Scales for Using Films in the Language Classrooms were presented.
Table 3.2. The Values of Arithmetic Means and Standard Deviations of the items in the Attitude Scales for Using of Films in the Language Classes
Items N X Ss
Item 1 38 3.97 .76
Item 2 38 4.11 .68
Item 3 38 4.02 .97
Item 4 38 2.95 1.08
Item 5 38 4.02 .89
Item 6 38 4.08 .95
Item 7 38 3.71 .91
Item 8 38 2.83 .93
Item 9 38 3.90 .92
Item 10 38 3.99 1.17
Item 11 38 4.09 .91
Item 12 38 2.69 .90
Item 13 38 2.90 .92
Item 14 38 3.62 .79
Item 15 38 3.74 .95
Item 16 38 3.98 .88
Item 17 38 3.38 1.19
When the values of arithmetic means for the Attitude Scale of Using Films in the Language Classrooms in Table 3.2. were analyzed, it may be seen that Item 2 had the highest averages, while Item 12 had the lowest averages. When the standard deviations of the items were analyzed, it was seen that the biggest deviation was in Item 17 with the value of 1.19. Item 2 had the lowest value of standard deviation with 0.68 and it was also determined that these question had a homogeneous structure.
In order to determine the internal consistency of the whole Scale of Attitude towards Using Films in Language Classes, the techniques of Cronbach Alpha, Spearman-Brown and Guttman were employed.
Table 3.3. The Internal Coefficients of the Attitude towards Using Films in Language Classes
Internal Consistency Coefficients
N r p
Cronbach Alpha 38 0.86 p < .01
Spearman-Brown 38 0.76 p < .01
Guttman 38 0.84 p < .01
When Table 3.3. is analyzed, it may be seen that the highest reliability level was obtained from Cronbach Alpha (0.86) among the internal consistency coefficients employed to test the general total reliability of the scale while the techniques of Spearman-Brown (0.76) and Guttman (0.84) had the lowest values of reliability.
The level of those values over 0.70 indicated that the Scale of Attitude towards Using Films in the Language Classes had internal reliability in the first stage.
After the internal consistency analysis of the Scale of Attitude towards Using Films in the Language Classes, the Item analysis was conducted. During the processes of item analysis, the analysis of item total, item remaining and item distinctiveness were conducted. The values were separately obtained for item total, item remaining and item distinctiveness and statistical significance of the results was tested. During the processes of item total analysis, the scores obtained from the scale items and the Total Score obtained from the scale were tested for significance.
Table 3.4. The Results of Item Total Analysis of the Attitude Scale for Using Films in Language Classes
Items- Total Score N r p
Item 1-Total Score 38 .42 p < .01
Item 2-Total Score 38 .72 p < .01
Item 3-Total Score 38 .61 p < .01
Item 4-Total Score 38 .59 p < .01
Item 5-Total Score 38 .54 p < .01
Item 6-Total Score 38 .66 p < .01
Item 7-Total Score 38 .45 p < .01
Item 8-Total Score 38 .73 p < .01
Item 9-Total Score 38 .48 p < .01
Item 10-Total Score 38 .45 p < .01
Item 11-Total Score 38 .78 p < .01
Item 12-Total Score 38 .59 p < .01
Item 13-Total Score 38 .62 p < .01
Item 14-Total Score 38 .76 p < .01
Item 15-Total Score 38 .68 p < .01
Item 16-Total Score 38 .73 p < .01
Item 17-Total Score 38 .66 p < .01
All the items in the Scale of Attitude towards Using Films in the Language Classes may be seen to be statistically significant at the level of 0.01 (p< .01). The Cronbach Alpha model was employed for item remaining analysis. The adaptive values depending on the correlation between Cronbach Alpha and items were analyzed.
Table 3.5. The Results of Item Remaining Analysis of the Attitude Scale for Using Films in Language Classes
Items N r Alpha (0.954)
Item 1 38 .40 p < .01
Item 2 38 .71 p < .01
Item 3 38 .59 p < .01
Item 4 38 .58 p < .01
Item 5 38 .53 p < .01
Item 6 38 .65 p < .01
Item 7 38 .44 p < .01
Item 8 38 .72 p < .01
Item 9 38 .47 p < .01
Item 10 38 .44 p < .01
Item 11 38 .77 p < .01
Item 12 38 .58 p < .01
Item 13 38 .61 p < .01
Item 14 38 .75 p < .01
Item 15 38 .67 p < .01
Item 16 38 .72 p < .01
Item 17 38 .65 p < .01
All the items in the Scale of Attitude towards Using Films in the Language Classes may be seen to be statistically significant at the level of 0.01 (p< .01). Based on the total scores of the scale for the item distinctiveness analysis, total scores of the group was ranked from the highest to the lowest. Then, the unrelated group “t” test was employed for each item average between the group of 27% with the highest score and the group of 27% with the lowest score.
Table 3.6. The Results of Item Distinctiveness for the Attitude Scale for Using Films in Language Classes
Items Group N X ss T Sd P
Item 1 Lower 10 2.11 0.92
-15.74 37 p <.01
Upper 10 3.59 1.55
Item 2 Lower 10 2.93 1.35
-23.70 37 p <.01
Upper 10 4.78 0.63
Item 3 Lower 10 3.87 1.13
-2.91 37 p <.01
Upper 10 4.42 0.93
Item 4 Lower 10 3.33 1.58
-17.54 37 p <.01
Upper 10 4.84 0.47
Item 5 Lower 10 3.21 1.42
-17.29 37 p <.01
Upper 10 4.62 0.66
Item 6 Lower 10 2.11 0.91
-26.87 37 p <.01
Upper 10 4.15 1.13
Item 7 Lower 10 2.29 1.24
-28.31 37 p <.01
Upper 10 4.53 0.87
Item 8 Lower 10 4.08 1.40
-10.60 37 p <.01
Upper 10 4.89 0.45
Item 9 Lower 10 3.00 1.46
-4.53 37 p <.01
Upper 10 3.49 1.45
Item 10 Lower 10 3.59 1.43
-15.13 37 p <.01
Upper 10 4.81 0.58
Item 11 Lower 10 4.59 0.68
-7.84 37 p <.01
Upper 10 4.91 0.39
Item 12 Lower 10 2.89 1.07
-37.69 37 p <.01
Upper 10 4.56 0.83
Item 13 Lower 10 3.70 1.46
-11.19 37 p <.01
Upper 10 4.69 0.85
Item 14 Lower 10 4.42 0.93
-8.31 37 p <.01
Upper 10 4.88 0.49
Item 15 Lower 10 3.16 0.75
-23.41 37 p <.01
Upper 10 4.01 1.31
Item 16 Lower 10 3.21 1.58
-12.08 37 p <.01
Upper 10 4.38 0.99
Item 17 Lower 10 3.63 1.64
-8.78 37 p <.01
Upper 10 4.50 0.97
All the items in the Scale of Attitude towards Using Films in the Language Classes may be seen to be statistically significant at the level of 0.01 (p< .01). After the processes of item analysis, the results of item total, item remaining and item distinctiveness were compared. In order to keep an item reliable in a scale, those three systems are expected to give statistically significant results at the level of 0.01.
In testing the structural validity of the Scale of Attitudes towards Using Films in Language Classes, factor analysis processes were employed. In the first stage of the factor analysis, Kaiser-Meyer-Olkin (KMO) Sampling Proficiency Test and Bartlett Sphericity Tests were conducted and the data obtained from the sampling group were tested for conformity to the analysis.
Table 3.7. The Results of Kaiser-Meyer Olkin and Bartlett Tests Conducted for the Scale of Attitude towards Using Films in Language Classes
Kaiser-Meyer-Olkin 0.889
Barlett’s Test 2274.311
Sd 190
P 0.00
When Table 3.7. was analyzed, the value of Kaiser-Meyer-Olkin (KMO) was found as KMO = 0.889, while the value of Bartlett Sphericity Test was determined as χ2=2274.311; sd=190 (p=0.000). The value of KMO is higher than 0.60 and the significant value of Bartlett Sphericity Test at the level of 0.05 is considered enough to conduct factor analysis (Çokluk et al., 2010).
Exploratory Factor Analysis is “an analysis designed to reveal the connection between the unknown secret variants and the observed variants” (Çokluk et al., 2010). Exploratory factor analysis was applied to the data related to the 17 items in the experimental implementation and it was aimed to measure the basic factors related to the measured aspects. Within this period, the analysis of basic components was conducted and their factor load was examined. In this direction, 2 items with lower item load than 0.32 were excluded from the scale and the analysis was repeated on the remaining items.
Table 3.8. The Cronbach Alpha Values of Factor Load and Factors in the Scale of Attitude towards Using Films in Language Classes
New No Old No Expression FactorLoad
1 1 0.70
2 3 0.66
3 4 0.52
4 6 0.81
5 7 0.80
6 8 0.65
7 9 0.71
8 10 0.66
9 12 0.43
10 13 0.86
11 14 0.55
12 15 0.70
13 16 0.68
14 17 0.73
15 18 0.81
As a result of those processes, it was found that the remaining 15 items were collected under a single factor. It was determined that total remaining 15 items in the scale had KMO value of 0,898; Bartlett Sphericity Test had the value of χ2= 2355.291; sd=196; p=0.000. It was also found that the factor loads of remaining 15 items were between 0.43 and 0.86. The items included in the scale explained the 34.76% of the total variance. According to Büyüköztürk (2007) and Tavşancıl (2005), the variance which is explained in the designs with single factor is enough when it is 30% and over (Çokluk et al., 2010).
3.6.3. The Perception Scale Related to the Benefits of Cultural