Classroom Attendance Scale (CAS) was prepared with 14 items. Prepared CAS consisted of items with likert type. Sample of the study for the exploratory factor analysis consisted of 318 college students who were studying at education... more
Classroom Attendance Scale (CAS) was prepared with 14 items. Prepared CAS consisted of items with likert type. Sample of the study for the exploratory factor analysis consisted of 318 college students who were studying at education faculty at science education and primary education programs along with students studying at engineering faculty. Principal axis factoring with orthogonal rotation (varimax) was used for exploratory factor analysis. Factor eigenvalues were obtained and corrected-item total correlations analyzed. Items which did not serve the purpose of scale were omitted from CAS. Thus, analyses with same procedure were reconducted several times until reaching to a final version of the CAS. Obtained factors were crosschecked with Monte Carlo Parallel Analysis Simulations. A confirmatory factor analysis with Maximum Likelihood was applied to a different sample (N=229) and CAS is approved by most common fit indices values. Total sample of the study consists of 547 participants. Finalized CAS consisted of 8 items and scale's Cronbach's alpha value was .923.
This research aims to probe the ways of which classroom engagement levels of high school students are affected by some variables. It is designed as a descriptive study (Relational Screening Model). The sample of the research was... more
This research aims to probe the ways of which classroom
engagement levels of high school students are affected by some variables. It is designed as a descriptive study (Relational Screening Model). The sample of the research was constituted of 705 students attending 9th, 10th and 11th grades in 7 state high schools located at Ankara. Data were conducted through Classroom Engagement Inventory developed by Wang, Bergin and Bergin (2014) and adapted into Turkish by Sever (2014), as well as Attitudes Towards School Scale developed by Alıcı (2013). Data obtained from the study were analyzed through Kruskal Wallis Test, Mann Whitney U Test, Spearmen Rank Correlation Coefficient, Logistic Regression and Cluster Analysis. Research found out that classroom engagement of girls are higher than boys; there is a significant correlation between school attitudes and classroom engagement at different levels and towards different directions; students tend to engage with Turkish language and literature class while they show lesser tendency towards engaging with math classes; when girls perceive themselves as successful and see school as an important support for their personal development, their
classroom engagement level tend to go higher.
