Development of a Scale to Diagnose Instructional Strategies


The present study aimed at developing a scale for diagnosing instructional strategies to be used to determine the instructional strategies applied in the instructional process. In the process of the scale development, first the related literature was reviewed. Following this, field experts were asked for their views, and the instructional activities to be carried out in the instructional process were identified. Afterwards, considering the similar and different features of the instructional activities, they were grouped by associating them with instructional strategies. The draft scale, which made up of a total of 291 items in the beginning, was exposed to a four-phase application process prior to the actual application. At the end of this process, it was transformed into a 70-item scale applied to 614 home teachers and field teachers. For the content validity of the scale, field experts were asked for their views. Data collected were analyzed with the methods of principle components analysis and exploratory factor analysis. As a result of the exploratory factor analysis conducted to determine the construct validity of the scale, the factor load of each item in the scale was found over .30. In order to determine the factors involving the items in the scale, the orthogonal rotation was applied with the Varimax technique to the data collected. The scale included two sub-scales. The rate of the factors in the sub-scale of meeting the total variance was 43% for the sub-scale of focus strategies and 62% for the sub-scale of process strategies. The value obtained by testing the internal consistency for the whole scale was found as α=.964. With respect to the item-whole scale correlational consistency, the items in the scale ranged between.406 and .816. The findings obtained in the process of developing this five-point Likert-type scale demonstrated that the scale could be used successfully in determining the nature of instructional strategies applied in the instructional process.