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Abstract


Development of the Attitude Scale for Coding Education (ASCE)

The main aim of this study was to develop an attitude scale for Coding education included in the Information Technology and Software course in secondary school. The "Descriptive Method", which is a screening model, was used in the study. In this screening process, five-point Likert-type scales were obtained. The statements in the 5-point Likert-type attitude scale developed were asked to be evaluated over five degrees. 503 individuals, who were randomly selected from among the students studying in 5 secondary schools located in Keçiören district of Ankara province in the 2018-2019 academic year, constituted the study group of the research. The necessary official permissions were obtained before scale application was conducted in these schools. These students consisted of 256 females and 247 males. The 57-item trial scale was called the "Attitude Scale for Coding Education (ASCE)". The size of the study group of 503 individuals determined for the trial scale prepared as 57 items reached a sufficient number. Approximately 9 responder rate (1:9) was reached for each variable. The Exploratory Factor Analysis (EFA) was first applied to the data obtained from the preliminary test results using the SPSS program. When the values obtained from the EFA were examined, the KMO coefficient value of 0.960, Bartlett’s sphericity test result of ?2= 13712.012, df= 1596, and the fact that (p<.00) was found to be statistically significant indicated that the data were suitable for factor analysis. As a result of this analysis, it was decided to remove 16 items of the 57-item scale. As a result of the EFA, the variance explained for the 2-factor structure for a total of 41 items was found to be 47.892%. The factor loads of the scale items were calculated to be between 0.530 and 0.737. Confirmatory Factor Analysis (CFA) was performed on the remaining 41 items using the AMOS program. As a result of the analysis performed, it was observed that the ratio of the chi-square value obtained from the scale to the degree of freedom (1938.878/778= 2.492) had an excellent value below 2.5. This result (?2/sd=2.492) indicates that the data set supports the factor structure. When the values of the fit indices obtained as a result of the CFA are examined, it is observed that they have an acceptable level of fit. When the goodness of fit indices obtained as a result of the CFA are examined, it is observed that the model is compatible. The data obtained as a result of the analyses indicate that the ASCE scale is valid and reliable for measuring Students' Attitudes Towards Coding Education in Secondary School. The ASCE consists of 41 items and two dimensions. There is no reversely coded item in the scale.



Keywords
Coding training, Attitude Scale, Education



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