Universal Journal of Educational Research Vol. 6(4), pp. 613 - 618
DOI: 10.13189/ujer.2018.060404
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Digital Reading Disposition Scale: A Study of Validity and Reliability


Berker Bulut *, Nuri Karasakaloğlu
Faculty of Education, Adnan Menderes University, Turkey

ABSTRACT

In this study, a Digital Reading Disposition Scale was developed to determine undergraduate pre-service teacher students' dispositions towards digital reading, opposed to a preference for printed reading material. Initially, a 20-items trial version of the scale was administered to a total sample of N=301 undergraduate pre-service teacher students in order to establish validity of the scale. According to the results of the Exploratory Factor Analysis (EFA) of the data collected by means of the 20-item trial form, it was revealed that only 12 items of the scale had a one-factor loading, which explained 65.58% of the total variance. Fit index values, derived from a Confirmatory Factor Analysis (CFA), confirmed the one-factor structure of the 12-items scale as a valid model. A satisfactory Cronbach-Alpha internal consistency coefficient of 0.952, as well as satisfactory test-retest reliability coefficient (Pearson correlation coefficient of 0.92) reapplied to n=98 pre-service teacher students three weeks after the first administration of the scale, provide evidence of the high reliability and consistent measurement of the scale over time. Furthermore, as part of an item analysis, adjusted item-total correlation of each item was calculated, and t-values for upper and lower 27% groups are reported to be significant (p<.001) for the 12 items of the scale. Accordingly, satisfactory validity and reliability indices are established for the Digital Reading Disposition Scale for the study sample in this investigation disposition.

KEYWORDS
Digital Reading, Disposition Scale, Scale Development, Validity, Reliability

Cite this paper
Berker Bulut , Nuri Karasakaloğlu . "Digital Reading Disposition Scale: A Study of Validity and Reliability." Universal Journal of Educational Research 6.4 (2018) 613 - 618. doi: 10.13189/ujer.2018.060404.