The Turkish Version of the Constructivist Teaching Practices in Elementary Physical Education Inventory: A Reliability and Validity Study

Bülent Ağbuğa
2.127 575

Abstract


The purpose of this study is to determine the reliability and the validity of the Turkish version of the Constructivist Teaching Practices Inventory in Elementary Physical Education [CTPI-EPE] including Personal Relevance, Social Cooperation, and Games/Skills subscales. Participants consisted of 44 female, 66 male and totally 110 elementary school physical education school teachers in the central district of Denizli. An examination of the factor loadings in Confirmatory factor analysis (CFA) revealed that 9 questionnaire items (4 in Games/Skills, 2 in Personal Relevance, and 3 in Social Cooperation) less than .40. Factor loadings, however, should be equal or larger than .40. Therefore, these items were removed. Finally, the CFA.results indicated there were three factors represented in the data set. All indices  [χ2/df = 1.613, CFI = .92, TLI = .90, RMSEA = .06; factor loadings (from .44 to .88)] represent an acceptable fit between the three-factor model and the data. Cronbach Alpha values were determined for whole scale 0.88, for Personal Relevance subscale 0.82, for Social Cooperation subscale 0.74, and for games/skills 0.80. Results of this study revealed that the Turkish version of the Constructivist Teaching Practices Inventory for Students fit the data well and demonstrated satisfactory psychometric properties. Given that reliability and validity analyses produced valid scores, this inventory is applicable to high school physical education settings. Future researchers, however, might examine and assess other forms of reliability and validity in different educational settings and teachers.


Keywords


The constructivist teaching practices inventory, validity, reliability, physical education teachers

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References


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