Introduction and cross-cultural adaptation of Teachers' Media Didactica Questionnaire
محورهای موضوعی : Curriculum Design and Development
Seyedeh Fatemeh Shamshirgaran
1
,
Neamatollah Mosapour
2
,
Mehdi Arabzadeh
3
,
Fereshteh Afkari
4
1 - Ph.D. Candidate, Department of Islamic Education and Training, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2 - Department of Education, University of Hormozgan, Bandar Abbas, Iran.
3 - Department of Educational Psychology, Kharazmi University, Tehran, Iran.
4 - Department of Humanities, Science and Research Branch, Islamic Azad University, Tehran, Iran.
کلید واژه: Media Didactica Questionnaire, Media Understanding, Teachers’ Media Didactica Questionnaire,
چکیده مقاله :
The current study aimed to measure the validity and reliability of the three-factor questionnaire of media didactica of Persian language teachers. Two groups participated in the study: specialists in the fields related to media Didactica and high school teachers in Tehran. The group of experts was recruited by convenience sampling method, and a Cluster method was used to select teachers. The participants included 17 experts and 185 teachers. First, the three-factor media didactica questionnaire of Simmons (2017) was translated into Farsi, and in the next step, it was given to a group of experts to assess its validity, and after confirming its validity, it was given to teachers to assess its reliability. The results of confirmatory factor analysis showed that the model was compatible with three factors including media, media understanding and social development. Using Cronbach's alpha coefficient, it was found that the coefficient value of subscales ranged between 0.71 and 0.79. The results showed that the Persian media questionnaire was a valid instrument with good reliability and validity for measuring the media didactica of Persian language teachers.
The current study aimed to measure the validity and reliability of the three-factor questionnaire of media didactica of Persian language teachers. Two groups participated in the study: specialists in the fields related to media Didactica and high school teachers in Tehran. The group of experts was recruited by convenience sampling method, and a Cluster method was used to select teachers. The participants included 17 experts and 185 teachers. First, the three-factor media didactica questionnaire of Simmons (2017) was translated into Farsi, and in the next step, it was given to a group of experts to assess its validity, and after confirming its validity, it was given to teachers to assess its reliability. The results of confirmatory factor analysis showed that the model was compatible with three factors including media, media understanding and social development. Using Cronbach's alpha coefficient, it was found that the coefficient value of subscales ranged between 0.71 and 0.79. The results showed that the Persian media questionnaire was a valid instrument with good reliability and validity for measuring the media didactica of Persian language teachers.
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