The flipped learning perception scale: A validity and reliability study

Area of Science:

• Educational Technology
• Teacher Education

Background:

• Flipped learning is an instructional strategy gaining traction in science education.
• Understanding preservice science teachers' perceptions is crucial for effective implementation.
• Existing measurement tools may not adequately capture these specific perceptions.

Purpose of the Study:

• To develop and validate a reliable and valid scale to assess preservice science teachers' perceptions of flipped learning.
• To provide a quantitative instrument for researchers and educators to evaluate attitudes towards flipped learning.

Main Methods:

• Quantitative survey design utilizing a five-point Likert-type scale.
• Development of an initial item pool (144 items) refined through expert review to 49 items.
• Cluster sampling of 490 preservice science teachers from five Turkish provinces.
• Exploratory and confirmatory factor analyses (EFA/CFA) for construct validity.
• Assessment of criterion validity (correlation > .70) and reliability (Cronbach's alpha & composite reliability > 0.70).

Main Results:

• A 43-item, four-factor scale was developed, explaining 49.2% of the variance in perceptions.
• The scale demonstrated strong construct validity through EFA and CFA.
• Criterion validity was confirmed with a correlation greater than .70.
• Internal consistency reliability (Cronbach's alpha and composite reliability) exceeded 0.70 for the overall scale and sub-dimensions.

Conclusions:

• The developed 43-item scale is a psychometrically sound instrument for measuring preservice science teachers' perceptions of flipped learning.
• This validated tool can inform teacher training programs and educational research on flipped learning adoption.
• The scale offers a reliable method for assessing attitudes towards innovative pedagogical approaches in science education.