Educational Policy Analysis and Strategic Research
ISSN (Print): 1949-4270 - ISSN (Online): 1949-4289

Research article    |    Open Access
Educational Policy Analysis and Strategic Research 2023, Vol. 18(4) 256-291

Acceptance Scale of Interactive E-Books By Secondary School Students as a Digital Learning Resource: A Validity and Reliability Study

Ömer Kırbaş, Fatma Demirtaş, Fatih Doğan & Alptürk Akçölteki̇n

pp. 256 - 291   |  DOI: https://doi.org/10.29329/epasr.2023.631.11

Publish Date: December 30, 2023  |   Single/Total View: 118/226   |   Single/Total Download: 143/272

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Abstract

Today, the impact of information technologies can be seen in all areas of life. It is a necessity to use this technology to increase the quality of the field of education. A new learning environment can be created by transforming books, which are a part of education, into digital resources through information technologies. Accordingly, it is necessary to determine student acceptance in such learning environments. For this reason, this study, it is aimed to develop a measurement tool to determine the level of acceptance and use of interactive digital e-books by secondary school students. With the acceptance scale towards interactive e-books of secondary school students (IE-BAS), it is envisaged to determine both in-class activities and activity efficiency. The technology acceptance model (TAM) was used as a basis for the development process of IE-BAS. This process was carried out in two steps. Validity analyzes were provided in study 1 and reliability analyzes in study 2. In Study 1, analyzes regarding the content validity and construct validity of draft IE-BAS were carried out. Accordingly, an item pool of 39 items was created in content validity studies and presented to the opinion of a team of 14 experts. Here, four items were excluded from scope validity because they did not provide sufficient kappa values. Afterward, the 35-item draft IE-BAS, whose content validity was ensured, was subjected to exploratory factor analyzes (EFA) for structural validity. As a result of the EFA analysis, 2 items were removed from the draft IE-BAS. EFA results revealed that the 33-item IE-BAS clustered in four factors indicating cognitive, affective, and behavioral responses. These factors correspond to the perceived usefulness (PU), perceived ease of use (PEU), attitude towards use (UA), and behavioral intention (BI) variables in the TAM model. These four components explain 52.94% of the total variance. Confirmatory factor analysis (CFA) was performed for the 33-item IE-BAS to confirm the EFA results. In this statistic, 13 items were removed from IE-BTS. The fit indices obtained for the 20-item IE-BAS proved the accuracy of the proposed model in EFA. As a result of CFA, the fit indices for the model-data fit were quite good.Accordingly, the RMSEA, SRMR, GFI, AGFI, NFI, CFI and RFI value was determined as 0.043, 0.058, 0.924, 0.901, 0.909, 0.966 and 0.892, respectively. In the last validity study, the effects of the variables in the 20-item IE-BAS on each other were examined by structural equation modeling (SEM). Accordingly, the behavioral intention variable, which shows the behavioral response of the students, is significantly affected by the PEU, UA, and PU variables, that is, the motivation elements, which show the affective and cognitive responses. In Study 2, reliability analyzes of 20-item IE-BAS were performed. In this context, the internal consistency, item-total score reliability coefficient, and two-half test reliability of the 20-item IE-BAS were examined. Accordingly, Cronbach's alpha coefficient for the overall IE-BAS was determined to be 0.914. Also the Spearman-Brown and Guttman half-split coefficients were found to be .740 and .850 for the first and second parts, respectively. According to these results, the reliability coefficients of Spearman-Brown, Guttman split-half, and Cronbach α were found to be sufficient. The results showed that the developed 20-item productive IE-BAS is a valid and reliable scale tool to measure secondary school students' acceptance towards interactive e-books as a digital learning environment.

Keywords: Validity, reliability, interactive e-book, technology acceptance model

How to Cite this Article?

APA 7th edition
Kirbas, O., Demirtas, F., Dogan, F., & Akcolteki̇n, A. (2023). Acceptance Scale of Interactive E-Books By Secondary School Students as a Digital Learning Resource: A Validity and Reliability Study. Educational Policy Analysis and Strategic Research, 18(4), 256-291. https://doi.org/10.29329/epasr.2023.631.11

Harvard
Kirbas, O., Demirtas, F., Dogan, F. and Akcolteki̇n, A. (2023). Acceptance Scale of Interactive E-Books By Secondary School Students as a Digital Learning Resource: A Validity and Reliability Study. Educational Policy Analysis and Strategic Research, 18(4), pp. 256-291.

Chicago 16th edition
Kirbas, Omer, Fatma Demirtas, Fatih Dogan and Alpturk Akcolteki̇n (2023). "Acceptance Scale of Interactive E-Books By Secondary School Students as a Digital Learning Resource: A Validity and Reliability Study". Educational Policy Analysis and Strategic Research 18 (4):256-291. https://doi.org/10.29329/epasr.2023.631.11

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