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Journals / Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi / 2026 / Cilt: 9 Sayı: 1

The Turkish Adaptation of the Computational Thinking and Programming Tools in Mathematics Education Scale (CTEMS): A Validity and Reliability Study

Matematik Eğitiminde Bilgi İşlemsel Düşünme ve Programlama Araçları Ölçeği'nin (CTEMS) Türkçe Uyarlama: Geçerlilik ve Güvenilirlik Çalışması

Rümeysa Beyazhançer(Bursa Uludağ Üniversitesi)0000-0001-5061-8835
Barış Demir(KOCAELİ ÜNİVERSİTESİ)0000-0001-6997-6413
Pages
85–109
Publication Date
2026-01-31
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Overall, the findings indicate that the Turkish version of the CTEMS is a valid and reliable instrument for assessing the pedagogical integration of computational thinking and programming tools in mathematics education.

📌 3 Key Takeaways

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Objective & Hypothesis:The aim of this study was to adapt the Computational Thinking and Programming Tools in Mathematics Education Scale (CTEMS), originally developed by Turgut, Kohanová, and Gjøvik (2024), into Turkish and to examine its validity and reliability.
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Key Findings & Data:The study employed a scale adaptation design with a sample of 168 pre-service mathematics teachers.
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Conclusion & Impact:Overall, the findings indicate that the Turkish version of the CTEMS is a valid and reliable instrument for assessing the pedagogical integration of computational thinking and programming tools in mathematics education.
🔬Design:Modeling & Simulation
📍Scope:2024 Verileri
⚙️Variables:bilgi işlemsel düşünme · matematik eğitimi · ölçek uyarlama

Abstract

The aim of this study was to adapt the Computational Thinking and Programming Tools in Mathematics Education Scale (CTEMS), originally developed by Turgut, Kohanová, and Gjøvik (2024), into Turkish and to examine its validity and reliability. The study employed a scale adaptation design with a sample of 168 pre-service mathematics teachers. Construct validity was first explored through exploratory factor analysis (EFA), which showed that the factor structures explained between 55% and 65% of the total variance (KMO = .884, p < .001), and the resulting structure was subsequently tested using confirmatory factor analysis based on partial least squares structural equation modeling (PLS-SEM). The confirmatory factor analysis (CFA) results supported the proposed five-dimensional measurement model, with factor loadings ranging from .57 to .86 and AVE values exceeding .50 for all dimensions, indicating acceptable model adequacy and construct validity. Reliability analyses showed that all dimensions demonstrated adequate internal consistency (Cronbach’s α = .70–.88; CR = .83–.91), and test–retest reliability coefficients ranged from .72 to .83, while convergent and discriminant validity criteria were met. In addition, pre-service teachers who had received training in computational thinking scored significantly higher than those without such training (p < .001, large effect size). Overall, the findings indicate that the Turkish version of the CTEMS is a valid and reliable instrument for assessing the pedagogical integration of computational thinking and programming tools in mathematics education.

Özet

Bu çalışmanın amacı, Turgut, Kohanová ve Gjøvik (2024) tarafından geliştirilen Matematik Eğitiminde Bilgi İşlemsel Düşünme ve Programlama Araçları Ölçeği’ni (CTEMS) Türkçeye uyarlamak ve geçerlik ile güvenirliğini incelemektir. Araştırma, 168 matematik öğretmen adayı ile yürütülen bir ölçek uyarlama deseni kullanılarak gerçekleştirilmiştir. Yapı geçerliği ilk olarak açımlayıcı faktör analizi (AFA) ile incelenmiş ve faktör yapılarının toplam varyansın %55 ile %65’ini açıkladığı belirlenmiştir (KMO = .884, p < .001). Elde edilen yapı daha sonra kısmi en küçük kareler yapısal eşitlik modellemesine (PLS-SEM) dayalı doğrulayıcı faktör analizi (DFA) ile test edilmiştir. DFA sonuçları, önerilen beş boyutlu ölçme modelini desteklemiş; faktör yüklerinin .57 ile .86 arasında değiştiği ve tüm boyutlar için AVE değerlerinin .50’nin üzerinde olduğu görülmüştür. Bu bulgular, model uyumunun ve yapı geçerliğinin kabul edilebilir düzeyde olduğunu göstermektedir. Güvenirlik analizleri, tüm boyutların yeterli iç tutarlılığa sahip olduğunu ortaya koymuştur (Cronbach’s α = .70–.88; Bileşik Güvenirlik [CR] = .83–.91). Test–tekrar test güvenirlik katsayıları ise .72 ile .83 arasında değişmektedir. Ayrıca yakınsak ve ayırt edici geçerlik ölçütlerinin de sağlandığı belirlenmiştir. Bunun yanında, hesaplamalı düşünme eğitimi almış öğretmen adaylarının puanlarının, bu eğitimi almamış olanlara kıyasla anlamlı düzeyde daha yüksek olduğu bulunmuştur (p < .001, büyük etki büyüklüğü). Genel olarak bulgular, CTEMS’in Türkçe formunun, matematik eğitiminde hesaplamalı düşünme ve programlama araçlarının pedagojik entegrasyonunu değerlendirmek için geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

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Cite This Article

Beyazhançer, R., Demir, B. (2026). The Turkish Adaptation of the Computational Thinking and Programming Tools in Mathematics Education Scale (CTEMS): A Validity and Reliability Study. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi, Cilt: 9 Sayı: 1, 85–109. https://ajindex.com/articles/1483857

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