@article{2016,title={Development of the Resistance Scale towards Technology Supported Instruction: Exploratory and Confirmatory Factor Analysis},abstractNode={The purpose of the study was to develop a scale to determine the prospective teachers’ resistancetowards technology supported instruction. For this reason, the draft form was applied to 1082prospective teachers being educated at School of Education at a Public University in Mediterraneanregion during 2013-2014 academic year. Exploratory factor analysis based on Varimax rotation hasrevealed the scale has a structure with single factor and five components. The components are calledas “unwilling harmony”, “active resistance”, “complete harmony”, “disproving” and“disregarding”. Reliability parameter of the whole scale has been found as .906; test retest reliabilityparameter has been found as .354 (p<.05). Five components altogether explain 57,136% of the totalvariance. Factor loading distribution differs between .532 and .779. As a result of confirmatory factoranalysis, GFI (.90), CFI (.99), IFI (.99), NFI and NNFI (.98), RMSEA (.057), CFI (.99), AGFI (.88) havebeen calculated and the findings has indicated the harmony between the model and observedstructure. Reliability analysis, exploratory and confirmatory factor analyses have indicated thatresistance scale towards technology supported instruction is a valid and reliable measurement tool.},author={ - Tuğba YANPAR YELKEN},year={2016},journal={International Online Journal of Educational Sciences}}