@inproceedings{MTMT:35150481,
	title = {CONTENT VALIDITY ASSESSMENT: A SPECIALIZED INSTRUMENT FOR DEVELOPING CHILDREN’S LEARNING HABITS IN THE FIRST GRADE},
	url = {https://m2.mtmt.hu/api/publication/35150481},
	author = {Bencéné Fekete, Anikó Andrea and Oo, Tun Zaw and Szántóné Tóth, Hajnalka and Zentai, Gabriella and Kövérné Nagyházi, Bernadette and Józsa, Krisztián},
	booktitle = {EDULEARN24 Proceedings},
	doi = {10.21125/edulearn.2024.0910},
	unique-id = {35150481},
	abstract = {Learning habits are children’s actions that are essentially performed to accomplish academic activities and promote their educational performance (Dungon et al., 2024). The development of effective learning habits in first graders is crucial for their academic success and future outcomes (Simpkins et al., 2020). However, the measurement of learning habits may not always be straightforward, as it can be influenced by various factors (Tus et al., 2020). Therefore, this study aimed to confirm the content validity of a newly developed tool for assessing how teachers cultivate children’s learning habits in first grade.
		By the review of related literature, a new questionnaire was comprised of 60 items based on ten dimensions:
		(1) habits building a positive relationship with the teacher,
		(2) habits contributing to the school environment,
		(3) habits serving peers and community,
		(4) habits developing the study environment,
		(5) habits promoting learning strategies,
		(6) habits relating to a daily schedule,
		(7) habits taking the responsibility of a learner,
		(8) habits encouraging learning motivation,
		(9) habits relating to formative and self-assessments,
		(10) habits supporting parental involvement.
		The survey along with the research aim and related literature was distributed to four experts in the field of early childhood education. The experts assessed the questionnaire with Rubio et al.'s (2003) recommended criteria:
		(1) inclusiveness of the content domain,
		(2) clarity of the item,
		(3) factor structure, and
		(4) comprehensiveness of the measure.
		
		In methods, the content validity index (CVI) of each item was computed by tallying the experts who gave a rating of three or four and dividing this count by the total number of experts. The values of CVI that are higher than 0.80 are accepted. The findings showed that 10 items out of 60 items were removed from the questionnaire due to their lack of inclusiveness of the content domain, clarity of the item, and comprehensiveness of the content domain. 50 items are above 0.80 in CVI, indicating the content validity of how items are clear, consistent with the target factors, comprehensible for the measurement, and representative of the content or the subject matter that the instrument intends to measure (Newman et al., 2006). Moreover, the content-validated questionnaire of 50 items was also distributed online to 269 participating teachers to assess its reliability measures. The measurement was evaluated by two main aspects, such as the importance of habits for children and the frequency of using habits. The internal consistency reliability of both aspects of the questionnaire showed the acceptability with Cronbach’s alpha (> 0.93), composite reliability, CR > 0.72, and average variance extracted, AVE > 0.53. Therefore, this validated questionnaire can contribute as a valuable tool for educators, administrators, and researchers to gain insights into and improve the cultivation of effective learning habits in first-grade children.
		Acknowledgement:
		This study was funded by the Scientific Foundations of Education Research Program of the Hungarian Academy of Sciences (grant number: SZKF-10/2021).},
	keywords = {Reliability; content validity; Children; First grade; Learning habits},
	year = {2024},
	pages = {3493-3502}
}

@article{MTMT:32587744,
	title = {Digitális eszközök használata az ének-zene órán. Első osztályos tanulókkal folytatott kísérlet eredményei},
	url = {https://m2.mtmt.hu/api/publication/32587744},
	author = {Szabó, Norbert and Józsa, Krisztián and Gévayné Janurik, Márta},
	doi = {10.17670/MPed.2021.1.47},
	journal-iso = {MAGYAR PEDAGÓGIA},
	journal = {MAGYAR PEDAGÓGIA},
	volume = {121},
	unique-id = {32587744},
	issn = {0025-0260},
	year = {2021},
	eissn = {2939-7650},
	pages = {47-84},
	orcid-numbers = {Szabó, Norbert/0000-0003-4891-7718}
}

@inproceedings{MTMT:30735914,
	title = {The effect of music island (computer program) on the development of musical abilities in school music lessons},
	url = {https://m2.mtmt.hu/api/publication/30735914},
	author = {Szabó, Norbert and Gévayné Janurik, Márta and Józsa, Krisztián},
	booktitle = {EDULEARN19 Proceedings},
	unique-id = {30735914},
	abstract = {Several research deals with using of digital devices effect on students’ motivation on music lesson. However, only a small number of publications focus their impact on the development of musical abilities and knowledge. Therefore, in our seven month-long experiment, we aimed to improve musical abilities and musical knowledge in a digital learning environment among first graders.
		
		We had an experimental (N=135) and a control group (N=111) in this study. The newly developed Music Island computer program (Szabó, 2018) was used in the experimental group. The computer program based on the Hungarian national core curriculum. We also applied several other computer applications in the experimental group. The Rhythm Master was used to practice rhythm tasks and the NotateMe Now application to learn music scoring. The students worked individually on their own tablet on music lesson. We applied the traditional teaching methods in the control group.
		
		Musical ability was measured by a musical ability test (Surján & Janurik, 2018). It consisted of two parts. The first part (64 items) involved discrimination tasks; the second part (30 items) measured reproduction skills, singing and rhythm clapping. (Cronbach-: discrimination .80; reproduction .94; total test .91). Musical knowledge test covers eight components: rhythm writing (3 tasks); solmization (4 tasks); name of instruments (4 tasks). 
		
		We applied a pretest-posttest experimental design. On pretest there was no significant difference between the experimental and the control groups in musical ability and socioeconomic status. However, results show a significant difference between the two groups in the development of reproduction skills on the posttests (experimental: M=41.28, SD=24.26; control: M=33.11, SD=21.99, p=0.008; Cohen-d=0.35) and musical knowledge (experimental: M=84.77, SD=14.34; control: M=72.92, SD=23.57 p<0.001, Cohen-d= 0.61). Based on our results, we can say that music and singing lessons in digital learning environment were more effective than the traditional music teaching method.},
	year = {2019},
	pages = {589-599},
	orcid-numbers = {Szabó, Norbert/0000-0003-4891-7718}
}