SavedAdd your journal

Journals / International Online Journal of Primary Education / 2021 / Cilt: 10 - Sayı: 1

A RASCH MODEL ANALYSIS OF PRIMARY SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDING LEVELS OF THE CONCEPT OF LIGHT

Hüseyin Cihan BOZDAĞ
Suat TÜRKOĞUZ
Pages
160–179
Publication Date
2022-10-19
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

Moreover, these results explained that the students' average conceptual understanding ability regarding the Light unit was above the average item difficulty.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The study determines the conceptual understanding levels of primary school students on the concept of light according to the Rasch Model with a Four-tier Light Conceptual Understanding Test (LCUT).
📊
Key Findings & Data:The participants were 355 (164 girls and 191 boys) primary school students studying at a public school in Izmir city center.
💡
Conclusion & Impact:Moreover, these results explained that the students' average conceptual understanding ability regarding the Light unit was above the average item difficulty.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The study determines the conceptual understanding levels of primary school students on the concept of light according to the Rasch Model with a Four-tier Light Conceptual Understanding Test (LCUT). The participants were 355 (164 girls and 191 boys) primary school students studying at a public school in Izmir city center. In the study, the Rasch Model, which is included in the Latent Trait Theory, was used. Also, the data regarding the answers given and the level of confidence in the responses were associated with the Rasch analysis of LCUT. The results of Rasch analysis showed that LCUT was in full harmony in the context of infit, outfit, and point measurement correlation statistics, and is a valid and reliable measurement tool for conceptual understanding. Moreover, these results explained that the students' average conceptual understanding ability regarding the Light unit was above the average item difficulty.

🔖

Cite This Article

BOZDAĞ, H. C., TÜRKOĞUZ, S. (2022). A RASCH MODEL ANALYSIS OF PRIMARY SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDING LEVELS OF THE CONCEPT OF LIGHT. International Online Journal of Primary Education, Cilt: 10 - Sayı: 1, 160–179. https://ajindex.com/articles/542060

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (4)

  1. Akın, Ö. & Baştürk, R. (2012). The evaluation of the basic skills in violin training by many facet rasch model. Pamukkale University Journal of Education, 31(31), 175-187.
  2. Altun, D. G. (2006). Effect of sound and light unit prepared using multiple intelligence theory to the student success, level of retaining, attitudes towards science and multiple intelligence theory. (Unpublished master’s thesis). Institute of Science, Gazi University, Ankara,
  3. Turkey Aminudin, A. H., Kaniawati, I., Suhendi, E., Samsudin, A., Coştu, B., & Adimayuda, R. (2019). Rasch analysis of multitier open-ended light-wave ınstrument (MOLWI): Developing and assessing second-years sundanese-scholars alternative conceptions. Journal for the Education of Gifted Young Scientists, 7(3), 557-579. doi:10.17478/jegys.574524 Andersson, B., & Bach F. (2005). On designing and evaluating teaching sequences taking geometrical optics as an example. Science Education, 89, 196-218. doi:10.1002/sce.20044 Anshel, M. H., Weatherby, N. L., Kang, M., & Watson, T. (2009). Rasch calibration of a unidimensional perfectionism inventory for sport. Psychology of Sport and Exercise, 10(1), 210-216. doi:10.1016/j.psychsport.2008.07.006 Apaydın, Z., Akman, E., Taş, E., & Peker, E. A. (2014). Analysis of knowledge structures about light concept of first level elementary students according to conceptual change theories. Journal of Computer and Education Research, 2(3), 44-68.
  4. Aydoslu, M. (2018). Determination of cognitive structures and misconceptions of middle school students about the concepts of light and reflection by using alternative measurement and evaluation techniques. (Unpublished master’s thesis). Institute of Science, Kırıkkale University, Kırıkkale, Turkey Ayvacı, H. S., & Candas, B. (2018). Students’ understandings on light reflection from different educational level. Journal of Computer and Education Research, 6(11), 1-32. doi:10.18009/jcer.309748 Baharun, N., Razi, N. F. M., Abidin, R. Z., Musa, N. A. C., & Mahmud, Z. (2017). Measuring students’ understanding in counting rules and its probability via e-learning mode: a Rasch measurement approach. Journal of Fundamental and Applied Sciences, 9(6S), 429-441. doi:10.4314/jfas.v9i6s.33 Benek, İ., & Kocakaya, S. (2012). Students’ opinion on learning in stations technique. Journal of Research in Education and Teaching, 1(3), 2146-9199. Retrieved from http://www.jret.org/FileUpload/ks2811