KaydedilenlerDerginizi ekleyin

Dergiler / International Journal of Assessment Tools in Education / 2021 / Cilt: 8 - Sayı: 3

Investigation of Measurement Invariance According to Home Resources: TIMSS 2015 Mathematical Affective Characteristics Questionnaire

Derya ÇAKICI ESER
Sayfa
633–648
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

According to the results of the study, the comparison of the mathematical affective characteristics model based on the home resources is found to be significant and comparisons made show that possible differences arise from the relevant home resource.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:This study aimed to examine the measurement invariance of the mathematical affective characteristics model obtained from TIMSS 2015 4th grade Turkey administration according to home resources.
📊
Temel Bulgular & Veri:For this purpose, firstly, the factor structure of the mathematical affective characteristics questionnaire was examined by explanatory factor analysis and Velicer’s maximum average partial (MAP) test.
💡
Sonuç & Katkı:According to the results of the study, the comparison of the mathematical affective characteristics model based on the home resources is found to be significant and comparisons made show that possible differences arise from the relevant home resource.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:2015 Verileri
⚙️Değişkenler:Measurement invariance · Socio-economic status · Home resources

Özet

This study aimed to examine the measurement invariance of the mathematical affective characteristics model obtained from TIMSS 2015 4th grade Turkey administration according to home resources. For this purpose, firstly, the factor structure of the mathematical affective characteristics questionnaire was examined by explanatory factor analysis and Velicer’s maximum average partial (MAP) test. It was revealed that the questionnaire had three factors. Then the structure was validated by confirmatory factor analysis. In the next stage, multi-group confirmatory factor analysis was employed with a purpose to examine whether the model displayed measurement invariance across the variables of home resources such as internet connection, heating system, cooling system, and dishwasher. The results showed that the strict measurement invariance of the mathematical affective characteristics model was achieved among the subgroups of each of the internet connection, heating system, cooling system, and dishwasher variables. Accordingly, means, variance, covariances, and item residual variances in the subgroups were found to be similar. According to the results of the study, the comparison of the mathematical affective characteristics model based on the home resources is found to be significant and comparisons made show that possible differences arise from the relevant home resource.

Abstract

This study aimed to examine the measurement invariance of the mathematical affective characteristics model obtained from TIMSS 2015 4th grade Turkey administration according to home resources. For this purpose, firstly, the factor structure of the mathematical affective characteristics questionnaire was examined by explanatory factor analysis and Velicer’s maximum average partial (MAP) test. It was revealed that the questionnaire had three factors. Then the structure was validated by confirmatory factor analysis. In the next stage, multi-group confirmatory factor analysis was employed with a purpose to examine whether the model displayed measurement invariance across the variables of home resources such as internet connection, heating system, cooling system, and dishwasher. The results showed that the strict measurement invariance of the mathematical affective characteristics model was achieved among the subgroups of each of the internet connection, heating system, cooling system, and dishwasher variables. Accordingly, means, variance, covariances, and item residual variances in the subgroups were found to be similar. According to the results of the study, the comparison of the mathematical affective characteristics model based on the home resources is found to be significant and comparisons made show that possible differences arise from the relevant home resource.

🔖

Bu Makaleye Atıf Yap

ESER, D. Ç. (2022). Investigation of Measurement Invariance According to Home Resources: TIMSS 2015 Mathematical Affective Characteristics Questionnaire. International Journal of Assessment Tools in Education, Cilt: 8 - Sayı: 3, 633–648. https://ajindex.com/articles/540072

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (12)

  1. Acar Güvendir, M. (2017). Determination of the relationship between the students mathematical literacy and home and school educational resources in program for international student assessment - (PISA 2012). Mersin University Journal of the Faculty of Education, 13(1). https://doi.org/10.17860/mersinefd.305762
  2. Alivernini, F. (2011). Measurement invariance of a reading literacy scale in the Italian context: A psychometric analysis. Procedia Social and Behavioral Sciences, 15, 436-441. https://doi.org/10.1016/j.sbspro.2011.03.117
  3. Azina, I. N., & Halimah, A. (2012). Student factors and mathematics achievement: Evidence from TIMSS 2007.
  4. Eurasia Journal of Mathematics, Science and Technology Education, 8(4), 249-255. https://doi.org/10.12973/eurasia.2012.843a
  5. Başusta, N. B., & Gelbal, S. (2015). Examination of measurement invariance at groups’ comparisons: A study on PISA student questionnaire, Hacettepe University Journal of Education, 30(4), 80-90.
  6. Bouhlila, D. S. (2014). The impact of socioeconomic status on students’ achievement in the Middle East and North Africa: An essay using the TIMSS 2007 database. International Perspectives on Education and Society, 24, 199-226 https://doi.org/10.1108/S1479-367920140000024017
  7. Bofah, E. A. T., & Hannula, M. S. (2017). Home resources as a measure of socio-economic status in Ghana. Large-scale Assessments in Education, 5(1), 1 15. https://doi.org/10.1186/s40536-017-0039-5
  8. Brannick, M. T. (1995). Critical comments on applying covariance structure modeling. Journal of Organizational Behavior, 16(3), 201-213. https://doi.org/10.1002/job.4030160303
  9. Büyüköztürk, Ş. (2009) Sosyal Bilimler İçin Veri Analizi El Kitabı, Pegem Akademi Caponera, E., & Losito, B. (2016). Context factors and student achievement in the IEA studies: Evidence from TIMSS. Large scale Assessments in Education, 4(1),12. https://doi.org/10.1186/s40536-016-0030-6
  10. Cheung, G. W., & Lau, R. S. (2012). A direct comparison approach for testing measurement invariance. Organizational Research Methods, 15(2), 167 198. https://doi.org/10.1177/1094428111421987
  11. Cheung, G.W., & Rensvold, R.B. (2002). Evaluating goodness of fit indices for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233-255. https://doi.org/10.1207/S15328007SEM0902_5
  12. Ercikan, K., & Koh, K. (2005). Examining the construct comparability of the English and French version of TIMSS. International Journal of Testing, 5, 23 35. https://doi.org/10.1207/s15327