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Matematik Duyuşsal Özellik Faktörlerinin Cinsiyete Göre Ölçme Değişmezliğinin İncelenmesi: TIMSS 2019 Türkiye Örneği

Year 2023, Volume: 7 Issue: 4, 859 - 882, 23.10.2023

Mahmut Sami Yiğiter

https://doi.org/10.34056/aujef.1198134
Cited By: 1

Abstract

Uluslararası geniş ölçekli değerlendirmelerin temel hedeflerinden biri göre farklı ülkeler veya altgruplar arasında karşılaştırmalar yaparak eğitim politikaları veya eğitim sistemleri hakkında çıkarımlarda bulunmaktır. Farklı gruplar arasında karşılaştırma yapmanın temel kriterlerinden biri de ölçme değişmezliğinin sağlanmasıdır. Ölçme değişmezliği, ölçülen yapının gruplar arasında psikometrik olarak eşdeğer olduğunu göstermektedir. Ölçme değişmezliği kanıtı sunulmadan yapılan karşılaştırmalardaki farklılıklara dair iddialar güvenilmez olabilir. Bu çalışmanın amacı matematik duyuşsal özellikleri ile oluşturulan modelin cinsiyete göre ölçme değişmezliğinin sınanmasıdır. Bu amaçla TIMSS 2019 döngüsünde yer alan matematik öğrenmeyi sevme (MOS), matematik öğretiminin netliği (MON), matematik dersinde disiplinsiz davranış (MDDD), matematikte kendine güven (MKG) ve matematiğe değer verme (MDV) ölçekleri ile Matematik Duyuşsal Özellikleri Modeli oluşturulmuştur. Çalışmanın örneklemini TIMSS 2019 döngüsüne 8. Sınıf düzeyinde Türkiyeden katılan 3658 öğrenci oluşturmaktadır. Araştırmanın ilk bölümünde matematik duyuşsal özellikler modelinin faktör yapısını incelemek için Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. DFA modeli sonuçları model veri uyumunun sağlandığını göstermektedir (RMSEA=0.046, SRMR=0.051, CFI=0.973 ve TLI=0.975). Ölçme değişmezliği analizinde Çok Gruplu DFA (ÇG-DFA) analizi ile aşamalar arasında hiyerarşik olarak test edilmiştir. Bulgular, matematik duyuşsal özellikler modelinin sırasıyla yapısal, metrik, ölçek ve katı değişmezlik aşamalarını karşıladığını göstermektedir. Dolayısıyla matematik duyuşsal özellikler modelinin cinsiyete göre faktör yükleri, varyansları, hata varyansları ve kovaryansları eşdeğer olup gruplar arasında anlamlı karşılaştırmalar yapılabileceği sonucuna ulaşılmıştır. Ölçme değişmezliğinin incelenmesinin ardından modelde yer alan değişkenlerin cinsiyete göre anlamlı farklılıklarını incelemek için t testi analizleri gerçekleştirilmiştir. Sonuçlar, MON ölçeğinde erkekler lehine, MKG ve MDDD ölçeklerinde kızlar lehine anlamlı farklılık olduğuna işaret ederken, MDV ve MOS değişkenlerinde cinsiyete göre anlamlı farklılık bulunmamaktadır.

Keywords

duyuşsal özellikler matematik motivasyon ölçme değişmezliği değişmezlik

Supporting Institution

-

Project Number

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References

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Investigation of Measurement Invariance of Mathematics Affective Characteristic Factors According to Gender: TIMSS 2019 Turkey Sample

Year 2023, Volume: 7 Issue: 4, 859 - 882, 23.10.2023

Mahmut Sami Yiğiter

https://doi.org/10.34056/aujef.1198134
Cited By: 1

Abstract

One of the main objectives of large-scale assessments is to draw conclusions about education policies or education systems by making comparisons between different countries or subgroups. One of the main criteria for making comparisons between different groups is to satisfy measurement invariance. Measurement invariance indicates that the measured construct is psychometrically equivalent between groups. Claims of differences in comparisons without evidence of measurement invariance can be unreliable. The aim of this study was to test the measurement invariance of the model created with mathematics affective characteristics according to gender. For this purpose, the Mathematics Affective Characteristics Model was created with the scales of Like Learning Mathematics (MOS), Instructional Clarity in Mathematics Lessons (MON), Disorderly Behavior During Mathematics Lessons (MDDD), Students Confident in Mathematics (MKG) and Students Value Mathematics (MDV) in the TIMSS 2019 cycle. The sample of the study consists of 3658 students from Turkey who participated in the TIMSS 2019 cycle at the 8th grade level. In the first part of the study, Confirmatory Factor Analysis (CFA) was conducted to examine the factor structure of the mathematics affective characteristics model. DFA model results show that model data fit is reached (RMSEA=0.046, SRMR=0.051, CFI=0.973 and TLI=0.975). In the measurement invariance analysis, it was tested hierarchically between the stages with Multi-Group CFA (MG-CFA) analysis. The findings show that the mathematics affective characteristics model meets the configural, metric, scaler, and strict invariance stages, respectively. Therefore, the factor loadings, variances, error variances and covariances of the mathematics affective characteristics model were equivalent according to gender, and it was concluded that significant comparisons could be made between the groups. After examining measurement invariance, t-test analyses were conducted to examine the significant differences of the variables in the model according to gender. The results indicate that there is a significant difference in favor of boys in the MON scale, in favor of girls in the MKG and MDDD scales, while there is no significant difference in the MDV and MOS variables according to gender.

Keywords

affective characteristics math motivation measurement invariance invariance

Project Number

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References

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  • Alatlı, B. (2020). Cross-cultural measurement invariance of the items in the science literacy test in the Programme for International Student Assessment (PISA-2015). International Journal of Education and Literacy Studies, 8(2), 16. https://doi.org/10.7575/aiac.ijels.v.8n.2p.16
  • Arseven, D. A. (1986). Çocukta Benlik Gelişimine Ailenin Etkisi ve Çocuğun Okuldaki Başarısı. Eğitim ve Bilim. 10 (60), 11-17.
  • Aybek E.C. (2022). Doğrulayıcı Faktör Analizi. Göçer Şahin S. ve Buluş, M. (Ed.), Adım Adım Uygulamalı İstatistik içinde (343-372). Pegem Yayınevi.
  • Bağdu Söyler, P., Aydin, B. ve Atilgan, H. (2021). PISA 2015 reading test item parameters across language groups: A measurement invariance study with binary variables. Egitimde ve Psikolojide Olcme ve Degerlendirme Dergisi, 112–128. https://doi.org/10.21031/epod.800697
  • Başusta, N. B. ve Gelbal, S. (2015). Gruplararası karşılaştırmalarda ölçme değişmezliğinin test edilmesi: PISA öğrenci anketi örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(4), 80-90.
  • Bofah, E. A.-T. ve Hannula, M. S. (2015). TIMSS data in an African comparative perspective: Investigating the factors influencing achievement in mathematics and their psychometric properties. Large-Scale Assessments in Education, 3(1). https://doi.org/10.1186/s40536-015-0014-y
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  • Büyüköztürk, Ş. (2011). Sosyal Bilimler İçin Veri Analizi El Kitabı, 14. Baskı, Ankara: Pegem yayıncılık.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2017). Bilimsel araştırma yöntemleri. Pegem, 1-360.
  • Cardoso, M. E. (2020). Policy evidence by design: International large-scale assessments and grade repetition. Comparative Education Review, 64(4), 598-618.
  • Cheung, G. W. ve Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural equation modeling, 9(2), 233-255.
  • Çakici Eser, D. (2021). Investigation of measurement invariance according to home resources: TIMSS 2015 mathematical affective characteristics questionnaire. International Journal of Assessment Tools in Education, 633–648. https://doi.org/10.21449/ijate.817168
  • Çiftçi, Ş. K. ve Yıldız, P. (2019). The Effect of Self-Confidence on Mathematics Achievement: The Meta-Analysis of Trends in International Mathematics and Science Study (TIMSS). International Journal of Instruction, 12(2), 683-694. https://doi.org/10.29333/iji.2019.12243a
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Primary Language Turkish
Subjects Studies on Education
Journal Section Research Article
Authors

Mahmut Sami Yiğiter 0000-0002-2896-0201

Project Number -
Publication Date October 23, 2023
Published in Issue Year 2023 Volume: 7 Issue: 4

Cite

APA Yiğiter, M. S. (2023). Matematik Duyuşsal Özellik Faktörlerinin Cinsiyete Göre Ölçme Değişmezliğinin İncelenmesi: TIMSS 2019 Türkiye Örneği. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 7(4), 859-882. https://doi.org/10.34056/aujef.1198134
AMA Yiğiter MS. Matematik Duyuşsal Özellik Faktörlerinin Cinsiyete Göre Ölçme Değişmezliğinin İncelenmesi: TIMSS 2019 Türkiye Örneği. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. October 2023;7(4):859-882. doi:10.34056/aujef.1198134
Chicago Yiğiter, Mahmut Sami. “Matematik Duyuşsal Özellik Faktörlerinin Cinsiyete Göre Ölçme Değişmezliğinin İncelenmesi: TIMSS 2019 Türkiye Örneği”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7, no. 4 (October 2023): 859-82. https://doi.org/10.34056/aujef.1198134.
EndNote Yiğiter MS (October 1, 2023) Matematik Duyuşsal Özellik Faktörlerinin Cinsiyete Göre Ölçme Değişmezliğinin İncelenmesi: TIMSS 2019 Türkiye Örneği. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7 4 859–882.
IEEE M. S. Yiğiter, “Matematik Duyuşsal Özellik Faktörlerinin Cinsiyete Göre Ölçme Değişmezliğinin İncelenmesi: TIMSS 2019 Türkiye Örneği”, Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 7, no. 4, pp. 859–882, 2023, doi: 10.34056/aujef.1198134.
ISNAD Yiğiter, Mahmut Sami. “Matematik Duyuşsal Özellik Faktörlerinin Cinsiyete Göre Ölçme Değişmezliğinin İncelenmesi: TIMSS 2019 Türkiye Örneği”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7/4 (October 2023), 859-882. https://doi.org/10.34056/aujef.1198134.
JAMA Yiğiter MS. Matematik Duyuşsal Özellik Faktörlerinin Cinsiyete Göre Ölçme Değişmezliğinin İncelenmesi: TIMSS 2019 Türkiye Örneği. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2023;7:859–882.
MLA Yiğiter, Mahmut Sami. “Matematik Duyuşsal Özellik Faktörlerinin Cinsiyete Göre Ölçme Değişmezliğinin İncelenmesi: TIMSS 2019 Türkiye Örneği”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 7, no. 4, 2023, pp. 859-82, doi:10.34056/aujef.1198134.
Vancouver Yiğiter MS. Matematik Duyuşsal Özellik Faktörlerinin Cinsiyete Göre Ölçme Değişmezliğinin İncelenmesi: TIMSS 2019 Türkiye Örneği. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2023;7(4):859-82.

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