Öğrenci Özelliklerinin Cinsiyete Dayalı Değişen Madde Fonksiyonuna Etkisi

Year 2017, Volume 8, Issue 4, 373 - 390, 28.12.2017

Nermin KIBRISLIOĞLU UYSAL Kübra ATALAY KABASAKAL

https://doi.org/10.21031/epod.333451

Cited By: 1

Abstract

Araştırmada, sosyoekonomik düzey ve okuma becerisinin cinsiyete dayalı DMF’nin ortaya çıkmasına etkisi amaçlanmıştır. Bu kapsamda PISA 2015 fen uygulamasında yer alan maddelerin ele alınan dokuz ülkede cinsiyete göre değişen madde fonksiyonu (DMF) gösterip göstermediğinin belirlenmiştir. Araştırma kapsamında bilgisayar tabanlı uygulamada yer alan bir fen madde kümesi ele alınmıştır. Araştırmaya dahil edilen ülkeler bilgisayar tabanlı uygulamaya katılan ülkeler arasında başarı sıralamalarına göre seçilmiştir. Analizlerde çoklu göstergeler çoklu nedenler modeli (MIMIC) yöntemi kullanılmıştır. MIMIC ile DMF analizleri belirli gruplarda maddelerin örtük özelliği eşit şekilde ölçüp ölçmediğini belirlemek amacıyla, tam ve sınırlandırılmış modellerin uyumlarının karşılaştırılmasını içerir. Analizler iki aşamada gerçekleştirilmiştir. İlk aşamada maddelerin cinsiyet grupları arasında DMF gösterip göstermediği incelenmiştir. Daha sonra sosyoekonomik düzey ve okuma becerisi değişkenleri sırasıyla modele eklenerek söz konusu değişkenlerin cinsiyetten kaynaklı DMF’ye etkisi incelenmiştir. Araştırmanın bulgularına göre seçilen ülkelerin tamamında cinsiyetle ilişkili DMF’li maddeler yer almakta ve DMF’li madde sayıları 2 ile 6 arasında değişmektedir. Ülkelerin dördünde modele eklenen değişkenler cinsiyete ilişkin DMF’li madde sayısını manidar şekilde etkilememiştir. Ancak diğer dört ülkede söz konusu değişkenlerin modele eklenmesi DMF’li madde sayısını azaltmıştır. Cinsiyete dayalı DMF’li madde sayısını azaltan değişkenler her bir ülke kapsamında ayrı ayrı tartışılmıştır.

Keywords

sosyoekonomik düzey, okuma başarısı, değişen madde fonksiyonu, MIMIC

The Effect of Background Variables on Gender Related Differential Item Functioning

Abstract

In this study, the effect of socioeconomic status and reading ability, on the presence of gender-related DIF were examined. For this purpose, presence of differential item functioning (DIF) between gender groups in PISA 2015 science items in nine selected countries were detected. One cluster of science items from computer-based assessment (CBA) was taken into consideration. The countries were selected among the ones that implemented CBA, on the basis of their rank in science achievement. Multiple Indicator Multiple Causes method (MIMIC) was used for DIF analyses. DIF analysis in the MIMIC involves fit comparisons of both full and reduced models to determine if the items can measure the latent trait equally among the specified groups. The MIMIC analysis was conducted in two steps. First, the items were tested for exhibiting DIF between gender groups. Then the socioeconomic status and the reading ability were added to the model to test gender-related DIF items and their effects, respectively. According to the results of the study, gender-related DIF appeared in all of the selected countries with between two and six items. In four of the countries, none of the selected variables significantly affected the presence of gender-related DIF. Instead, in the remaining countries, the number of gender-related DIF items was decreased by adding selected variables to the model. The effects of variables which reduced the number of gender-related DIF items were discussed within each country.

Keywords

: Socioeconomic status, reading ability, differential item functioning, MIMIC

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