Öğrenci Özelliklerinin Cinsiyete Dayalı Değişen Madde Fonksiyonuna Etkisi

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

Nermin Kıbrıslıoğlu Uysal Kübra Atalay Kabasakal

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

Cited By: 3

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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