Abstract
Purpose: This study aims to determine distinct latent classes in 8th-grade students' mathematics achievement
Design: The research study group consisted of 435 students who received the first booklet at the TIMSS 2015 8th grade mathematics achievement test. A mixture of Rasch model analysis was used to find the best-fitting model.
Findings: When model fit indices were evaluated, the model fitting the data was found to be MRM with the two latent classes. According to this model, students in latent class 2 are more successful in mathematics than students in latent class 1. The vast majority of the items are found easier in latent class 2.
Highlights: In addition, the cognitive domain of the more accessible items for students in both classes is “knowing, while items that are difficult for both groups are in the “applying” cognitive domain.
Abstract
Purpose: This study aims to determine distinct latent classes in 8th-grade students' mathematics achievement
Design: The research study group consisted of 435 students who received the first booklet at the TIMSS 2015 8th grade mathematics achievement test. A mixture of Rasch model analysis was used to find the best-fitting model.
Findings: When model fit indices were evaluated, the model fitting the data was found to be MRM with the two latent classes. According to this model, students in latent class 2 are more successful in mathematics than students in latent class 1. The vast majority of the items are found easier in latent class 2.
Highlights: In addition, the cognitive domain of the more accessible items for students in both classes is “knowing, while items that are difficult for both groups are in the “applying” cognitive domain.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Research Article |
| Authors | |
| Acceptance Date | September 20, 2022 |
| Publication Date | January 31, 2023 |
| DOI | https://doi.org/10.24106/kefdergi.1246453 |
| IZ | https://izlik.org/JA47HN69LR |
| Published in Issue | Year 2023 Volume: 31 Issue: 1 |