PIRLS 2021'de değişen madde fonksiyonu: Okuduğunu anlama maddelerinde sosyoekonomik düzeye bağlı farklılıkların incelenmesi

Year 2025, Volume: 15 Issue: ISRIS 2025, 638 - 672, 31.07.2025

İrem Çelik , Aycan Kaşık

https://doi.org/10.48146/odusobiad.1731407

Abstract

Okuduğunu anlama becerileri, öğrencilerin akademik performanslarının önemli bir yordayıcısıdır. PIRLS 2021 kağıt-kalem testi verilerine dayanan bu çalışma, Türkiye, İrlanda ve Güney Afrika örneklemlerinde öğrencilerin sosyoekonomik düzeylerine göre çoktan seçmeli okuduğunu anlama maddelerinin farklı işleyip işlemediğini Değişen Madde Fonksiyonu aracılığıyla incelemektedir. Çalışmada “Where is the Honey?”, “Pemba Sherpa” ve “Marie Curie” adlı metinlerde yer alan toplam 21 çoktan seçmeli madde analiz edilmiştir. Değişen Madde Fonksiyonu analizleri, Mantel–Haenszel testi, Lojistik Regresyon ve Lord’un Ki-kare yöntemi kullanılarak gerçekleştirilmiştir. Elde edilen bulgular, Değişen Madde Fonksiyonu gösteren madde sayısının en fazla Türkiye’de, en az ise Güney Afrika’da görüldüğünü ortaya koymuştur. Ayrıca en fazla Değişen Madde Fonksiyonu tespiti yapan yöntemin Lojistik Regresyon olduğu belirlenmiştir. Söz konusu maddelerde öğrencilerin sosyoekonomik düzeylerine göre gözlemlenen işleyiş farklılıklarının; ülke, metin ve kullanılan yöntem değişkenlerine bağlı olarak anlamlı biçimde farklılaştığı görülmüştür. Özellikle Türkiye örnekleminde Değişen Madde Fonksiyonu gösteren madde sayısının görece yüksek olması dikkat çekmiştir. Ayrıca Lojistik Regresyon yönteminin Değişen Madde Fonksiyonu saptamada diğer yöntemlere kıyasla daha duyarlı sonuçlar verdiği gözlemlenmiştir. Sonuçlar, ölçme tarafsızlığının istatistiksel boyutun yanı sıra bağlamsal, kültürel ve bilişsel boyutlarda da değerlendirilmesi gerektiğine işaret etmektedir.

Keywords

Okuduğunu anlama , Değişen Madde Fonksiyonu , sosyoekonomik düzey , PIRLS

Differential item functioning in PIRLS 2021: An examination of socioeconomic status-based differences in reading comprehension items

Abstract

Reading comprehension skills are critical predictors of students’ academic performance. This study, based on PIRLS 2021 paper-based test data, investigates whether multiple-choice reading comprehension items function differently according to students’ socioeconomic status (SES) in the samples of Türkiye, Ireland, and South Africa. A total of 21 multiple-choice items drawn from the following passages were analyzed: Where is the Honey?, Pemba Sherpa, and Marie Curie. The analyses of Differential Item Functioning (DIF) were conducted by using Mantel–Haenszel (MH) test, Logistic Regression (LR), and Lord’s Chi-Square method. The findings revealed that the highest number of items exhibiting Differential Item Functioning (DIF) was observed in Turkey, while the lowest was found in South Africa. Additionally, Logistic Regression was identified as the method that detected the greatest number of DIF items. Observed differences in item functioning by SES varied significantly across countries, passages, and DIF detection methods. Notably, the number of DIF items identified in the Turkish sample was relatively high. Furthermore, Logistic Regression (LR) demonstrated higher sensitivity in detecting DIF compared to the other methods employed. The results underscore the importance of evaluating measurement fairness not only from a statistical standpoint but also within contextual, cultural, and cognitive dimensions.

Keywords

Reading comprehension , socioeconomic status , PIRLS , Differential Item Functioning

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