Developing a Mathematics Education Quality Scale

Autor/inn/en	Ciftci, S. Koza; Karadag, Engin
Titel	Developing a Mathematics Education Quality Scale
Quelle	In: Africa Education Review, 13 (2016) 3-4, S.211-234 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1224590
Schlagwörter	Educational Quality; Mathematics Education; Test Construction; Foreign Countries; Secondary School Students; Test Items; Test Validity; Test Reliability; Factor Analysis; Teacher Effectiveness; Educational Environment; Teacher Competencies; Family Involvement; Guidance; Student Attitudes; Student Surveys; Likert Scales; Turkey + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Mathematische Bildung; Testaufbau; Ausland; Sekundarschüler; Test content; Testaufgabe; Testvalidität; Testreliabilität; Faktorenanalyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrkunst; Beratung; Schülerverhalten; Schülerbefragung; Likert-Skala; Türkei
Abstract	The aim of this study was to evaluate students' perceptions of the quality of mathematics education and to develop a reliable and valid measurement tool. The research was conducted with 638 (first study) and 407 (second study) secondary school students in Eskisehir, Turkey. Item discrimination, structural validity (exploratory factor analysis and confirmatory factor analysis) and internal consistency were examined. The findings showed that the Mathematics Education Quality Scale (MEQS) was formed by five factors, namely: (i) quality of instruction; (ii) quality of school environment; (iii) quality of teacher; (iv) quality of family cooperation; and (v) quality of school guidance, and it was valid and reliable. As a result, it could be argued that the MEQS can be used to measure secondary school students' perceptions of the quality of mathematics education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01