Identification of Differential Item Functioning on Mathematics Achievement According to the Interactions of Gender and Affective Characteristics by Rasch Tree Method

Autor/inn/en	Basman, Münevver; Kutlu, Ömer
Titel	Identification of Differential Item Functioning on Mathematics Achievement According to the Interactions of Gender and Affective Characteristics by Rasch Tree Method
Quelle	In: International Journal of Progressive Education, 16 (2020) 2, S.205-217 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Basman, Münevver)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Test Bias; Mathematics Achievement; Gender Differences; Mathematics Tests; Foreign Countries; Motivation; Self Efficacy; Anxiety; Achievement Tests; Secondary School Students; International Assessment; Item Response Theory; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Testkritik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Ausland; psychologische; Motivation (psychologisch); Self-efficacy; Selbstwirksamkeit; Angst; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Item-Response-Theorie; Türkei
Abstract	Mathematical knowledge and skills are needed to find solutions to the problems encountered in daily life. Although individuals are given the opportunity to receive equal education, it is seen that there are differences in the achievement of individuals. Individual-based factors can affect the achievement of individuals. One of the most important of these individual-based factors is the gender factor. It is important to examine the reasons behind the items of mathematics test showing the Differential Item Functioning (DIF) by gender. In this research, the interaction of gender and intrinsic motivation, instrumental motivation, self-efficacy, and anxiety variables on mathematics test items was examined in terms of DIF to understand the reasons of gender differences in the mathematical achievement of students who participated in PISA 2012. The study group of this research constituted 1084 students who participated in the application in Turkey, who answered booklets 3, 5 and 11 in the PISA 2012 mathematics literacy test. The data was analyzed by Iterative Hybrid Ordinal Logistic Regression (IHOLR) in the Lordif package program and Rasch Tree Method (RTM) in Psychotree package program and items showing DIF according to gender were determined. According to the findings, some mathematics test items showed DIF according to gender. It was found that items also showed DIF according to gender and intrinsic motivation interaction, and gender and self-efficacy interaction. It was observed that status of items showing DIF changed according to a certain threshold value of the girls' intrinsic motivation and self-efficacy score. It was found that mathematics items did not show DIF according to gender and instrumental motivation interaction, and gender and anxiety interaction. As a result, it was observed that status of items showing DIF according to gender could change according to gender and affective characteristics interaction. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01