This study was conducted to develop a valid and reliable measurement tool that can identify middle school students’ self-regulation skills. Firstly, the literature was utilized in the development of the measurement tool. The form was finalized with the support of the opinions of different experts and a trial application. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. As a result of the study, it was determined that the scale consisted of 9 items and two sub-dimensions, namely “forethought” and “volitional control and self-reflection.” In order to reveal the reliability of the scale, internal consistency, two-half test analyses, and composite reliability (CR) were used, and it was determined that the values found were .74 and above. In order to reveal the accuracy of the obtained structure, data were collected from 218 middle school students in a different province, and confirmatory factor analysis (CFA) was performed with these data. As a result of the analysis, the two-factor structure of the scale was confirmed. When the findings are examined, it can be said that the scale is a reliable and valid tool that can be applied to determine the self-regulation skills of students studying at the middle school level.
{"title":"Development of self-regulation scale for middle school students: Validity and reliability study","authors":"İsmail Sarikaya, Mesut Öztürk, Mustafa Özgöl","doi":"10.21449/ijate.1311600","DOIUrl":"https://doi.org/10.21449/ijate.1311600","url":null,"abstract":"This study was conducted to develop a valid and reliable measurement tool that can identify middle school students’ self-regulation skills. Firstly, the literature was utilized in the development of the measurement tool. The form was finalized with the support of the opinions of different experts and a trial application. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. As a result of the study, it was determined that the scale consisted of 9 items and two sub-dimensions, namely “forethought” and “volitional control and self-reflection.” In order to reveal the reliability of the scale, internal consistency, two-half test analyses, and composite reliability (CR) were used, and it was determined that the values found were .74 and above. In order to reveal the accuracy of the obtained structure, data were collected from 218 middle school students in a different province, and confirmatory factor analysis (CFA) was performed with these data. As a result of the analysis, the two-factor structure of the scale was confirmed. When the findings are examined, it can be said that the scale is a reliable and valid tool that can be applied to determine the self-regulation skills of students studying at the middle school level.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139317577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Among all, Cronbach’s Alpha and McDonald’s Omega are commonly used for reliability estimations. The alpha uses inter-item correlations while omega is based on a factor analysis result. This study uses simulated ordinal data sets to test whether the alpha and omega produce different estimates. Their performances were compared according to the sample size, number of items, and deviance from tau equivalence. Based on the result, the alpha and omega had similar results, except for the small sample size, the smaller number of items, and the low factor loading values. When there were 5 or more items in the scale and factor analysis which the omega was calculated from showed fit to the data set, using omega over alpha could be preferred. Also, as the number of items exceeds 5, the alpha and omega differences disappear. Since calculating the alpha is easier compared to the omega (omega requires fitting a factor model first) using alpha over omega can also be suggested. However, when the number of items and the correlations among the items were small, omega performed worse than alpha. Therefore, alpha should be used for the reliability estimations.
{"title":"Comparison of cronbach’s alpha and McDonald’s omega for ordinal data: Are they different?","authors":"Fatih Orçan","doi":"10.21449/ijate.1271693","DOIUrl":"https://doi.org/10.21449/ijate.1271693","url":null,"abstract":"Among all, Cronbach’s Alpha and McDonald’s Omega are commonly used for reliability estimations. The alpha uses inter-item correlations while omega is based on a factor analysis result. This study uses simulated ordinal data sets to test whether the alpha and omega produce different estimates. Their performances were compared according to the sample size, number of items, and deviance from tau equivalence. Based on the result, the alpha and omega had similar results, except for the small sample size, the smaller number of items, and the low factor loading values. When there were 5 or more items in the scale and factor analysis which the omega was calculated from showed fit to the data set, using omega over alpha could be preferred. Also, as the number of items exceeds 5, the alpha and omega differences disappear. Since calculating the alpha is easier compared to the omega (omega requires fitting a factor model first) using alpha over omega can also be suggested. However, when the number of items and the correlations among the items were small, omega performed worse than alpha. Therefore, alpha should be used for the reliability estimations.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139318552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the factors that are directly and indirectly related to collaborative problem-solving skills of students in Türkiye with multiple and multilevel mediation models, according to PISA 2015 results. The PISA 2015 Türkiye sample consisted of 5895 students. After missing data assignment and outlier analysis, the analyses were performed over the data set of 5882 students. In this study, whether the variables of valuing teamwork and valuing relationships show a mediation effect was tested with the Bootstrap method through multiple mediation models constructed with the dependent variable of collaborative problem-solving and the independent variables of school belonging and disciplinary climate. Our analyses revealed that the mediator variables had significant effects between school belonging and collaborative problem-solving. Similarly, the mediation effect between the disciplinary climate and the collaborative problem-solving was also significant. Multilevel mediation models constructed with the independent variables of students’ behavior hindering learning and extracurricular creative activities were analyzed with the multilevel structural equation modeling. The findings indicated that the variables of valuing relationships and valuing teamwork did not have a significant mediation effect between extracurricular creative activities and collaborative problem-solving scores. Similarly, it was found that the mediation effect between the students’ behavior hindering learning and collaborative problem-solving scores was not significant. In light of all these findings, it is recommended that school practices be strengthened to improve students' sense of belonging to school and a positive disciplinary climate, to develop students' collaborative problem-solving skills, and to improve attitudes towards collaboration.
{"title":"An investigation of factors related to collaborative problem-solving skills with mediation models","authors":"Özge Arici, Ömer Kutlu","doi":"10.21449/ijate.1349918","DOIUrl":"https://doi.org/10.21449/ijate.1349918","url":null,"abstract":"This study investigated the factors that are directly and indirectly related to collaborative problem-solving skills of students in Türkiye with multiple and multilevel mediation models, according to PISA 2015 results. The PISA 2015 Türkiye sample consisted of 5895 students. After missing data assignment and outlier analysis, the analyses were performed over the data set of 5882 students. In this study, whether the variables of valuing teamwork and valuing relationships show a mediation effect was tested with the Bootstrap method through multiple mediation models constructed with the dependent variable of collaborative problem-solving and the independent variables of school belonging and disciplinary climate. Our analyses revealed that the mediator variables had significant effects between school belonging and collaborative problem-solving. Similarly, the mediation effect between the disciplinary climate and the collaborative problem-solving was also significant. Multilevel mediation models constructed with the independent variables of students’ behavior hindering learning and extracurricular creative activities were analyzed with the multilevel structural equation modeling. The findings indicated that the variables of valuing relationships and valuing teamwork did not have a significant mediation effect between extracurricular creative activities and collaborative problem-solving scores. Similarly, it was found that the mediation effect between the students’ behavior hindering learning and collaborative problem-solving scores was not significant. In light of all these findings, it is recommended that school practices be strengthened to improve students' sense of belonging to school and a positive disciplinary climate, to develop students' collaborative problem-solving skills, and to improve attitudes towards collaboration.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139321950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to determine the overall effect size of gender and marital status on the perception of paternalistic leadership. In line with the research objective, studies on the perception of paternalistic leadership carried out between 2005 and 2022 in Türkiye were analysed with the meta-analysis method. Meta-analysis covered 22 studies on gender (n Gender=9569) and 10 studies on marital status (n Marital Status=6397) on the perception of paternalistic leadership. In this meta-analysis study utilising the random effects model, the Hedges' g value determining the standardised mean difference between the groups was used to calculate the effect sizes, and the origin of the heterogeneity in the research was tried to be determined by the moderator (sub-group) analyses. Research results revealed that the overall effect size of gender on the perception of paternalistic leadership was at a low level, with a value of 0.170, while the effect size of marital status was at a mean level, with a value of -0.523. However, it was determined in the moderator (sub-group) analyses that the effect size led to a statistically significant difference just in terms of sample groups in both gender and marital status variables.
{"title":"Effects of gender and marital status on the perception of paternalistic leadership: A meta-analysis study","authors":"Mehmet Sabir ÇEVİK","doi":"10.21449/ijate.1298691","DOIUrl":"https://doi.org/10.21449/ijate.1298691","url":null,"abstract":"This research aims to determine the overall effect size of gender and marital status on the perception of paternalistic leadership. In line with the research objective, studies on the perception of paternalistic leadership carried out between 2005 and 2022 in Türkiye were analysed with the meta-analysis method. Meta-analysis covered 22 studies on gender (n Gender=9569) and 10 studies on marital status (n Marital Status=6397) on the perception of paternalistic leadership. In this meta-analysis study utilising the random effects model, the Hedges' g value determining the standardised mean difference between the groups was used to calculate the effect sizes, and the origin of the heterogeneity in the research was tried to be determined by the moderator (sub-group) analyses. Research results revealed that the overall effect size of gender on the perception of paternalistic leadership was at a low level, with a value of 0.170, while the effect size of marital status was at a mean level, with a value of -0.523. However, it was determined in the moderator (sub-group) analyses that the effect size led to a statistically significant difference just in terms of sample groups in both gender and marital status variables.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136010522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the factors affecting the mathematics achievement of 8th-grade students in Türkiye using data from the TIMSS in 2011, 2015, and 2019. The data were analysed with multilevel (two-level) modelling. The first level was the student, and the second level was the school. At the student level, such affective characteristics as self-confidence in learning mathematics, liking to learn mathematics, and value given to learning mathematics, as well as educational resources, namely at home, gender, and the frequency of speaking the language of the test at home, were taken into consideration. At the school level, the school’s socioeconomic status was included in the model. The results showed that self-confidence in learning mathematics is the most important variable affecting students' mathematics achievement in all years. Besides, the school’s socioeconomic status has the strongest effect on students' mathematics achievement, which has increased over the years. The study also showed that those students who performed higher achievement in TIMSS 2011, 2015, and 2019 are confident in learning mathematics, have many educational resources at home, frequently speak Turkish at home, and are from affluent schools. On the other hand, for TIMSS 2011 and 2019, female students were more successful than male students. The effect of liking to learn mathematics on achievement was negative and significant only for TIMSS 2015, while the effect of value given to learning mathematics was positive and significant only for TIMSS 2019. However, the effect size values of the variables showed that this effect was not significant in practice.
{"title":"The effect of student characteristics and socioeconomic status on mathematics achievement in Türkiye: Insights from TIMSS 2011-2019","authors":"Burçin COŞKUN, Kübra KARAKAYA ÖZYER","doi":"10.21449/ijate.1272517","DOIUrl":"https://doi.org/10.21449/ijate.1272517","url":null,"abstract":"This study examines the factors affecting the mathematics achievement of 8th-grade students in Türkiye using data from the TIMSS in 2011, 2015, and 2019. The data were analysed with multilevel (two-level) modelling. The first level was the student, and the second level was the school. At the student level, such affective characteristics as self-confidence in learning mathematics, liking to learn mathematics, and value given to learning mathematics, as well as educational resources, namely at home, gender, and the frequency of speaking the language of the test at home, were taken into consideration. At the school level, the school’s socioeconomic status was included in the model. The results showed that self-confidence in learning mathematics is the most important variable affecting students' mathematics achievement in all years. Besides, the school’s socioeconomic status has the strongest effect on students' mathematics achievement, which has increased over the years. The study also showed that those students who performed higher achievement in TIMSS 2011, 2015, and 2019 are confident in learning mathematics, have many educational resources at home, frequently speak Turkish at home, and are from affluent schools. On the other hand, for TIMSS 2011 and 2019, female students were more successful than male students. The effect of liking to learn mathematics on achievement was negative and significant only for TIMSS 2015, while the effect of value given to learning mathematics was positive and significant only for TIMSS 2019. However, the effect size values of the variables showed that this effect was not significant in practice.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136010395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to conduct a comparative study of Bagging and Boosting algorithms among ensemble methods and to compare the classification performance of TreeNet and Random Forest methods using these algorithms on the data extracted from ABİDE application in education. The main factor in choosing them for analyses is that they are Ensemble methods combining decision trees via Bagging and Boosting algorithms and creating a single outcome by combining the outputs obtained from each of them. The data set consists of mathematics scores of ABİDE (Academic Skills Monitoring and Evaluation) 2016 implementation and various demographic variables regarding students. The study group involves 5000 students randomly recruited. On the deletion of loss data and assignment procedures, this number decreased to 4568. The analyses showed that the TreeNet method performed more successfully in terms of classification accuracy, sensitivity, F1-score and AUC value based on sample size, and the Random Forest method on specificity and accuracy. It can be alleged that the TreeNet method is more successful in all numerical estimation error rates for each sample size by producing lower values compared to the Random Forest method. When comparing both analysis methods based on ABİDE data, considering all the conditions, including sample size, cross validity and performance criteria following the analyses, TreeNet can be said to exhibit higher classification performance than Random Forest. Unlike a single classifier or predictive method, the classification or prediction of multiple methods by using Boosting and Bagging algorithms is considered important for the results obtained in education.
{"title":"A comparative study of ensemble methods in the field of education: Bagging and Boosting algorithms","authors":"Hikmet ŞEVGİN","doi":"10.21449/ijate.1167705","DOIUrl":"https://doi.org/10.21449/ijate.1167705","url":null,"abstract":"This study aims to conduct a comparative study of Bagging and Boosting algorithms among ensemble methods and to compare the classification performance of TreeNet and Random Forest methods using these algorithms on the data extracted from ABİDE application in education. The main factor in choosing them for analyses is that they are Ensemble methods combining decision trees via Bagging and Boosting algorithms and creating a single outcome by combining the outputs obtained from each of them. The data set consists of mathematics scores of ABİDE (Academic Skills Monitoring and Evaluation) 2016 implementation and various demographic variables regarding students. The study group involves 5000 students randomly recruited. On the deletion of loss data and assignment procedures, this number decreased to 4568. The analyses showed that the TreeNet method performed more successfully in terms of classification accuracy, sensitivity, F1-score and AUC value based on sample size, and the Random Forest method on specificity and accuracy. It can be alleged that the TreeNet method is more successful in all numerical estimation error rates for each sample size by producing lower values compared to the Random Forest method. When comparing both analysis methods based on ABİDE data, considering all the conditions, including sample size, cross validity and performance criteria following the analyses, TreeNet can be said to exhibit higher classification performance than Random Forest. Unlike a single classifier or predictive method, the classification or prediction of multiple methods by using Boosting and Bagging algorithms is considered important for the results obtained in education.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136010523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this research study was to analyse the relationship among answer-copying tendency, academic self-efficacy, and fear of negative evaluation. To this end, we formed a structural equivalence model, and we evaluated the mediating role of academic self-efficacy between answer-copying tendency and fear of negative evaluation. A total of 562 university students participated in the study. We used the following as data collection tools: The Brief Fear of Negative Evaluation Scale, Academic Self-Efficacy Scale, and Answer-Copying Tendency Scale. For the analysis of the data, first the measurement model was tested, then the Structural Equation Model was established and estimations were made with Maximum Probability Estimation. According to the results, academic self-efficacy plays the role of a mediatory variable between fear of negative evaluation and answer-copying tendency. As can be seen from the impact of fear of negative evaluation on answer-copying tendency, there is a meaningful, positive correlation between the two variables. When we included academic self-efficacy in the model as a mediatory variable, we observed that the relationship between fear of negative evaluation and answer-copying tendency weakened and became less noteworthy. In the light of these observations, we can assert that the tendency of individuals with high academic self-efficacy to cheat in academic contexts is lower even if they have a fear of negative evaluation.
{"title":"The mediating role of academic self-efficacy between the answer-copying tendency and the fear of negative evaluation","authors":"Müge ULUMAN, Emine Burcu PEHLİVAN","doi":"10.21449/ijate.1335260","DOIUrl":"https://doi.org/10.21449/ijate.1335260","url":null,"abstract":"The aim of this research study was to analyse the relationship among answer-copying tendency, academic self-efficacy, and fear of negative evaluation. To this end, we formed a structural equivalence model, and we evaluated the mediating role of academic self-efficacy between answer-copying tendency and fear of negative evaluation. A total of 562 university students participated in the study. We used the following as data collection tools: The Brief Fear of Negative Evaluation Scale, Academic Self-Efficacy Scale, and Answer-Copying Tendency Scale. For the analysis of the data, first the measurement model was tested, then the Structural Equation Model was established and estimations were made with Maximum Probability Estimation. According to the results, academic self-efficacy plays the role of a mediatory variable between fear of negative evaluation and answer-copying tendency. As can be seen from the impact of fear of negative evaluation on answer-copying tendency, there is a meaningful, positive correlation between the two variables. When we included academic self-efficacy in the model as a mediatory variable, we observed that the relationship between fear of negative evaluation and answer-copying tendency weakened and became less noteworthy. In the light of these observations, we can assert that the tendency of individuals with high academic self-efficacy to cheat in academic contexts is lower even if they have a fear of negative evaluation.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136011296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study has two main purposes. Firstly, to compare the different item selection methods and stopping rules used in Computerized Adaptive Testing (CAT) applications with simulative data generated based on the item parameters of the Vocational Maturity Scale. Secondly, to test the validity of CAT application scores. For the first purpose, simulative data produced based on Vocational Maturity Scale item parameters were analyzed under different item selection methods (Maximum Fisher Information [MFI],Maximum Likelihood Weighted Information [MLWI] Maximum Posterior Weighted Information [MPWI] Maximum Expected Information [MEI] Minimum Expected Posterior Variance [MEPV] Maximum Expected Posterior Weighted Information [MEPWI]) and stopping rules (Standard Error [SE]<0.30, SE<0.50, SE <0.70, Number of Item [NI]=10, NI=20) by calculating the average number of items, standard error averages, correlation coefficients, bias, and RMSE statistics. For all the conditions of the item selection methods, standard error averages, correlation coefficients, bias, and RMSE statistics showed similar results. When the average number of items is considered, MFI and SE<0.30 were found as most appropriate methods to be used in CAT application. For the second purpose of the study, the paper-pencil form of the Vocational Maturity scale and CAT version were administered to 33 students. A moderate, positive, and statistically significant relationship was found between the CAT application scores and the paper-pencil form scores on the vocational maturity scale. As a result, it can be said that the vocational maturity scale can be applied as a computerized adaptive test and can be used in career guidance processes.
{"title":"Application of the professional maturity scale as a computerized adaptive testing","authors":"Süleyman DEMİR, Derya ÇOBANOĞLU AKTAN, Neşe GÜLER","doi":"10.21449/ijate.1262199","DOIUrl":"https://doi.org/10.21449/ijate.1262199","url":null,"abstract":"This study has two main purposes. Firstly, to compare the different item selection methods and stopping rules used in Computerized Adaptive Testing (CAT) applications with simulative data generated based on the item parameters of the Vocational Maturity Scale. Secondly, to test the validity of CAT application scores. For the first purpose, simulative data produced based on Vocational Maturity Scale item parameters were analyzed under different item selection methods (Maximum Fisher Information [MFI],Maximum Likelihood Weighted Information [MLWI] Maximum Posterior Weighted Information [MPWI] Maximum Expected Information [MEI] Minimum Expected Posterior Variance [MEPV] Maximum Expected Posterior Weighted Information [MEPWI]) and stopping rules (Standard Error [SE]&lt;0.30, SE&lt;0.50, SE &lt;0.70, Number of Item [NI]=10, NI=20) by calculating the average number of items, standard error averages, correlation coefficients, bias, and RMSE statistics. For all the conditions of the item selection methods, standard error averages, correlation coefficients, bias, and RMSE statistics showed similar results. When the average number of items is considered, MFI and SE&lt;0.30 were found as most appropriate methods to be used in CAT application. For the second purpose of the study, the paper-pencil form of the Vocational Maturity scale and CAT version were administered to 33 students. A moderate, positive, and statistically significant relationship was found between the CAT application scores and the paper-pencil form scores on the vocational maturity scale. As a result, it can be said that the vocational maturity scale can be applied as a computerized adaptive test and can be used in career guidance processes.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136011681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School principals are expected to possess modern leadership abilities that place an emphasis on ideas like collaboration, innovation, technological advancement, and egalitarianism. The objective of this study was to establish the psychometric features of the scale of current leadership behaviors of school principals (SCLBSP) developed in accordance with teacher perspectives. For the scale's content validity, eight experts were contacted, and for each item, the content validity ratio (CVR) and content validity index (CVI) were computed. Two different samples served as the basis for the scale development investigation. 253 teachers' worth of data were utilized in the exploratory factor analysis (EFA), whereas 215 teachers' worth of data were used in the confirmatory factor analysis (CFA) and measurement invariance studies. Cronbach's alpha, McDonald's omega, Split-Half method coefficients, composite reliability (CR), and average variance extracted (AVE) values were determined to determine the scale's reliability. The studies produced a single-factor structure with 34 items that explained 74.4% of the total variation. All SCLBSP items were found to have high levels of discrimination, and the reliability and validity of the entire scale were also found to be high.
{"title":"The Contemporary Leadership Behavior of School Principals Scale according to teacher's perceptions: Validity and reliability study","authors":"İbrahim GÜL, Selda ÖRS ÖZDİL","doi":"10.21449/ijate.1286819","DOIUrl":"https://doi.org/10.21449/ijate.1286819","url":null,"abstract":"School principals are expected to possess modern leadership abilities that place an emphasis on ideas like collaboration, innovation, technological advancement, and egalitarianism. The objective of this study was to establish the psychometric features of the scale of current leadership behaviors of school principals (SCLBSP) developed in accordance with teacher perspectives. For the scale's content validity, eight experts were contacted, and for each item, the content validity ratio (CVR) and content validity index (CVI) were computed. Two different samples served as the basis for the scale development investigation. 253 teachers' worth of data were utilized in the exploratory factor analysis (EFA), whereas 215 teachers' worth of data were used in the confirmatory factor analysis (CFA) and measurement invariance studies. Cronbach's alpha, McDonald's omega, Split-Half method coefficients, composite reliability (CR), and average variance extracted (AVE) values were determined to determine the scale's reliability. The studies produced a single-factor structure with 34 items that explained 74.4% of the total variation. All SCLBSP items were found to have high levels of discrimination, and the reliability and validity of the entire scale were also found to be high.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136011295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bayesian Networks (BNs) are probabilistic graphical statistical models that have been widely used in many fields over the last decade. This method, which can also be used for educational data mining (EDM) purposes, is a fairly new method in education literature. This study models students' science success using the BN approach. Science is one of the core areas in the PISA exam. To this end, we used the data set including the most successful 25% and the least successful 25% students from Turkey based on their scores from Program for International Student Assessment (PISA) survey. We also made the feature selection to determine the most effective variables on success. The accuracy value of the BN model created with the variables determined by the feature selection is 86.2%. We classified effective variables on success into three categories; individual, family-related and school-related. Based on the analysis, we found that family-related variables are very effective in science success, and gender is not a discriminant variable in this success. In addition, this is the first study in the literature on the evaluation of complex data made with the BN model. In this respect, it serves as a guide in the evaluation of international exams and in the use of the data obtained.
{"title":"Examining the Factors Affecting Students' Science Success with Bayesian Networks","authors":"Hasan Aykut KARABOĞA, İbrahim DEMİR","doi":"10.21449/ijate.1218659","DOIUrl":"https://doi.org/10.21449/ijate.1218659","url":null,"abstract":"Bayesian Networks (BNs) are probabilistic graphical statistical models that have been widely used in many fields over the last decade. This method, which can also be used for educational data mining (EDM) purposes, is a fairly new method in education literature. This study models students' science success using the BN approach. Science is one of the core areas in the PISA exam. To this end, we used the data set including the most successful 25% and the least successful 25% students from Turkey based on their scores from Program for International Student Assessment (PISA) survey. We also made the feature selection to determine the most effective variables on success. The accuracy value of the BN model created with the variables determined by the feature selection is 86.2%. We classified effective variables on success into three categories; individual, family-related and school-related. Based on the analysis, we found that family-related variables are very effective in science success, and gender is not a discriminant variable in this success. In addition, this is the first study in the literature on the evaluation of complex data made with the BN model. In this respect, it serves as a guide in the evaluation of international exams and in the use of the data obtained.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136010390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：