Impact of Differential-Item-Functioning on the Personal Epistemological Beliefs for Senior High School Students

2017 ◽  
Vol 33 (1) ◽  
pp. 22-29 ◽  
Author(s):  
Jia-Jia Syu ◽  
Liang-Cheng Zhang
Keyword(s):  
High School Students ◽  
Differential Item Functioning ◽  
Epistemological Beliefs ◽  
Two Dimensions ◽  
Three Dimensions ◽  
School Students ◽  
Item Functioning ◽  
Northern Areas ◽  
The Rasch Model ◽  
Senior High School Students

Abstract. The purpose of this study is to investigate whether the expression of items used to examine personal epistemological beliefs could affect the probabilities of response for compared groups and research outcomes. Differential-item-functioning (DIF) analysis on school types and location of school according to the Rasch model was performed in this study. Nonacademically inclined school students (n = 212) and academically inclined school students (n = 197) were selected to complete the questionnaire. The questionnaire consisted of three dimensions of beliefs about knowing and two dimensions of beliefs about learning. The results of the DIF analysis suggested that the items in the dimensions about knowing favor academically inclined students and students from schools located in the northern areas of Taiwan. The items in the learning dimensions favor nonacademically inclined students and students from schools located in the southern areas of Taiwan. The group comparisons were different between the scale that included the DIF items and the scale that excluded the DIF items. The discussion addresses the value of the precise detections for inappropriate items and the effect of the academic achievement on completing the survey.

Determination of Gender Differential Item Functioning in Tegal Students' Scientific Literacy Skills with Integrated Science (SLiSIS) Test Using Rasch Model

2021 ◽  
Vol 10 (2) ◽  
pp. 270-281
Author(s):  
P. Susongko ◽  
Y. Arfiani ◽  
M. Kusuma
Keyword(s):  
High School Students ◽  
Construct Validity ◽  
Differential Item Functioning ◽  
Rasch Model ◽  
Scientific Literacy ◽  
Wald Test ◽  
Literacy Skills ◽  
School Students ◽  
Integrated Science ◽  
Item Functioning

The emergence of Differential Item Functioning (DIF) indicates an external bias in an item. This study aims to identify items at scientific literacy skills with integrated science (SLiSIS) test that experience DIF based on gender. Moreover, it is analyzed the emergence of DIF, especially related to the test construct measured, and concluded on how far the validity of the SLiSIS test from the construct validity of consequential type. The study was conducted with a quantitative approach by using a survey or non-experimental methods. The samples of this study were the responses of the SLiSIS test taken from 310 eleventh-grade high school students in the science program from SMA 2 and SMA 3 Tegal. The DIF analysis technique used Wald Test with the Rasch model. From the findings, eight items contained DIF in a 95 % level of trust. In 99 % level of trust, three items contained DIF, items 1, 6, and 38 or 7%. The DIF is caused by differences in test-takers ability following the measured construct, so it is not a test bias. Thus, the emergence of DIF on SLiSIS test items does not threaten the construct validity of the consequential type.

scholarly journals A Study of High School Students’ English Learning Enjoyment (ELE) in China

2021 ◽  
Vol 3 (3) ◽  
pp. 142-153
Author(s):  
Yibo Zhi ◽  
Honggang Liu
Keyword(s):  
High School ◽  
High School Students ◽  
Core Competencies ◽  
Integrated Approach ◽  
Senior High School ◽  
Three Dimensions ◽  
English Learning ◽  
School Students ◽  
Learning Enjoyment ◽  
Senior High School Students

English Learning Enjoyment (ELE) potentially sustains students’ motivation of English learning, especially under China’s fresh context where National English Curriculum Standards for Senior High Schools issued in 2017 has directed teachers to cultivate students’ core competencies of English as a subject. Its theoretical framework was established by Dewaele and MacIntyre (2014) on Foreign Language Enjoyment (FLE) and then subcategorized by Li Chengchen et al. (2018) into ELE-Private, ELE-Teacher, and ELE-Atmosphere. The three dimensions have thus made it possible for the following quantitative research, where an enormous space remains on senior high school students in China, despite exhaustive studies beforehand with either overseas background or distinctive educational contexts. This quantitative study will concentrate on the general levels of ELE, both overall and for each dimension. Thus with Li Chengchen et al.’s (2018) ELE Scale came the investigations of 351 senior high school students of all grades with diverse academic levels, whose data were analyzed through SPSS in terms of general levels (both mean values and standard differentiations). The results have looked at an intermediate and converging level of Overall ELE with a more prominent level of ELE-Teacher than ELE-Private and ELE-Atmosphere. Inspired by the results comes a disclosure of students’ positivity in English learning under the guise of their inclination to teachers’ efforts instead of automatic drive or constructive environment for authentic language development. Thus an integrated approach is recommended by dint of an elaborate picture of ELE-Private and ELE-Atmosphere to reclaim the lost authentic “self” of senior high school students.

scholarly journals Students’ Responses toward Scientific Argumentation with ADI Learning Model to Physics Literacy: A Case of Indonesian Senior High School Students

2020 ◽  
Vol 1 (1) ◽  
pp. 3-11
Author(s):  
Della Shinta Bestiantono
Keyword(s):  
High School ◽  
High School Students ◽  
Pearson Correlation ◽  
Learning Model ◽  
Senior High School ◽  
Three Dimensions ◽  
Survey Study ◽  
Scientific Argumentation ◽  
School Students ◽  
Senior High School Students

The aim of this study is to explore Indonesian students’ responses towards scientific argumentation with ADI learning model to physics literacy by using survey study. The sample included 100 Indonesian senior high school students (47% male and 53% female) who were studying at public school in East Java province. The Responses towards Scientific Argumentation ADI Learning Model to Physics Literacy (RT-SAPL) questionnaire was developed with Indonesian language and validated through an exploratory factor analysis of participants’ responses. For measuring the correlation among three dimensions of scale, the Pearson Correlation product moment was used. The findings indicated: the instrument used in this study had satisfactory validity and reliability. Meanwhile, the construct validities of the RT-SAPL were varying from .617 and .832 and extracting 70.655% of the variance with overall Cronbach’s alpha constant was .854. Moreover, the dimension of ADI learning model came in the first rank and followed by Scientific argumentation as well as the degree of responses towards scientific argumentation with ADI learning model to physics literacy. Finally, the findings have also indicated a significant relationship among factors of RT-SAPL.

scholarly journals Investigation Of Junior And Senior High School Students' Attitudes Towards Correcting Mistakes : A casse Study in Guilin

2020 ◽  
Vol 2 (3) ◽  
pp. 253-263
Author(s):  
Xinxing Deng ◽  
Ying Zhou ◽  
Cunhua Liu
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Quantitative Methods ◽  
Mathematics Learning ◽  
Senior High School ◽  
Three Dimensions ◽  
School Students ◽  
Students Attitudes ◽  
Senior High School Students

Students' attitudes towards correcting mathematics wrong questions affect the effect of mathematics learning to a certain extent. Focusing on students' attitudes towards correcting maths wrong questions, discovering the problem from the root cause can provide an important basis for correcting behavior. This research uses quantitative methods. the data were taken using a questionnaire. The sample of this study was 622 students in Guilin, China. The results of the questionnaire were processed using Microsoft Word and SPSS. the students filled out a questionnaire Attitudes towards Correcting Mathematics Wrong Questions Scale to investigate the attitudes of junior and senior high school students to correcting mathematics wrong questions from the three dimensions of cognition, behavior tendency and emotion. This research found 1) the overall level of Junior and senior high school students' attitudes towards correcting mathematics wrong questions is relatively high; 2) There are differences in the three dimensions, that is, cognitive level>emotional level>behavioral tendency; 3) there are significant differences in the attitude of correcting mathematics wrong questions in gender, whether or not they are student leaders, whether the head teacher is a math teacher, and grade; 4) And there is a significant correlation between each dimension and mathematics academic performance; 5) the attitude of correcting mathematics wrong questions significantly positively affects mathematics academic performance.

Psychometric Assessment of the Persian Version of Compassion Scale for Adolescents

2021 ◽  
pp. 016327872110538
Author(s):  
Sara Heidary ◽  
Abbas Abdollahi ◽  
Elaheh Jarrahi ◽  
Alim Al Ayub Ahmed
Keyword(s):  
High School ◽  
High School Students ◽  
Convergent Validity ◽  
Well Being ◽  
Senior High School ◽  
Self Report ◽  
Three Dimensions ◽  
School Students ◽  
Compassion Scale ◽  
Senior High School Students

The compassion scale for adolescents is a 20-item self-report measure consisting of three dimensions, namely, compassion toward other people, compassion toward oneself, and compassion toward other living things. This scale evaluates compassion in adolescents aged between 12 and 18 years old. The purpose of the current study is to assess the psychometric properties of the compassion scale among Iranian adolescents in junior high school and senior high school students. The number of students who voluntarily took part in this research was 302. The relationships between the compassion scale, mindfulness, emotion regulation, and well-being were explored to assess the convergent validity. Furthermore, the relationship between the compassion scale and anxiety was investigated to assess the divergent validity. The results of confirmatory factor analysis supported the three factors of the compassion scale among Iranian junior and senior high school students same as the original version. The results show that the compassion scale appears to be a reliable and valid measure for Iranian adolescents.

DEVELOPING INTERACTIVE MEDIA TO TEACH SPEAKING SKILL FOR GRADE 11 STUDENTS

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Anggi Yulihar And Nora Ronita Dewi
Keyword(s):  
High School ◽  
High School Students ◽  
Research And Development ◽  
Interactive Media ◽  
Senior High School ◽  
School Students ◽  
Need Analysis ◽  
Speaking Skill ◽  
The Subject ◽  
Senior High School Students

The study deals with the developing interactive media for senior high school students. The objective of this study is to find out how to develop interactive media for better speaking skill of senior high school students. The research was conducted by using Research and Development (R&D). The subject of this research was 2016/2017 students of the eleventh grade of Class XI IPA4 in SMAN 1 Batang Kuis. The number of the students was 30 students. The data of this study was collected by using need analysis questionnaire and experts’ judgment. Need analysis questionnaire was calculated by using percentage to get the information of students’ need before developing interactive media. Experts’ judgment was calculated by using likert data, mean and criteria interval of expert judgment to know the validity of interactive media which has been developed. After the data analyzed, it was found that the experts’ judgment result was 4.80 which had a very good criteria interval. The result of the research find that interactive media is a very good to be used in teaching speaking skill.

LEXICAL AMBIGUITY IN READING ANALYTICAL EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL STUDENTS

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Putri Sembiring And Sortha Silitonga
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Method ◽  
Lexical Ambiguity ◽  
School Students ◽  
Dominant Type ◽  
Ambiguous Words ◽  
Reading Materials ◽  
English Textbooks ◽  
Senior High School Students

The objectives of this study were to find out the types of lexical ambiguity and the most dominant type of lexical ambiguity used in analytical exposition texts in English Today 2 and Advanced Learning English 2 textbooks. This study was conducted by using descriptive qualitative method. The research was mainly focused on the four types of lexical ambiguity proposed by Saeed, such as homonymy, polysemy, synonymy and antonymy. In carrying out this study, the data were taken from analytical exposition texts in reading materials and exercise material from the two English textbooks which contained of ambiguous words. The result of the study indicated the numbers of lexical ambiguity were 46 words within homonymy (34,8%), polysemy (28,2%), synonymy (19,6%), and antonymy (17,4%).

Sign in / Sign up

Export Citation Format

Share Document