Manipulate Me

2020 ◽  
Vol 36 (4) ◽  
pp. 554-562
Author(s):  
Alica Thissen ◽  
Frank M. Spinath ◽  
Nicolas Becker
Keyword(s):  
High School Students ◽  
Spatial Ability ◽  
Convergent Validity ◽  
Item Difficulty ◽  
Test Results ◽  
Response Elimination ◽  
School Students ◽  
Test Environment ◽  
Response Options ◽  
Construction Task

Abstract. The cube construction task represents a novel format in the assessment of spatial ability through mental cube rotation tasks. Instead of selecting the correct answer from several response options, respondents construct their own response in a computerized test environment, leading to a higher demand for spatial ability. In the present study with a sample of 146 German high-school students, we tested an approach to manipulate the item difficulties in order to create items with a greater difficulty range. Furthermore, we compared the cube task in a distractor-free and a distractor-based version while the item stems were held identical. The average item difficulty of the distractor-free format was significantly higher than in the distractor-based format ( M = 0.27 vs. M = 0.46) and the distractor-free format showed a broader range of item difficulties (.02 ≤  pi ≤ .95 vs. .37 ≤  pi ≤ .63). The analyses of the test results also showed that the distractor-free format had a significantly higher correlation with a broad intelligence test ( r = .57 vs. r = .17). Reasons for the higher convergent validity of the distractor-free format (prevention of response elimination strategies and the broader range of item difficulties) and further research possibilities are discussed.

Construct Your Own Response

2018 ◽  
Vol 34 (5) ◽  
pp. 304-311 ◽  
Author(s):  
Alica Thissen ◽  
Marco Koch ◽  
Nicolas Becker ◽  
Frank M. Spinath
Keyword(s):  
Spatial Ability ◽  
Spatial Relations ◽  
Test Results ◽  
Factor Solution ◽  
Test Environment ◽  
Response Options ◽  
Practical Applications ◽  
High Internal Consistency ◽  
Very High ◽  
Construction Task

Abstract. The cube construction task represents a novel format in the assessment of spatial ability through mental cube rotation tasks. Instead of selecting the correct answer from several response options, testees construct their own response in a computerized test environment. The format has several advantages: It is no longer possible to guess the correct response or to compare the reference cube to the response options, resulting in a higher demand for spatial ability. Moreover, it is possible to create items with a particularly high difficulty which are needed for the assessment of intellectual giftedness. In the present study, we developed 28 items and presented them to a sample of 130 university students. Test results showed that the items possess a very high statistical difficulty. Furthermore, the item set yielded a very high internal consistency. The results of an exploratory factor analysis as well as of a multidimensional IRT analysis indicated that a two-factor solution (“spatial relations” vs. “spatial visualization”) is plausible. Response time had a negligible influence on accuracy. Perspectives on further research concerning the cube construction task and possibilities for practical applications are being discussed.

scholarly journals MENINGKATKAN KEMAMPUAN SPASIAL SISWA MELALUI PEMBELAJARAN GEOMETRI BERBANTUAN CABRI 3D

2017 ◽  
Vol 2 (2) ◽  
pp. 179-194
Author(s):  
Eline Yanty Putri Nasution
Keyword(s):  
High School Students ◽  
Spatial Ability ◽  
Direct Instruction ◽  
Junior High School ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Control Group ◽  
School Students ◽  
Ability Test

The purpose of this study are to investigate and to describe the gain of students‘ spatial ability through Geometry teaching and learning by using a dynamic geometry software, Cabri 3D. This study was a quasi experimental research with not equivalent control group design. Direct instruction was implemented in control group otherwise Geometry teaching and learning with using Cabri 3D was implemented in experimental group. The population of this study are all of the eight grade of junior high school students in one of the SMP Negeri in Padangsidimpuan City. The sample of this study were two groups of eighth grade. The sample has been choosed with using purposif sample technique. The instruments of this study were spatial ability test, quationere, observation sheet and interview. The test was analysed quantitatively and non test was analyzed qualitatively in order to answer the  the hypotesa, the gain of students’ spatial ability who has studied and lerant with using Cabri 3D is better than direct instruction.

scholarly journals TEACHING READING COMPREHENSION BY USING EXPERIENCE-TEXT-RELATIONSHIP METHOD TO SENIOR HIGH SCHOOL STUDENTS

2020 ◽  
Vol 18 (2) ◽  
pp. 147
Author(s):  
Yuliana Mara Yuliantini ◽  
Aunurrahman Aunurrahman ◽  
Ageung Darajat
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Teaching And Learning ◽  
Senior High School ◽  
Reading Test ◽  
Test Results ◽  
School Students ◽  
Field Notes ◽  
Senior High School Students

<p><strong>Abstract</strong></p><p>This research aimed to improve reading comprehension of public senior high school students by using Experience-Text-Relationship method. The research was done in two cycles and involved 31 eleventh-grade students of a public senior high school in SimpangDua, Ketapang in the Academic Year of 2018/2019. The researcher used observation field notes and reading tests to collect data of the study. A collaborator was involved during the observations and practices to build trustworthy of the study. The data from the observation field notes were analyzed qualitatively and the data from the reading test results were analyzed by using descriptive statistics. The analysis of the observation field notes shows that the students became active and polite, had high enthusiasm in the teaching and learning processes. The analysis of the reading test results also reveals that the students had improved their reading comprehension. In conclusion, Experience-Text-Relationship method can improve the students’ reading comprehension.</p><p> </p><p><strong><em>Abstrak</em></strong></p><p><em>Penelitian bertujuan untuk meningkatkan pemahaman membaca siswa SMA negeri menggunakan metode Experience-Text-Relationship. Penelitian ini menggunakan dua siklus dan melibatkan 31 siswa kelas sebelas siswa di salah satu SMA negeri di SimpangDua, Kabupaten Ketapang pada Tahun Akademik 2018/2019. Peneliti menggunakan catatan lapangan observasi dan tes membaca untuk mengumpulkan data penelitian. Seorang kolaborator dilibatkan selama pengamatan dan praktik untuk membangun penelitian yang dapat dipercaya. Data dari catatan lapangan observasi dianalisis secara kualitatif dan data dari hasil tes membaca dianalisis dengan menggunakan statistik deskriptif. Analisis catatan observasi lapangan menunjukkan bahwa siswa menjadi aktif dan sopan, memiliki antusiasme yang tinggi dalam proses belajar-mengajar. Analisis hasil tes membaca juga mengungkapkan bahwa terjadi peningkatan pemahaman membaca siswa. Kesimpulannya, metode </em>Experience-Text-Relationship <em>dapat</em><em> membantu meningkatkan pemahaman membaca siswa.</em></p>

scholarly journals Family Relational Boundaries Questionnaire (FRBQ): Developing and Standardization

2021 ◽  
Vol 9 (4) ◽  
pp. 20-33
Author(s):  
Ahmadreza Kiani Chalmardi ◽  
◽  
Masoud Asadi ◽  
Asghar Shiralipur ◽  
Elham Fathi ◽  
...  
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Family Relationships ◽  
Convergent Validity ◽  
Structural Reliability ◽  
Family Relationship ◽  
Cluster Sampling ◽  
Validity And Reliability ◽  
School Students ◽  
Relationship Boundaries

Objective: The present study attempted to develop and validate the Family Relationships Questionnaire (FRQ) Based on Minuchin’s Structural Family Therapy (SFT). Methods: The study sample was comprised of 200 high school students; they were selected by cluster sampling method from Mazandaran, Sari City, Iran. The research instrument included a researcher-developed questionnaire, based on Minuchin’s SFT. Results: The exploratory factor analysis data have led to extracting 3 factors; normal boundary, enmeshment boundary, and disengaged boundary. Additionally, the obtained results suggested that the 3 elicited factors explained 62.28 variances of family relationships boundaries. Confirmatory factor analysis results revealed that elicited factors can also measure family relationships boundaries. Reliability analysis, distinctive, and convergent validity of the components of family relationship boundaries indicated that questions in assessing the components of family relationships boundaries are clear and defined. Reliability testing with Cronbach’s alpha coefficient reported a score of above 0.60 and the structural reliability was measured to be above 0.70. In other words, all 3 components can define the FRQ constructs as well. For validation, we first calculated the scores of family relationships boundaries and categorized those in a frequency table. The results scores of T and Z values revealed that the scores above the mean value indicated that more participants were aware of their family relationship boundaries. Conclusion: The present research results suggested that this questionnaire has proper validity and reliability; thus, it is proper for assessing family relationship boundaries. Therefore, the collected results can help to assess family relationship boundaries and to develop proper strategies for treatment and future researches.

Construct Validity of Physical Self-Description Questionnaire Responses: Relations to External Criteria

1996 ◽  
Vol 18 (2) ◽  
pp. 111-131 ◽  
Author(s):  
Herbert W. Marsh
Keyword(s):  
High School Students ◽  
Construct Validity ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
A Priori ◽  
School Students ◽  
Endurance Strength ◽  
Validity Criterion ◽  
Sports And Exercise ◽  
Highly Correlated

The Physical Self-Description Questionnaire (PSDQ) is a multidimensional physical self-concept instrument with 11 scales: Strength, Body Fat, Activity, Endurance/Fitness, Sports Competence, Coordination, Health, Appearance, Flexibility, Global Physical, and Global Esteem. The purpose of this study is to evaluate the construct validity of PSDQ responses in relation to 23 external criteria, including measures of body composition, physical activity, endurance, strength, and flexibility for 192 (113 boys and 79 girls) high school students. Each external validity criterion was predicted a priori to be most highly correlated with one of the PSDQ scales. In support of the convergent validity of the PSDQ responses, every predicted correlation was statistically significant. In support of the discriminant validity of the PSDQ responses, most predicted correlations were larger than other correlations involving the same criterion. These results support the construct validity of PSDQ responses in relation to external criteria and their potential usefulness in a wide variety of sports and exercise settings.

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