scholarly journals The Psychometric Characteristics of Two Versions of a Mathematics Test in Middle School "A Comparative Study

2017 ◽  
Vol 11 (1) ◽  
pp. 178
Author(s):  
Taghreed Hijazi ◽  
Naif Alsharif
Keyword(s):  
Mathematics Achievement ◽  
Item Difficulty ◽  
Achievement Test ◽  
Online Version ◽  
Psychometric Characteristics ◽  
Problem Solving Skills ◽  
Mathematics Test ◽  
Significant Difference ◽  
Reliability Coefficients ◽  
Mathematics Achievement Test

The study aimed to investigate the psychometric properties of mathematics achievement test using two versions (paper-pencil and online). The two versions of three mathematics achievement tests were applied on a sample consisting of 958 students distributed to lst, 2nd and 3rd preparatory grades. Each test consisted of 30 items with four alternatives to measure students' problem solving skills and the scientific concepts. The sample of the study was randomly stratified and clustered selected. Item difficulty coefficients of the paper-pencil mathematics achievement test ranged between O.28-0.70, 0.38- 0.62, 048-070 for the lst, 2nd and 3rd preparatory grades respectively. There was between O.40-O.68, 0.48-0.66, 0.50-0.68 for the online version. Item discrimination coefficients of the paper-pencil mathematics achievement test ranged between 042-095, 048-094, 047-099 for the lst, 2nd and 3rd preparatory grades respectively. The ranged between 040-097, 055-098, 043-099 for the online version. Results of the study showed that there was a significant difference at a=0.05 between the validity coefficients of the mathematics achievement test due to the version of the test, in favor of paper-pencil version for the 2nd and 3rd preparatory grades. However, there was no significant difference at a=0.05 between the reliability coefficients of the mathematics achievement test due to the version of the test for all of the lst, 2nd and 3rd preparatory grades.

Mathematics Achievement Test

2011 ◽  
Author(s):  
Martha Carr ◽  
Gita Taasoobshirazi ◽  
Rena Stroud ◽  
James M. Royer
Keyword(s):  
Mathematics Achievement ◽  
Achievement Test ◽  
Mathematics Achievement Test

Conservation, Seriation, Classification and Mathematics Achievement in Nigerian Children

1976 ◽  
Vol 38 (3_suppl) ◽  
pp. 1335-1339 ◽  
Author(s):  
Helen Omotoso ◽  
Bernard Shapiro
Keyword(s):  
Sex Differences ◽  
Mathematics Achievement ◽  
Achievement Test ◽  
Nigerian Children ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Achievement Test

This study investigated the relationship among the acquisition of mathematics achievement and the abilities of conservation, seriation, and classification. Native Nigerian children, ages 4 to 8 yr. ( N = 120), were subjects. Data showed (a) moderate to high relationships of mathematics achievement and conservation, seriation, and classification abilities, (b) few sex differences either on the mathematics achievement test or on the performance of the various Piagetian tasks, and (c) that the operational stage is attained around the age 8 rather than somewhat earlier as we expected.

PENGARUH PENGGUNAAN LESSON PLAN BERBASIS MULTIPLE INTELLIGENCES TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA

2018 ◽  
Vol 1 (1) ◽  
pp. 20-30
Author(s):  
Vigih Hery Kristanto
Keyword(s):  
Statistical Analysis ◽  
Mathematics Achievement ◽  
Multiple Intelligences ◽  
Hypothesis Test ◽  
Statistical Tests ◽  
Lesson Plan ◽  
Statistical Test ◽  
Achievement Test ◽  
Test Results ◽  
Mathematics Achievement Test

Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan Lesson Plan berbasis Multiple Intelligences secara signifikan dapat meningkatkan prestasi belajar matematika siswa. Penelitian ini merupakan penelitian kuantitatif, sehingga menggunakan analisis statistik. Uji statistik yang digunakan untuk pengujian hipotesis adalah uji statistik non parametrik metode Wilcoxon. Instrumen yang digunakan adalah tes prestasi belajar matematika dengan kualitas valid yang diberikan oleh validator. Hasil uji hipotesis menunjukkan bahwa nilai Zobs = 4,9961, dengan Daerah Kritik (DK) = {Zobs | Zobs > 1,645}, hal ini mengakibatkan keputusan uji H0 ditolak. Dengan demikian, diperoleh kesimpulan bahwa penggunaan Lesson Plan berbasis Multiple Intelligences dapat meningkatkan prestasi belajar matematika siswa secara signifikan. Abstract The purpose of this research was to determine whether the use of Lesson Plan based Multiple Intelligences can significantly increase students' mathematics achievement. This research is quantitative, so using statistical analysis. The statistical test used to test the hypothesis is non-parametric statistical tests Wilcoxon method. The instrument used is a mathematics achievement test with valid quality provided by the validator. Hypothesis test results showed that the value Zobs = 4,9961, with criticism Regions (DK) = {Zobs | Zobs > 1.645}, this resulted in the decision H0 test. Thus, the conclusion that the use of Multiple Intelligences based Lesson Plan can increase students' mathematics achievement significantly.

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