PISA 2018 Bilgi İletişim Teknolojileri ölçeğinin ölçme değişmezliğinin incelenmesi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, PISA 2018 çalışması kapsamında öğrencilere uygulanan Bilgi ve İletişim Teknolojisi ölçeğinin özyeterlik (IC015) ve sosyalleşme (IC016) alt ölçeklerinin ölçme değişmezliğine sahip olup olmadığını Türkiye, Almanya ve Amerika Birleşik Devletleri örneklemleri kapsamında fen başarı gruplarına göre karşılaştırarak incelemektir. Bu araştırmada fen başarısı yönünden alt ve üst gruplar arasında BİT ölçeğinin özyeterlik ve (IC016) alt ölçekleri ile ölçme değişmezliği test edilmiştir. Türkiye, Almanya ve ABD veri setlerindeki öğrencilerin fen testi başarısını ölçen makul değerlerden ilkine (PV1SCIE) göre alt ve üst gruplar (%27'lik alt ve üst gruplar) oluşturulmuş ve oluşturulan iki faktörlü yapının bu gruplardaki ölçme değişmezliği test edilmiştir. Bu ölçeğe ait veriler OECD (https://www.oecd.org/pisa/data/) web adresinden indirilmiştir. Bulgular, BİT ölçeği Türkiye, Almanya ve ABD örneklemlerinde düşük ve yüksek fen başarısına sahip gruplara göre benzer bir faktör yapısına sahiptir. Başka bir deyişle alt gruplar için örtük değişkenler aynı göstergelerle ve yapı ile temsil edilmektedir. BİT ölçeğindeki maddelerin faktörlere ilişkin ölçme birimleri Türkiye, Almanya ve ABD örneklemlerinde düşük ve yüksek fen başarısına sahip gruplara göre değişmez bulunmuştur. BİT ölçeğindeki maddelerin faktör yüklerinin regresyon sabiti Türkiye, Almanya ve ABD örneklemlerinde düşük ve yüksek fen başarısına sahip gruplara göre değişmez bulunmuştur.
The aim of this study is to examine whether the self-efficacy and socialization subscales of the Information and Communication Technology scales applied to students within the scope of the PISA 2018 study have measurement invariance in terms of achievement groups within the scope of Turkey, Germany and USA samples. In this study, measurement invariance was tested with the self-efficacy and socialization subscales subscales of the ICT scale between lower and upper groups in terms of science achievement. Lower and upper groups (lower and upper groups of 27%) were created according to the first of the reasonable values (PV1SCIE) measuring the science test success of the students in the Turkey, Germany and USA data sets, and the measurement invariance of the created two-factor structure in these groups was tested. For this purpose, the ICT scale applied to students within the scope of PISA 2018 applications was used. Data for this scale were downloaded from the OECD (https://www.oecd.org/pisa/data/) website. Findings show that the ICT scale has a similar factor structure for groups with low and high science achievement in Turkey, Germany and the USA samples. In other words, latent variables for subgroups are represented by the same indicators, that is the structure. The measurement units related to the factors of the items in the ICT scale were found to be invariant between groups with low and high science achievement in Turkey, Germany and USA samples. The regression constant of the factor loadings of the ICT scale items in the scale was found to be invariant between groups with low and high science achievement in Turkey, Germany and USA samples.
The aim of this study is to examine whether the self-efficacy and socialization subscales of the Information and Communication Technology scales applied to students within the scope of the PISA 2018 study have measurement invariance in terms of achievement groups within the scope of Turkey, Germany and USA samples. In this study, measurement invariance was tested with the self-efficacy and socialization subscales subscales of the ICT scale between lower and upper groups in terms of science achievement. Lower and upper groups (lower and upper groups of 27%) were created according to the first of the reasonable values (PV1SCIE) measuring the science test success of the students in the Turkey, Germany and USA data sets, and the measurement invariance of the created two-factor structure in these groups was tested. For this purpose, the ICT scale applied to students within the scope of PISA 2018 applications was used. Data for this scale were downloaded from the OECD (https://www.oecd.org/pisa/data/) website. Findings show that the ICT scale has a similar factor structure for groups with low and high science achievement in Turkey, Germany and the USA samples. In other words, latent variables for subgroups are represented by the same indicators, that is the structure. The measurement units related to the factors of the items in the ICT scale were found to be invariant between groups with low and high science achievement in Turkey, Germany and USA samples. The regression constant of the factor loadings of the ICT scale items in the scale was found to be invariant between groups with low and high science achievement in Turkey, Germany and USA samples.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
