Bilişsel tanı modellerinden DINA model kullanılarak öğrencilerin üst düzey düşünme becerilerinin ölçülmesi
Küçük Resim Yok
Tarih
2023
Yazarlar
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Cilt Başlığı
Yayıncı
Ege Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın genel amacı, üst düzey düşünme becerilerinin Bilişsel Tanı Modelleri ve Madde Tepki Kuramına göre incelenmesi ve sonucunda ortaya çıkan sonuçların karşılaştırılmasıdır. Bu araştırmada kullanılan veriler, 115K531 no'lu "Uluslararası Geniş Ölçekli Sınavlarda Türkiye'nin Matematik Başarısını Arttırabilmek için Bir Model Önerisi: Bilişsel Tanıya Dayalı İzleme Modelinin Etkililiği" adlı TÜBİTAK Projesi kapsamında 6.sınıf seviyesindeki öğrencilere uygulanan matematik bölümüne ait testlerden elde edilmiş olup, yalnızca son-test verileri kullanılmıştır. Üst düzey düşünme becerilerini ölçecek nitelikte hazırlanmış olan testte yer alan maddeler, madde havuzu içerisinden hakemlerce puanlanarak seçilmiştir. Q-matrisler, bilişsel tanı modeline ve PISA standartlarına göre oluşturulmuştur. Çalışma kapsamında, madde tepki kuramı 2 parametreli model analizi yapılmış ve test maddelerine ait madde güçlüğü ve madde ayırtediciliği parametreleri hesaplanmıştır. Bununla birlikte, bireylere ait yetenek puanları kestirilmiştir. Bilişsel tanı modeli analizleri kapsamında, Matematiksel Yeterlikler Matrisi ile transfer, analitik çözümleme ve eleştirel düşünmeyi kapsayan Düşünme Becerileri Matrisi olarak iki farklı q-matris kullanılmış ve DINA model analizleri yapılmıştır. Analiz sonucunda model veri uyumu, madde parametreleri ve örtük yetenek sınıflarına ait bilgilere ulaşılmış, öğrencilerin bireysel yetenekleri kestirilerek, bireyin başarısı hakkında yalnızca toplam puan üzerinden değil, aynı zamanda öğrenciye yönelik bireysel tanılama yapılmıştır. Madde tepki kuramı ve DINA model analizleri sonucunda elde edilen istatistiksel çıktılar doğrultusunda yetenek puanı dağılımları incelenmiş, yetenek gruplarına göre yetenek puanları arasında anlamlı fark olup olmadığı ANOVA ile test edilmiştir. Aynı zamanda yetenek gruplarında yer alan ilk yetenek grubuna göre de (1-0) öğrencilerin yetenek puanları arasında anlamlı fark olup olmadığı bağımsız gruplar t-testi yapılarak analiz edilmiş ve raporlanmıştır.
The general purpose of this research is to examine higher order thinking skills by using Cognitive Diagnostic Models and Item Response Theory and compare their results. The data used in this study are obtained from tests in the field of mathematics applied to 6th grade students within the scope of the project numbered 115K531 "A Recommended Model to Increase Success Level of Turkey in Mathematics in International Wide Scale Exams. Effectiveness of the Cognitive Diagnosis Based Tracking Model", carried out by the Scientific and Technological Research Council of Turkey known as TÜBİTAK. Only, post-test are used in the study. The items in the test, which was prepared to measure higher order thinking skills, were selected from the item pool by scoring by the referees. Q-matrices were set up in accordance with the cognitive diagnostic models and PISA standards. Within the scope of the study, item response theory 2-parameter model analysis was performed and the item difficulty and item discrimination parameters of the test items were calculated. In addition, the ability scores of individuals were estimated. In this study, DINA model analyzes were performed and two different q-matrices were used. The first matrice is the Mathematical Competencies Matrix and the second matrice is Thinking Skills Matrix which includes transfer, analytical analysis and critical thinking. As a result of the analysis, information about the model data fit, item parameters and latent classes were obtained. Individual abilities of the students were estimated, not only on the total score, but also on the individual diagnosis for the student. Ability score distributions were examined in line with the statistical outputs obtained as a result of item response theory and DINA model analysis. ANOVA was used to determine whether there was a significant difference between ability scores according to ability groups. At the same time, it was analyzed and reported whether there was a significant difference between the ability scores of the students (1-0) according to the first ability group in the ability groups, by performing the independent groups t-test.
The general purpose of this research is to examine higher order thinking skills by using Cognitive Diagnostic Models and Item Response Theory and compare their results. The data used in this study are obtained from tests in the field of mathematics applied to 6th grade students within the scope of the project numbered 115K531 "A Recommended Model to Increase Success Level of Turkey in Mathematics in International Wide Scale Exams. Effectiveness of the Cognitive Diagnosis Based Tracking Model", carried out by the Scientific and Technological Research Council of Turkey known as TÜBİTAK. Only, post-test are used in the study. The items in the test, which was prepared to measure higher order thinking skills, were selected from the item pool by scoring by the referees. Q-matrices were set up in accordance with the cognitive diagnostic models and PISA standards. Within the scope of the study, item response theory 2-parameter model analysis was performed and the item difficulty and item discrimination parameters of the test items were calculated. In addition, the ability scores of individuals were estimated. In this study, DINA model analyzes were performed and two different q-matrices were used. The first matrice is the Mathematical Competencies Matrix and the second matrice is Thinking Skills Matrix which includes transfer, analytical analysis and critical thinking. As a result of the analysis, information about the model data fit, item parameters and latent classes were obtained. Individual abilities of the students were estimated, not only on the total score, but also on the individual diagnosis for the student. Ability score distributions were examined in line with the statistical outputs obtained as a result of item response theory and DINA model analysis. ANOVA was used to determine whether there was a significant difference between ability scores according to ability groups. At the same time, it was analyzed and reported whether there was a significant difference between the ability scores of the students (1-0) according to the first ability group in the ability groups, by performing the independent groups t-test.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Bilişsel Tanı Modelleri, DINA Model, Madde Tepki Kuramı, Üst Düzey Düşünme Becerileri, Cognitive Diagnostic Models, DINA Model, Higher Order Thinking Skills, Item Response Theory
