The Effect of Presenting Geometry Items with and without Shapes on the Psychometric Properties of the Test and Students' Test

Basit Öğe Kaydı
dc.contributor.authorAtci, Islim
dc.contributor.authorIlhan, Mustafa
dc.date.accessioned2025-02-22T14:08:45Z
dc.date.available2025-02-22T14:08:45Z
dc.date.issued2024
dc.departmentDicle Üniversitesien_US
dc.description.abstractThis research aimed to examine the effects of presenting geometry items with and without shapes on the psychometric properties of the test and students' test scores. The study was conducted on 480 eighth grade students. Within the scope of the study, two geometry tests were crafted, one with shapes and the other without shapes. Both tests consisted of 15 multiple-choice items. In the data collection process, a counterbalanced design was followed, and the two tests were administered to the students three weeks apart. Analyses were carried out on 405 students who participated in both applications and whose test forms could be matched. The factor analysis results revealed that the factor loadings of the items and extracted variance were higher for the test with shapes compared to the test without shapes. The Cronbach's alpha coefficient of the test containing shapes was found to be significantly higher than that calculated for the test without shapes. According to item difficulties, the questions with shapes were easier for the students than the shape-free questions. In terms of discrimination indices, a difference in favor of the shape- containing test was observed in almost all items. Ferguson's delta statistic, which is a measure of discrimination for the overall test, was higher in the shape-containing test. Correlation analysis denoted a strong positive relationship between students' scores on the two tests. The paired samples t-test proved that there was a statistically significant difference between students' scores on the tests w ith and without shapes. These results indicate that the geometry tests with and without shapes differ in terms of both psychometric properties and students' test scores.en_US
dc.identifier.doi10.21031/epod.1483567
dc.identifier.endpage208en_US
dc.identifier.issn1309-6575
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85210979545en_US
dc.identifier.startpage193en_US
dc.identifier.trdizinid1276841en_US
dc.identifier.urihttps://doi.org/10.21031/epod.1483567
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1276841
dc.identifier.urihttps://hdl.handle.net/11468/29616
dc.identifier.volume15en_US
dc.identifier.wosWOS:001348550200002
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoenen_US
dc.publisherAssoc Measurement & Evaluation Education & Psychologyen_US
dc.relation.ispartofJournal of Measurement and Evaluation in Education and Psychology-Epoden_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzKA_WOS_20250222
dc.subjectShape-containing geometry itemsen_US
dc.subjectgeometry items without shapesen_US
dc.subjectpsychometric propertiesen_US
dc.titleThe Effect of Presenting Geometry Items with and without Shapes on the Psychometric Properties of the Test and Students' Testen_US
dc.typeArticleen_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu
TR-Dizin İndeksli Yayınlar Koleksiyonu