Bu çalışma, 2015-2016 Eğitim Öğretim yılı I.Dönem Merkezi Ortak Sınavı matematik alt testi maddel... more Bu çalışma, 2015-2016 Eğitim Öğretim yılı I.Dönem Merkezi Ortak Sınavı matematik alt testi maddeleri için değişen madde fonksiyonunun(DMF), bireylerin görme engeli durumuna göre incelenmesi amacıyla yapılmıştır. DMF belirleme yöntemlerinden Mantel-Heanszel yöntemi kullanılmıştır. Çalışma, 583’ü hiçbir engel durumu olmayan, 282’si hafif düzeyde görme engeli olan ve 152’si hiç görmeyen olmak üzere 1017 öğrenci üzerinden yürütülmüştür. Matematik alt testini alan, hiç görmeyen ve hafif düzeyde görme engeli olan öğrencilerin tamamı çalışmaya dâhil edilmiştir. Matematik alt testinde dört seçenekli çoktan seçmeli yirmi madde bulunmaktadır. Verilerin tek boyutluluk varsayımını sağlayıp sağlamadığını kontrol etmek amacıyla tetrakorik korelasyona dayalı faktör analizi uygulanmıştır. Analiz sonucu 14 madde tek boyutlu bir yapıyı temsil etmiştir. Araştırmanın sonucunda, Matematik alt testi; a) görme engeli olan ve olmayan bireylere göre b) görme engeli olmayan ve hiç görmeyen bireylere göre c)görme engeli olmayan ve hafif düzeyde görme engeli olan bireylere göre d) hiç görmeyen ve hafif düzeyde görme engeli olan bireylere göre ihmal edilebilir düzeyde (A düzeyinde) DMF içerdiği belirlenmiştir.
The aim of this study is to investigate differential item functioning (DIF) according to the visually handicapped situation of the individual for the math subtest in 2015-2016 academic year 1st term Central Joint Exam. Mantel-Haenszel (MH) method was used to determine the DIF. Study was carried out with 1017 students, including 583 without handicap; 282 with a low level of visually handicapped and 152 with total visual handicapped. All students with a low level of visually handicapped and total visual handicapped taking math subtest were included in this study. There are four choices in mathematics subtest 20 multiple-choice item. Tetrachoric correlation based on a factor analysis was performed in order to check that the data satisfies the one-dimensional assumption. At the end of the factor analysis, 14 items represented a one-dimensional structure. As a result of the research, math subtest a) according to individuals with visually handicapped and without handicapped b) according to individuals with total visual handicapped and without handicapped c) according to individuals with a low level of visually handicapped and without handicapped d) according to individuals with total visual handicapped and a low level of visually handicapped was found in ignorable level of DIF (A level).
Bu çalışma, 2015-2016 Eğitim Öğretim yılı I.Dönem Merkezi Ortak Sınavı matematik alt testi maddel... more Bu çalışma, 2015-2016 Eğitim Öğretim yılı I.Dönem Merkezi Ortak Sınavı matematik alt testi maddeleri için değişen madde fonksiyonunun(DMF), bireylerin görme engeli durumuna göre incelenmesi amacıyla yapılmıştır. DMF belirleme yöntemlerinden Mantel-Heanszel yöntemi kullanılmıştır. Çalışma, 583’ü hiçbir engel durumu olmayan, 282’si hafif düzeyde görme engeli olan ve 152’si hiç görmeyen olmak üzere 1017 öğrenci üzerinden yürütülmüştür. Matematik alt testini alan, hiç görmeyen ve hafif düzeyde görme engeli olan öğrencilerin tamamı çalışmaya dâhil edilmiştir. Matematik alt testinde dört seçenekli çoktan seçmeli yirmi madde bulunmaktadır. Verilerin tek boyutluluk varsayımını sağlayıp sağlamadığını kontrol etmek amacıyla tetrakorik korelasyona dayalı faktör analizi uygulanmıştır. Analiz sonucu 14 madde tek boyutlu bir yapıyı temsil etmiştir. Araştırmanın sonucunda, Matematik alt testi; a) görme engeli olan ve olmayan bireylere göre b) görme engeli olmayan ve hiç görmeyen bireylere göre c)görme engeli olmayan ve hafif düzeyde görme engeli olan bireylere göre d) hiç görmeyen ve hafif düzeyde görme engeli olan bireylere göre ihmal edilebilir düzeyde (A düzeyinde) DMF içerdiği belirlenmiştir.
The aim of this study is to investigate differential item functioning (DIF) according to the visually handicapped situation of the individual for the math subtest in 2015-2016 academic year 1st term Central Joint Exam. Mantel-Haenszel (MH) method was used to determine the DIF. Study was carried out with 1017 students, including 583 without handicap; 282 with a low level of visually handicapped and 152 with total visual handicapped. All students with a low level of visually handicapped and total visual handicapped taking math subtest were included in this study. There are four choices in mathematics subtest 20 multiple-choice item. Tetrachoric correlation based on a factor analysis was performed in order to check that the data satisfies the one-dimensional assumption. At the end of the factor analysis, 14 items represented a one-dimensional structure. As a result of the research, math subtest a) according to individuals with visually handicapped and without handicapped b) according to individuals with total visual handicapped and without handicapped c) according to individuals with a low level of visually handicapped and without handicapped d) according to individuals with total visual handicapped and a low level of visually handicapped was found in ignorable level of DIF (A level).
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The aim of this study is to investigate differential item functioning (DIF) according to the visually handicapped situation of the individual for the math subtest in 2015-2016 academic year 1st term Central Joint Exam. Mantel-Haenszel (MH) method was used to determine the DIF. Study was carried out with 1017 students, including 583 without handicap; 282 with a low level of visually handicapped and 152 with total visual handicapped. All students with a low level of visually handicapped and total visual handicapped taking math subtest were included in this study. There are four choices in mathematics subtest 20 multiple-choice item. Tetrachoric correlation based on a factor analysis was performed in order to check that the data satisfies the one-dimensional assumption. At the end of the factor analysis, 14 items represented a one-dimensional structure. As a result of the research, math subtest a) according to individuals with visually handicapped and without handicapped b) according to individuals with total visual handicapped and without handicapped c) according to individuals with a low level of visually handicapped and without handicapped d) according to individuals with total visual handicapped and a low level of visually handicapped was found in ignorable level of DIF (A level).
The aim of this study is to investigate differential item functioning (DIF) according to the visually handicapped situation of the individual for the math subtest in 2015-2016 academic year 1st term Central Joint Exam. Mantel-Haenszel (MH) method was used to determine the DIF. Study was carried out with 1017 students, including 583 without handicap; 282 with a low level of visually handicapped and 152 with total visual handicapped. All students with a low level of visually handicapped and total visual handicapped taking math subtest were included in this study. There are four choices in mathematics subtest 20 multiple-choice item. Tetrachoric correlation based on a factor analysis was performed in order to check that the data satisfies the one-dimensional assumption. At the end of the factor analysis, 14 items represented a one-dimensional structure. As a result of the research, math subtest a) according to individuals with visually handicapped and without handicapped b) according to individuals with total visual handicapped and without handicapped c) according to individuals with a low level of visually handicapped and without handicapped d) according to individuals with total visual handicapped and a low level of visually handicapped was found in ignorable level of DIF (A level).