A Mixture Rasch Model Analysis of Mathematics Achievement

N.A.

Article Details

A Mixture Rasch Model Analysis of Mathematics Achievement

Authors:

N.A.

Publisher:

Kastamonu University

Main Topics:

Eğitim Üzerine Çalışmalar

Journal:

Kastamonu Eğitim Dergisi Vol.31 Issue 1, pp.133-142

Document Type:

Article

Publication Date:

1/2023

Document Language:

English

Document ID (Org No.):

2001283110

pISSN:

2147-9844

Keywords:

Abstract:

 Purpose: This study aims to determine distinct latent classes in 8th-grade students mathematics achievement Design: The research study group consisted of 435 students who received the first booklet at the TIMSS 2015 8th grade mathematics achievement test. A mixture of Rasch model analysis was used to find the best-fitting model. Findings: When model fit indices were evaluated, the model fitting the data was found to be MRM with the two latent classes. According to this model, students in latent class 2 are more successful in mathematics than students in latent class 1. The vast majority of the items are found easier in latent class 2. Highlights: In addition, the cognitive domain of the more accessible items for students in both classes is knowing, while items that are difficult for both groups are in the applying cognitive domain.

 Purpose: This study aims to determine distinct latent classes in 8th-grade students mathematics achievement Design: The research study group consisted of 435 students who received the first booklet at the TIMSS 2015 8th grade mathematics achievement test. A mixture of Rasch model analysis was used to find the best-fitting model. Findings: When model fit indices were evaluated, the model fitting the data was found to be MRM with the two latent classes. According to this model, students in latent class 2 are more successful in mathematics than students in latent class 1. The vast majority of the items are found easier in latent class 2. Highlights: In addition, the cognitive domain of the more accessible items for students in both classes is knowing, while items that are difficult for both groups are in the applying cognitive domain.

 Purpose: This study aims to determine distinct latent classes in 8th-grade students mathematics achievement Design: The research study group consisted of 435 students who received the first booklet at the TIMSS 2015 8th grade mathematics achievement test. A mixture of Rasch model analysis was used to find the best-fitting model. Findings: When model fit indices were evaluated, the model fitting the data was found to be MRM with the two latent classes. According to this model, students in latent class 2 are more successful in mathematics than students in latent class 1. The vast majority of the items are found easier in latent class 2. Highlights: In addition, the cognitive domain of the more accessible items for students in both classes is knowing, while items that are difficult for both groups are in the applying cognitive domain.

 Purpose: This study aims to determine distinct latent classes in 8th-grade students mathematics achievement Design: The research study group consisted of 435 students who received the first booklet at the TIMSS 2015 8th grade mathematics achievement test. A mixture of Rasch model analysis was used to find the best-fitting model. Findings: When model fit indices were evaluated, the model fitting the data was found to be MRM with the two latent classes. According to this model, students in latent class 2 are more successful in mathematics than students in latent class 1. The vast majority of the items are found easier in latent class 2. Highlights: In addition, the cognitive domain of the more accessible items for students in both classes is knowing, while items that are difficult for both groups are in the applying cognitive domain.

Article Details

A Mixture Rasch Model Analysis of Mathematics Achievement

Authors:

N.A.

Publisher:

Kastamonu University

Main Topics:

Eğitim Üzerine Çalışmalar

Journal:

Kastamonu Eğitim Dergisi Vol.31 Issue 1, pp.133-142

Document Type:

Article

Publication Date:

1/2023

Document Language:

English

Document ID (Org No.):

2001283110

pISSN:

2147-9844

Mixed item response theory

Mixture Rasch model

Mathematics achievement

Mixed item response theory

Mixture Rasch model

Mathematics achievement

Issues

Article Details

A Mixture Rasch Model Analysis of Mathematics Achievement

Authors: N.A.

Publisher: Kastamonu University

Main Topics: Eğitim Üzerine Çalışmalar

Journal: Kastamonu Eğitim Dergisi Vol.31 Issue 1, pp.133-142

Document Type: Article

Publication Date: 1/2023

Document Language: English

Document ID (Org No.): 2001283110

pISSN: 2147-9844

Mixed item response theory

Mixture Rasch model

Mathematics achievement

Mixed item response theory

Mixture Rasch model

Mathematics achievement

Issues

Authors:

N.A.

Publisher:

Kastamonu University

Main Topics:

Eğitim Üzerine Çalışmalar

Journal:

Kastamonu Eğitim Dergisi Vol.31 Issue 1, pp.133-142

Document Type:

Article

Publication Date:

1/2023

Document Language:

English

Document ID (Org No.):

2001283110

pISSN:

2147-9844