بررسی تغییرناپذیری اندازه‌گیری و ساختاری رابطه برخی از سازه‌های مطالعه بین‌المللی تیمز (2011) بر اساس جنسیت دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری سنجش آموزش دانشگاه تهران

2 استادیار پردیس فارابی دانشگاه تهران

چکیده

این مطالعه با هدف بررسی تغییرناپذیری اندازه‌گیری و ساختاری شش سازه عملکرد ریاضی، نگرش به ریاضی، توانایی‌های اولیه ریاضی، مشارکت والدین، منابع آموزشی درون خانه و وضعیت اقتصادی-اجتماعی خانواده مطالعه تیمز 2011 در قالب یک مدل نظری انجام گرفت. شرکت کنندگان این مطالعه 5760 نفر از دانش‌آموزان پایه چهارم ابتدایی بودند که در سال 2011 در مطالعه بین‌المللی تیمز شرکت کرده بودند. نتایج نشان داد در گروه پسران، ارتباط بین متغیرهای مشاهده شده با متغیرهای نهفته برازش بهتری دارد. در قدرت روابط علت و معلولی نیز گروه پسران در اکثر موارد برازش بهتری را نسبت به گروه دختران از خود نشان دادند. در گروه پسران، نشانگر‌ها پایایی بیشتری نسبت به گروه دختران داشتند. در ضرایب رگرسیون نیز به‌جز پیش‌بینی توانایی اولیه ریاضی توسط منابع آموزشی درون خانه و پیش‌بینی نگرش به ریاضی توسط مشارکت والدین، در سایر موارد دقت روابط در گروه پسران بیشتر از گروه دختران بود. در پاسخ‌گویی به همه سؤال‌ها، دختران با سوگیری سیستماتیک بیشتری نسبت به پسران عمل کرده‌اند. در نتیجه می‌توان گفت عملکرد ریاضی و متغیرهای تأثیرگذار بر آن، در دو گروه پسران و دختران معانی مختلفی داشته و با دقت‌های متفاوتی اندازه‌گیری شده است. 

کلیدواژه‌ها


عنوان مقاله [English]

The Study of the Measurement and Structural Invariance of the Relationship among Some of Constructions of TIMMS International Study (2011) Based on Students' Gender

نویسندگان [English]

  • Hasan Taghian 1
  • Ali Moghadamzadeh 2
چکیده [English]

This study was done with the aim to survey the measurement and structure invariance of TIMMS 2011six constructs mathematical achievement, attitude towards mathematics, readiness skills, parental involvement, home resources, and family’s socio–economic condition based on a theoretical model. A total number of 5760 fourth graders elementary students were the participants of the study who had participated in TIMSS in 2011. The results showed that in the male group, the relation of the observable and latent variables had a better fit. In causal relationships significance, the male group showed a better fit compared to the female group in most cases. In the male group reliability of measured indictors had a better reliability compared to the female group. In regression coefficients, except for prediction of the “readiness skills” by the “home resources” and prediction of the “attitude towards mathematics” by the “parental involvement”, the male groups’ relationships were more precise than the female group. The female group had a more systematic bias in answering all of the questions compared to the male group. As a conclusion, it can be said that the mathematical achievement and the variables affecting it in the two groups had different meaning and were measured with different precisions.

کلیدواژه‌ها [English]

  • Multiple-Group Structural Equation Modeling
  • TIMSS
  • Mathematical Achievement
  • Gender
 
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