Sunu: Dr. Münevver İlgün Dibek
TED University
Faculty of Education
"Modelling of Attitude-Achievement Paradox in Timms 2015 With Respect to Extreme Response Style Using Multidimensional Item Response Theory ”
by
Dr. Münevver İLGÜN DİBEK
Date: November 27, 2018, Wednesday
Time: 11:00 - 11:30
Place: F123
Abstract: Achievement-attitude paradox is that country-level correlation between attitude and achievement is negative while individual-level correlation between them is positive. In this regard, this study aimed to first investigate the effect of the extreme response style (ERS) which could lead to attitude-achievement paradox among the countries participating in TIMSS 2015 and then to determine the individual- and country-level relationship between attitude and achievement by adjusting the effect of ERS. For the sample of this correlational study, 500 students were randomly selected from each of the 15 countries that participated in TIMSS 2015. The differences in the ERS tendency of the countries were determined by performing MANOVA. To determine the effect of ERS, two different multidimensional item response theory (MIRT) models were used; the first not including the ERS trait as a dimension and the other including this trait as a dimension. The results were analyzed with Latent GOLD 5.1 and WinBUGS softwares. The differences between these scores were tested for each country by performing a separate paired samples t-test. To determine the relationship between attitudinal variables and achievement, the correlation values based on observed scores and MIRT models were obtained. Whether there was any significant difference between these correlation values was determined by Fisher's rz transformation. The findings of this study were as follows: (a) The model in which the ERS trait was included as a dimension best fit the data; (b) the value students placed on mathematics was the variable for which the highest significant difference was found between uncorrected and corrected attitude scores in terms of the number of countries; and (c) the correlation values based on observed scores were negative and those based on the MIRT models were positive. ERS is one of the factors causing achievement-attide paradox.
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