Development of Analytical Thinking Tendency Scale: Validity and Reliability Study

This study aims to develop a analytical thinking tendency scale for university students. In this direction, a draft scale, consisting of 50 items, was applied to 574 university students. The obtained data were subjected to reliability tests, explanatory and confirmatory factor analysis (EFA-CFA). The factor analysis showed that the scale is composed of 2 factors. The percentage of variance explained by the factors was calculated as 43%. The fit indexes of the model obtained via CFA showed that the fit indexes of the two-factor structure are sufficient. Considering the reliability coefficients and AVE values calculated within the scope of the research, it can be said that the measurement results are reliable, and the divergent validity of the measurement results is provided. As a result of analyzes, a 5-score Likert type analytical thinking tendency scale consisting of 19-items was developed. According to the findings, it is determined that the analytical thinking tendency scale is a valid and a reliable assessment tool

Examining the Two Categorical Datas by Jmetrik, Bilog-Mg and Irtpro with Application of Mathematics Exam

The aim of this study was to examination of two-category rated mathematics course final exam based on Item Response Theory data analyzed with the help of 2-Parameter Logistic Model and determination of the ability and standard errors with the help of different programs. This study involves a comparative interpretation of some descriptive statistics and analysis. Therefore, research has characterized as relational model which is one of the general survey models. For this purpose, 771 students’ final achievement test responses to a 20-point final exam, were analyzed by BILOG, IRT PRO and JMETRİK programs. Item Response Theory assumptions were analyzed with SPSS and Factor 9.3 programs. Working as a result of the analysis of data all of the IRT assumptions are met and the most appropriate model of data set has been concluded that the twoparameter logistic model. The study also found that there is a statistically significant relationship between the estimated parameters related to individual ability and error at the level of .01. Especially compared to the others there is also significant relationship between JMETRİK and IRT PRO. Different models and methods of research proposals have been made in terms of response patterns to be analyzed a gain for the same data set

Educational Data Mining: The Analysis of the Factors Affecting Science Instruction by Clustering Analysis

Science literacy, which is included in Programme for International Student Assessment (PISA) as an assessment area, is an important research and discussion area of science education literature with all its dimensions. In this study, the clustering results of the students from 34 Organization for Economic Cooperation and Development (OECD) countries participating in the PISA 2015 test and sampled by systematic sampling method are obtained by K-Means Clustering and Two-Step Cluster Analysis using the factor scores and PISA science literacy average scores. It is thought that the study is of great importance in terms of dividing individuals into clusters according to science instruction methods and the mean of plausible values and having an idea about how each cluster is defined. As a result of the K-means cluster analysis, it was determined that the input variable with the highest level of importance in the formation of the first and third clusters in which the students with the highest scores were included was teacher-directed science instruction, and after this variable, the input variable with the highest level of importance was the perceived feedback from science teachers. Within the scope of the Two-Step Clustering Analysis, it was determined that teacher-directed science instruction has the most importance in terms of the decomposition of clusters, followed by adaptive instruction in science lessons in terms of importance level

Examinatıon Of The Program For International Student Assessment 2015 Data By Clustering Methods In Data Mining

In this study, it is aimed to investigate the results obtained from the methods based on PISA 2015 data with the help of Self-Organizing Map, K-Means and Two-Stage Clustering Method. For this purpose, it is aimed to determine how many clusters of students are divided according to different methods, how each cluster is defined and the variables that are effective in these clusters. In the scope of the study, systematic sampling was applied to the students of OECD member countries and as a result analyzes were conducted on 9870 students. The number of input variables used in the study was determined to be five, namely the average of factor scores for four science teaching sub-dimensions and the average of ten plausible values in science . As a result of the study, the ideal number of clusters determined by Self-Organizing Map and K-Means Methods is four and the ideal number of clusters determined by two-stage clustering method was determined to be two. It was determined that different variables were effective in the formation of clusters with the most successful students within the scope of two methods. As a result of the study, it was found that the results obtained from Self-Organizing Map and K-Means Methods were similar in general. As a result of the study, it is recommended that researchers report the results obtained by different methods in clustering analysis. At the same time, clustering analysis was proposed by using R program because of rich results.Öz ii Abstract iii Teşekkür iv Tablolar Dizini iii Şekiller Dizini iv Simgeler ve Kısaltmalar Dizini v Bölüm 1 Giriş 1 Problem Durumu 1 Araştırmanın Amacı ve Önemi 10 Araştırma Problemi 13 Sayıltılar 14 Sınırlılıklar 14 Bölüm 2 Araştırmanın Kuramsal Temeli ve İlgili Araştırmalar 15 Araştırmanın Kuramsal Temeli 15 Kohonen’in Öz Örgütlemeli Harita Yöntemi 18 K-Ortalamalar Kümeleme Analizi 27 İki Aşamalı Kümeleme Analizi 29 İlgili Araştırmalar 32 Bölüm 3 Yöntem 40 Araştırmanın Türü 40 Çalışma Grubu 40 Verilerin Analizi 45 Bölüm 4 Bulgular ve Yorumlar 48 Birinci Alt Probleme İlişkin Bulgular 51 İkinci Alt Probleme İlişkin Bulgular ve Yorumlar 69 Üçüncü Alt Probleme İlişkin Bulgular ve Yorumlar 77 Bölüm 5 Sonuç ve Öneriler 82 Sonuçlar 82 Öneriler 84 Kaynaklar 89 EK-A: Etik Komisyonu Onay Bildirimi 102 EK-B: Etik Beyanı 103 EK-C: Yüksek Lisans/Doktora Tez Çalışması Orijinallik Raporu 104 EK-Ç: Thesis/Dissertation Originality Report 105 EK-D: Yayımlama ve Fikrî Mülkiyet Hakları Beyanı 106Bu çalışmada veri madenciliğine dayalı kümeleme yöntemlerinden Kohonen’in Öz Örgütlemeli Harita Yöntemi, K-Ortalamalar ve İki Aşamalı Kümeleme Yöntemi yardımıyla PISA verilerine dayalı olarak ele alınan değişkenlere göre elde edilen sonuçların incelenmesi amaçlanmıştır. Bu amaç kapsamında PISA 2015 öğrenci anketinde yer alan fen bilgisi öğretimine ilişkin alt boyutlar ile olası fen başarı puan ortalaması girdi olarak kullanıldığında öğrencilerin farklı yöntemlere göre kaç kümeye ayrıştığı, her bir kümenin nasıl tanımlandığı ve bu kümelere ayrışmada etkili olan değişkenlerin belirlenmesi hedeflenmiştir. Çalışma kapsamında Slovenya hariç OECD üyesi ülkelerinin öğrencilerine sistematik örnekleme uygulanmış ve sonuç olarak 9870 öğrenci üzerinden analizler gerçekleştirilmiştir. Çalışmada kullanılan girdi değişkeni sayısı, fen bilgisi öğretiminin dört alt boyutuna ilişkin faktör puanları ortalaması ve olası fen başarı puanları ortalaması olmak üzere beş olarak belirlenmiştir. Çalışma sonucunda Kohonen ve K-Ortalamalar Yöntemleriyle belirlenen ideal küme sayısının dört; İki Aşamalı Kümeleme Yöntemiyle belirlenen ideal küme sayısının ise iki olduğu belirlenmiştir. Kohonen’in Öz Örgütlemeli Harita Yöntemi ile sorgulama temelli fen bilgisi öğretimi; K-Ortalamalar Yöntemi ile ise öğretmen merkezli fen bilgisi öğretimi olmak üzere iki yöntem kapsamında en başarılı öğrencilerin yer aldığı kümelerin oluşmasında farklı değişkenlerin etkili olduğu belirlenmiştir. Çalışma sonucunda genel anlamda Kohonen’in Öz Örgütlemeli Harita ve K-Ortalamalar Yöntemlerinden elde edilen sonuçların benzerlik gösterirken, İki Aşamalı Kümeleme Analizinden elde edilen sonuçların farklılık gösterdiği belirlenmiştir. Çalışma sonucunda kümeleme analizinde araştırmacıların farklı yöntemlerle elde ettikleri sonuçları rapor etmeleri önerilmektedir. Aynı zamanda çalışma sonucunda zengin çıktılar elde edilebilmesi sebebiyle kümeleme analizlerinin R programı kullanılarak yapılması önerilmiştir

İngilizce

This study aims to compare the results of the factor analysis performed with Frequentist and Bayesian approaches. The number of sub-dimensions of the measurement tool obtained from different methods, the variation of the items in the sub-dimensions, and the fit statistics' differentiation were examined. 778 students constitute the study sample. Buss and Perry Aggression Questionnaire-short form was used in the study. The results obtained from Bayesian factor analysis and maximum likelihood, minimum residuals, principal axis factoring, ordinary least squares, weighted least squares, generalized least squares  factor extraction methods, which are frequentist factor analysis methods, were compared. As a result of the study, the number of factors obtained from different factor extraction methods was the same, and the measurement tool had a four-dimensional structure. The analyses were performed in R,and JASP the factor loading cut-off was set as .40. As a result of study, Bayesian approach also yields valid results in terms of factor analysis, similar to the frequentist approach. Bayesian factor analysis method allowed to keep the measurement tool's structure, and there is no need to remove items from the measurement tool. So the researchers were recommended to include the Bayesian factor analysis in their studies

Comparison of the results of the generalizability theory with the inter-rater agreement coefficients: Comparison of the results of the generalizability theory

The agreement between raters is examined within the scope of the concept of “inter-rater reliability”. Although there are clear definitions of the concepts of agreement between raters and reliability between raters, there is no clear information about the conditions under which agreement and reliability level methods are appropriate to use. In this study, the comparison of eight different agreement coefficients used for the same purpose and the similarity of the results obtained with the G coefficient calculated within the framework of generalizability theory were examined. Within the scope of the study, it was determined that there were differences between the agreement coefficients of the evaluations made by the seven raters for 49 students over six open-ended items. As a result of the study, it was determined that the agreement coefficients differed significantly according to the method used and the level of agreement could be interpreted as low-medium-high according to the method used. In addition, as a result of the generalizability analysis, it was determined that the largest proportion of the variance components resulted from the difference between the raters and equal to 40% of the total variance between the raters. For this reason, it is recommended that researchers first examine the variance components originating from the person, item, and raters while determining the inter-rater reliability, and finally, report a few of the appropriate coefficients in case the inter-rater variance is low

Öğrencilerin Matematik Okuryazarlığı Performanslarının Aşamalı Doğrusal Model (HLM) ile İncelenmesi: PISA 2012 Türkiye Örneği

The objective of this study is to determine whether there is a difference among the mathematics literacy performances of students according to the student and school levels in the Turkey sample by using the data of the PISA 2012 test which is one of the large scale examinations. It is also an objective of the study to determine which variables have a significant effect on mathematics literacy in this two-level structure, i.e. student level and school level. The sample of the study consists of 4848 Turkish students from 170 schools participated the PISA 2012 test. Hierarchical Linear Model (HLM) was used in the analysis of the data. The variables within the study were dealt with at 2 levels, namely the school level and the student level. According to the findings obtained by the study, the effect of student level variables like gender, school type, motivation, self-efficacy, attitude, behaviour control, causes of failure, work discipline, mother education, father education, computer possession, age and tablet possession on the mathematics literacy at school was found to be statistically significant. On the other hand, it was determined that the school level variables like school revenues, number of mathematics teachers, number of students, teacher-student ratio and the morale of teachers have a significant effect on predicting the mathematics literacy. After the study, it was determined that nearly 63,17% of the difference between the mathematics literacy points of the students was caused by the difference between the schools.WoSTr-Dizi

Türkiye ve Amerika’da Engelli Öğrenciler için Yapılan Geniş Ölçekli Sınavların Yasal Sorumluluklar, Uygulama Yöntemleri ve Geçerlik Açısından İncelenmesi

Bu çalışma ile Türkiye ve Amerika’da (Amerika Birleşik Devletleri) engelli oldukları belirlenen öğrenciler için yapılan geniş ölçekli sınavların yasal sorumluluklar, uygulama yöntemleri ve geçerlik açısından karşılaştırılması amaçlanmıştır. Bu amaç kapsamında Türkiye’de ÖSYM tarafından yapılan sınavlar ile Amerika’da ETS tarafından gerçekleştirilen büyük ölçekli sınavlarda uygulanan yöntemlerin belirlenerek iki ülke arasındaki benzer ve farklı yönler ortaya çıkarılmıştır. Araştırma, Türkiye ve Amerika’da engelli oldukları belirlenen öğrenciler için gerçekleştirilen geniş ölçekli sınavların dayandıkları yasal sorumluluklar ve uygulama yöntemleri açısından karşılaştırılmaya çalışıldığı için betimsel çalışma örneğidir. Çalışmanın ilk bölümünde yurtdışında ve yurt içinde yayınlanan hakemli dergiler ile basılı kitaplar, ikinci bölümde ise engelli öğrenciler için şekil-grafik sorularının cevaplanmamasının kapsam geçerliğini nasıl etkilediğini belirlemek ve bu konuda neler yapılabileceğini ortaya çıkarmak amacıyla ölçme değerlendirme uzmanları ile engelliler konusunda çalışmaları bulunan akademisyen ve uzmanlaşmış personelden görüş alınması amacıyla hazırlanmış sorular kullanılarak görüşme yoluna gidilmiştir. Çalışma sonucunda Amerika’da uygulanan testin sunum şekli, zamanlamada yapılan değişiklikler, cevapların veriliş formatı ve sınava ilişkin genel düzenlemeler olmak üzere genel olarak dört başlık altında toplanan uyumsama çalışmalarının Türkiye’de tam olarak bir karşılığı olmadığı belirlenmiştir. Türkiye’de ekstra süre verme ve sınavı özel bir ortamda gerçekleştirme dışında diğer uygulamaların hiçbirinin gerçekleşmediği belirlenmiştir. Elde edilen bulgulara göre Amerika’da 1970’li yıllarda ele alınan engellilere yönelik düzenlemelerin Türkiye’de de de biran önce yetkililer tarafından ele alınarak yasal düzenlemelerin yerine getirilmesi gerektiği düşünülmektedir