Although Goodman–Kruskal gamma (G) is used relatively rarely it has promising potential as a coefficient of association in educational settings.  Characteristics of G are studied in three sub-studies related to educational measurement settings. G appears to be unexpectedly appealing as an estimator of association between an item and a score because it strictly indicates the probability to get a correct answer in the test item given the score, and it accurately produces perfect latent association irrespective of distributions, degrees of freedom, number of tied pairs and tied values in the variables, or the difficulty levels in the items. However, it underestimates the association in an obvious manner when the number of categories in the item is more than four. Towards this, a dimension-corrected G (G2) is proposed and its characteristics are studied. Both G and G2 appear to be promising alternatives in measurement modelling settings, G with binary items and G2 with binary, polytomous and mixed datasets.

The self-report and think-aloud approaches are the two dominant methodologies to measure metacognition. This is problematic, since they generate respondent and confirmation biases, respectively. The Meta-Performance Test is an innovative battery, which evaluates metacognition based on the respondent's performance, mitigating the aforementioned biases. The Meta-Performance Test consists of two tests, the Meta-text, which evaluates metacognition in the domain of reading comprehension, and Meta-number, in the domain of arithmetic expressions solving. The main focus of this article is to present the development of the battery, in terms of its conceptual basis, development strategies and structure. Evidence of its content validity is also presented, through the evaluation of three experts in metacognition, two experts in Spanish language, two experts in mathematics and five students who represent the target population. The results of the judges' evaluations attested to the Meta-Performance Test content validity, and the target population declared that both the battery understanding and taking are adequate. Contributions and future research perspectives of the Meta-Performance Test in the field of metacognition are discussed.

In modern times, the importance of education cannot be overstated. Beyond the acquisition of knowledge, perhaps the most important aim of education may be the development of character in individuals, including vitality, courage, sensitiveness, and intelligence, from which our society may experience increased prosperity, peace, and freedom. In this paper we address the daunting challenge of achieving successful, widespread, and inclusive university education. How do we enliven and engage the students in our classrooms? How can we help each and every student in the class self-actualize and reach the highest potential for learning? Active learning is one well-established and potent solution for accelerating the accumulation of knowledge. In this paper, an experiment in active learning utilizing team-based adaptive online quizzes in an introductory math finance course involving 378 undergraduate students over two years is conducted to explore the potency of this active learning methodology compared to a control group with traditional teaching. We find active learning unambiguously improves knowledge accumulation in the individual students, while simultaneously bolstering inclusive excellence across all students in the class, as measured by a relevant and meaningful quantitative metric. The paper concludes with a discussion comparing the quality of active vs. traditional teaching methods and offers interpretations of the quantitative results. The results of this paper support the widely accepted theme in the literature that active learning has a positive effect on student performance in STEM (Science, Technology, Engineering, and Math) courses.

This study aims to produce empirical evidence of the validity and reliability of instrument items for the competency framework of agricultural teaching staff in Malaysian agricultural vocational colleges. The validity and reliability of the framework were analyzed using Rasch Model Measurement assisted by Winsteps 3.72 software. This research instrument contained 116 items, which was distributed to 30 instructors at the Teluk Intan Agricultural Vocational College, Malaysia. The selection of respondents was made by strata random where the researcher makes the strata of the population according to the percentage and then selects randomly based on the desired percentage. Validity analysis of the instrument was done through four functional testings. For reliability and separation of respondents, it was found that the individual reliability value was very good and acceptable. The results of the item polarity analysis detected no negative value (-) in the Point Measure Correlation value. Item matching analysis found that 11 items had to be dropped as they failed to meet the required conditions. From the analysis on local dependence that determines dependent items based on the standardized residual correlation value, it was discovered that the correlation value for the items used was detected; 13 items need attention. The results of the data analysis checking the functionality of the items suggested that some items should be dropped. The omission of these items has provided evidence that the instrument of competence of agricultural instructors is crucial to have a high level of validity and reliability for use in actual studies.

This article introduces the concept of the carrying capacity of data (CCD), defined as an integrated, evaluative judgment of the credibility of specific data-based inferences, informed by quantitative and qualitative analyses, leavened by experience. The sequential process of evaluating the CCD is represented schematically by a framework that can guide data analysis and statistical inference, as well as pedagogy. Aspects of each phase are illustrated with examples. A key initial activity in empirical work is data scrutiny, comprising consideration of data provenance and characteristics, as well as data limitations in light of the context and purpose of the study.  Relevant auxiliary information can contribute to evaluating the CCD, as can sensitivity analyses conducted at the modeling stage. It is argued that early courses in statistical methods, and the textbooks they rely on, typically give little emphasis to, or omit entirely, discussion of the importance of data scrutiny in scientific research. This inattention and lack of guided, practical experience leaves students unprepared for the real world of empirical studies. Instructors should both cultivate in their students a true respect for data and engage them in authentic empirical research involving real data, rather than the context-free data to which they are usually exposed.

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.

Response times are one of the important sources that provide information about the performance of individuals during a test process. The main purpose of this study is to show that survival models can be used in educational data. Accordingly, data sets of items measuring literacy, numeracy and problem-solving skills of the countries participating in Round 3 of the Programme for the International Assessment of Adult Competencies were used. Accelerated failure time models have been analyzed for each country and domain.  As a result of the analysis of the models in which various covariates are included as independent variables, and response time for giving correct answers is included as a dependent variable, it was found the associations between the covariates and response time for giving correct answers were concluded to vary from one domain to another or from one country to another. The results obtained from the present study have provided the educational stakeholders and practitioners with valuable information.

This study examined the effect of Yunnan’s ethnic minority college students’ acculturation on their academic achievement under the risk of the Matthew effect. Additionally, the role played by learning motivation in the relationship between ethnic minority college students’ acculturation and academic achievement was explored. A total of 403 valid questionnaires were collected from four areas in Yunnan province, China. Consequently, the Acculturation Scale, Academic Achievement Scale, and Learning Motivation Scale were used for measurement materials. These items of scales were evaluated on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). SPSS (statistical package for the social sciences) and AMOS (analysis of a moment structures) softwares were used for data analyses. In addition, items were analyzed through item analysis, confirmatory factor analysis, reliability analysis and regression analysis. These results indicated that ethnic minority college students with low acculturation and learning motivation or high acculturation and low learning motivation can become objects of the Matthew effect. However, this study also observed that in certain students, high acculturation and high learning motivation can prevent the Matthew effect. Thus, high acculturation is crucial for improving academic achievement in ethnic minority college students. A level of high learning motivation is a powerful moderator promoting the academic achievement of students with high acculturation.

This study aimed to develop an instrument to assess science teacher candidates’ professional and pedagogical competence in the Industrial revolution 4.0. The instrument consisted of 30 questions and was used in the main study, which was analyzed using the Rasch model to unravel the reliability and empirical validity. The questions were developed based on a predetermined grid including the skills and literacy aspects used in the industrial revolution 4.0. The 30 revised questions were then tested on 60 students of Science Education at two State universities in Indonesia who were in their third year of study times. The Rasch model was employed to test its reliability and empirical validity that included Wright map analysis, item difficulty level, distractor analysis, and item suitability with the Rasch model. The results showed that the reliability value of the professional aspect was .95 and classified as an excellent category. Moreover, the pedagogic aspect obtained .93 and was classified as a very good category. Only one question was the most difficult and did not fit the Rasch model, while the others already fitted. This reliable and valid instrument is suggested to be useful in assessing pre-service science teachers’ competence.

This study aimed to determine the influence of critical thinking skills on misconceptions using a five-tier instrument in mixed-method research. The sampling technique used is simple random sampling. The data collection instrument used a critical thinking skills questionnaire, a misconception test of electric field material, and interviews. Data collection begins with quantitative data, providing a misconception test sheet and a critical thinking skills questionnaire. After that, the researcher took qualitative data in the form of interviews to strengthen data that had been obtained previously. Then from the results of the regression coefficients, there is an influence of critical thinking skills on misconceptions. The descriptive results of critical thinking skills data show that the mean of critical thinking skills is 68.50, which means that students' critical thinking skills are in a good category. Then from the results of the regression coefficients, there is an effect of critical thinking skills on a misconception, with the probability number obtained being significant. The limitations of this study are only to identify and see the impact.

This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.

This study reviews 60 papers using a Likert scale and published between 2012 – 2021. Screening for literature review uses the PRISMA method. The data analysis technique was carried out through data extraction, then synthesized in a structured manner using the narrative method. To achieve credible research results at the stage of the data collection and data analysis process, a group discussion forum (FGD) was conducted. The findings show that only 10% of studies use a measurement scale with an even answer choice category (4, 6, 8, or 10 choices). In general, (90%) of research uses a measurement instrument that involves a Likert scale with odd response choices (5, 7, 9, or 11) and the most popular researchers use a Likert scale with a total response of 5 points. The use of a rating scale with an odd number of responses of more than five points (especially on a seven-point scale) is the most effective in terms of reliability and validity coefficients, but if the researcher wants to direct respondents to one side, then a scale with an even number of responses (six points) is possible. more suitable. The presence of response bias and central tendency bias can affect the validity and reliability of the use of the Likert scale instrument.

The study discussed in this paper is a systematic literature review related to the role of dual language programme (DLP) in mathematics education which has been published within the last 5 years. This study was conducted to identify the distribution of DLP studies in terms of year of publication, the study context covered in previous studies, the context of study areas used, focus and trends of past studies, research methods used in previous studies and the role of language in school mathematics education. This review study followed the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) to analyze articles from Scopus and Web of Science. The findings of the study indicate that research trends in the implementation of the DLP on mathematics education for secondary school students showed an increase from 2017 to 2019. Most DLP-related articles are widely developed in the United States and Germany. The findings indicate that previous studies are more interested in studying the implementation of DLP in rural areas. Past studies have also preferred to use the design of either a qualitative study or a quantitative study to be implemented. Questionnaires, tests and interviews are among the research instruments that are often used for a study.

The field of studies in metacognition points to some limitations in the way the construct has traditionally been measured and shows a near absence of performance-based tests. The Meta-Text is a performance-based test recently created to assess components of cognition regulation: planning, monitoring, and judgment. This study presents the first evidence on the structural validity of the Meta-Text, by analyzing its dimensionality and reliability in a sample of 655 Honduran university students. Different models were tested, via item confirmatory factor analysis. The results indicated that the specific factors of planning and monitoring do not hold empirically. The bifactor model containing the general cognition regulation factor and the judgment-specific factor was evaluated as the best model (CFI = .992; NFI = .963; TLI = .991; RMSEA = .021). The reliability of the factors in this model proved to be acceptable (Ω = .701 & .699). The judgment items were well loaded only by the judgment factor, suggesting that the judgment construct may actually be another component of the metacognitive knowledge dimension but having little role in cognition regulation. The results show initial evidence on the structural validity of the Meta-Text and give rise to information previously unidentified by the field which has conceptual implications for theorizing metacognitive components.

The purpose of the study was to identify the - interventions that can be adopted for teaching chemistry disciplines to the graduates majoring in Pharmacy (Mpharm) in Ukraine. The study employed a systematic review methodology and a qualitative approach to synthesising the sources. The triangular assessment method was used to rate the short-listed instructional interventions for feasibility, transferability, and duplicability in the settings of teaching chemistry disciplines to pharmacy graduates in Ukraine. The review found seven eligible publications for the analysis. It was identified that the shortlisted instructional models were technology-mediated and positively affected students’ skills and occupational knowledge. Three out of seven instructional models used chatbots and AI to automate the process of management of students learning activity which suggested that automation of the process of educational content delivery was becoming an emerging trend in instructional design. Having performed the triangular assessment method (TAM) analysis, three instructional models were given preference in terms of their use in medical education settings in Ukraine. These models were as follows: a) PhET simulations-based model, b) the model based on automated delivery of the course using the Smart Sender platform and c) the model based on automation of the Moodle-driven e-course using Dialogflow chatbot.

This research analyzed the involvement of teachers, parents, and school committees in improving scientific attitudes in science learning using Rasch model analysis. A survey method was used in this quantitative study. Participants in the study were selected using a purposive sample of 174 teachers, parents, and school committees in Sleman and Kebumen Regencies, Indonesia. A questionnaire was used in data collection to determine the involvement of teachers, parents, and school committees in improving scientific attitudes toward science learning. The questionnaires were completed using a Likert scale of 1-4, and the data were then analyzed using the Rasch model. The result showed that all participants were the average logit items (+1.03 logit). The reliability was 0.89, indicating a positive response to improving students' scientific attitudes. The results of the Rasch model analysis suggested that the involvement of parents, teachers, and school committees in improving scientific attitudes differed according to their roles. Each instrument element was analyzed in more detail in the Rasch model. Participants' roles were reflected in the specific involvements of teachers in learning, parents at home with children, and school committees participating in school policy-making.

This research was aimed to determine the level of knowledge, skills and attitude of pre-service Mathematics teachers in Universiti Pendidikan Sultan Idris (UPSI) towards higher-order thinking skills (HOTS) and whether the elements of HOTS were translated into the teaching courses. The research was also designed to analyze the relationship between the pre-service Mathematics teachers’ exposure to HOTS through the teaching courses and their level of knowledge, skills and attitude towards HOTS. The study utilized a quantitative approach by administration of a survey to a simple random sample of 110 pre-service Mathematics teachers from UPSI. A questionnaire with five different parts was used as the research instrument with a reliability value of .979. The collected data were then analyzed using descriptive and inferential statistics. The descriptive statistics were used to determine the mean scores of the level of knowledge, skills and attitude among the pre-service Mathematics teachers, whereas inferential statistics using Pearson-r correlation was implemented to describe the relationship between the studied variables. The findings demonstrated that the knowledge and skills of pre-service Mathematics teachers towards HOTS were at a moderate level as opposed to their attitude and exposure to HOTS which were found to be at a high level. The data analysis using Pearson correlation illustrated a significant positive relationship with r = .727, r = .757 and r = .667 between the exposure to HOTS through the teaching courses and the level of knowledge, skills and attitude regarding HOTS of pre-service Mathematics teachers at UPSI, respectively. In conclusion, the research here indicates that pre-service Mathematics teachers in general, are positive towards the implementation of HOTS but they are lacking in terms of knowledge and skills. This research is useful in the field of Mathematics education as it can serve as a guidance to further enhance the knowledge, skills and attitudes especially for future Mathematics teachers in implementing HOTS effectively and improving the quality of the teaching program offered by the university indirectly.

Anger is a topic that requires intervention from teachers, counsellors, psychologists, parents, and all communities. The expressions of anger are subjective and sometimes hard to identify. Thus, anger should be measured more objectively, while the expressions need to be examined closely. The purpose of this study is to provide valid confirmation for development of an online instrument to measure the types of anger expression among adolescents. Data were collected from 935 adolescents from nine schools in northern Malaysia and the theoretical literature search. The data were analysed to provide evidence of construct validity in terms of item factor analysis, reliability estimates, and correlation between the types of anger expressions. Findings were used to develop an online Adolescent Anger Instrument. It measures five types of anger expressions, namely, physical, verbal, intrinsic, extrinsic, and passive. The results showed that the instrument is internally consistent with high evidence of construct validity. Exploratory factor analysis, with varimax rotation, suggested the existence of five distinct types of anger as conceptualised. Meanwhile, the correlation between types of anger expressions indicates the strength of the relationship between them. Discussions on the findings are provided, while suggestions for future research are also described.

Curiosity is one of the most important characters for elementary school students. However, the facts in the field show that the measurement model used by the teacher to identify the student's curiosity is not yet available in a standardized manner. This study aims to develop a model for measuring the curiosity of elementary school students using the graded response model (GRM) approach. This research uses quantitative method with descriptive type. The research sample used was 236 elementary school students who were randomly selected. Data were collected using a questionnaire of 16 statement items using a Likert scale approach. The data were analyzed using the response item theory approach with the GRM. The results showed that the model for measuring student curiosity in elementary schools had good location parameters, a good discriminant index, a fairly good information function with a small estimation error. The curiosity measurement model in this study can be used as an alternative for teachers to identify students' curiosity in elementary schools.

The implementation of learning activities in schools has not provided opportunities or encouragement for students in developing their procedural knowledge. This research aimed to test the effectiveness of developing Bloom’s Taxonomy revision-oriented learning activities to grade IV elementary learners’ procedural knowledge capabilities and learning outcomes. This research used quasi-experiment with a quasi-experimental design which consisted of a posttest-only control design. The population of this study was sixth-grade students of 9 schools with an overall number of 229 students. The sample in the study was 50 students, there were 26 students from the experimental class and 24 students from the control class. A test method with 10 question items was used as a data collection method. The data analysis methods and techniques used were quantitative descriptive analysis and inferential statistical analysis. Then the data were analyzed using the MANOVA test assisted by the IBM SPSS Statistics 21.0 program. The hypothesis test results showed a significance value of .000 (Sig<.05). It can be concluded in procedural capabilities and learning outcomes between groups of students there is a significant difference from following learning by implementing Bloom's Taxonomy Revision oriented learning activities with the experimental and control group.