ERIC Number: EJ1045292
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Evaluating the Mathematics Interest Inventory Using Item Response Theory: Differential Item Functioning across Gender and Ethnicities
Wei, Tianlan; Chesnut, Steven R.; Barnard-Brak, Lucy; Stevens, Tara; Olivárez, Arturo, Jr.
Journal of Psychoeducational Assessment, v32 n8 p747-761 Dec 2014
As the United States has begun to lag behind other developed countries in performance on mathematics and science, researchers have sought to explain this with theories of teaching, knowledge, and motivation. We expand this examination by further analyzing a measure of interest that has been linked to student performance in mathematics and intention to enroll in advanced mathematics classes. Using Item Response Theory (IRT), the purpose of this study was to evaluate the psychometric properties of the Mathematics Interest Inventory (MII). Six hundred sixty-six students (47.6% Hispanic, 48.2% Male) formed the sample. Results revealed minimal differential item functioning (DIF) between genders. Substantial DIF emerged between Hispanic and White students. Implications of the differential functioning and the measurement of interest in mathematics are discussed.
Descriptors: Interest Inventories, Item Response Theory, Item Analysis, Gender Differences, Mathematics Achievement, Psychometrics, Advanced Courses, Mathematics Instruction, Hispanic American Students, White Students, Intention, Measurement, Student Attitudes, Elementary School Students, Secondary School Students
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Texas