Research Article
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Investigation of the Exam Question Types Attitude Scale for Secondary School Students: Development, Validity, and Reliability

Year 2023, Volume: 13 Issue: 2, 191 - 206, 10.09.2023
https://doi.org/10.19126/suje.1187470

Abstract

Developing students' positive attitudes toward a situation is extremely important. Many attitude scales aim to measure students' general attitudes toward a situation, but there is a scarcity of tools that can be easily employed to determine the type of questions students prefer in an exam. This paper reports the development and testing of an instrument like this for secondary school students, and 781 secondary school students participated in this study. The Exam Question Types Attitude Scale (EQTA-S) consisting of 10 items was developed in this study, and its validity and reliability were analyzed. Exploratory factor analysis was performed for the construct validity of the EQTA-S and an EQTA-S consisting of 10 items was obtained. The result of the confirmatory factor analysis showed that the scale is a good fit for the proposed one-factor structure. Additionally, the reliability of the scale was established by acceptable Cronbach alpha values that indicated reliability coefficients (Cronbach's alpha) of .81, .85, .84, and .82, respectively. Therefore, the findings of the study revealed that secondary school students' attitude scale toward exam question types provides valid and reliable results. As a result, this scale can be used to measure students' attitudes towards five different types of exam questions.

References

  • Akın, A. & Demirci, İ. (2012). Revised test anxiety scale: A validity and reliability study. Educational Sciences and Practice, 11(21), 103-118.
  • Astalini A., Kurniawan, D, A., Darmaji, D., Sholihah, L, R., & Perdana, R. (2019). Characteristics of students’ attitude to physics in muaro jambi high school. Humanities & Social Sciences Reviews (HSSR), 7(2), 91- 99.
  • Ayaydın, A. (2010). A research on measurement and evaluation in design education. Journal of Ahi Evran University Faculty of Education, 11(2), 159-172.
  • Azwar, S. (2019). Penyusunan skala psikologi [Making psychological scale] (2nd ed.). Pustaka Pelajar.
  • Bahar, M., Nartgün, Z., Durmuş, S., & Bıçak, B. (2012). Geleneksel tamamlayıcı ölçme değerlendirme teknikleri (5.Baskı). Ankara: Pegem Akademi.
  • Benjamin, M., McKeachie, W.J., Lin, Y.G., & Holinger, D. P. (1981). Test anxiety: Deficits in information processing. Journal of Educational Psychology, 73(6), 816-824.
  • Benson, L. & El-Zahar, N. (1994). Further refinement and validation of the Revised Test Anxiety Scale. Structural Equation Modeling, 1, 203-221.
  • Bhardwaj, J. S. & Kaushik, V. (2014). Developing an attitude scale towards science at middle school level. International Journal of Education and Science Research Review, 1(1), 6-13.
  • Birenbaum, M. & Feldman, R. A. (1998). Relationships between learning patterns and attitudes towards two assessment formats. Educational Research, 40(1), 90-98.
  • Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research. A primer. Frontiers in Public Health, 6, 149. https://doi.org/10.3389/fpubh.2018.00149
  • Chapman, K. J., & van Auken, S. (2001). Creating positive group project experiences: An examination of the role of the instructor on students’ perceptions of group projects. Journal of Marketing Education, 23, 117–127. doi:10.1177/0273475301232005.
  • Chen, H. (2003). A study of primary school english teachers’ beliefs and practices in multiple assessments: a case study in taipei city (Unpublished master theses). Taipei: National Taipei Teachers College.
  • Crocker, L. & J. Algina. 1986. Introduction to classical and modern test theory. Orlando, FL: Harcourt Brace Jovanovich. Darmaji, D., Kurniawan, D. A., & Suryani, A. (2019). Effectiveness of basic physics II practicum guidelines based on science process skills. Jurnal Ilmu Pendidikan Fisika (JIPF), 4(1), 1-7.
  • Delice, A. & Ergene, Ö. (2015). Ölçek geliştirme ve uyarlama çalışmalarının incelenmesi: Matematik eğitimi makaleleri örneği. Karaelmas Journal of Educational Sciences, 3, 60-75.
  • Dodeen, H. (2008). Assessing test-taking strategies of University students: Developing a scale and estimating its psychometrics indices. Assessment and Evaluation in Higher Education, 33(4), 409-419.
  • Dodeen, H. (2009). Test-related characteristics of uaeu students: test-anxiety, test-taking skills, guessing, attitudes toward tests, and cheating. Journal of Faculty of Education, 26, 31-66.
  • Dusic, D. M. (1998). What social cognitive factors influence faculty members’ use of computers for teaching? A literature review. Journal of Research on Computing in Education, 31, 123-137.
  • Ekinci, H. Y. ve Köksal, E. A. (2011). İlköğretim fen ve matematik öğretmenleri için ölçme ve değerlendirme yeterlikleri ölçeğinin geliştirilmesi. Kastamonu Eğitim Dergisi, 19(1),167-184.
  • Garson, D. 1998. Quantitative research in public administration. Available online at http://www2.chass.ncsu.edu/garson/pa765/validity.htm
  • Güler, N. & Gelbal, S. (2010). Açık uçlu matematik sorularının güvenirliğinin klasik test kuramı ve genellenebilirik kuramına göre incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 10(2), 991-1019.
  • Hembree, R. (1988). Correlates, causes, effecs and treatment of test anxiety.Review of Educational Research, 58(1), 47-77. Hlebowitsh, P. S. (2005). Desinging the school curriculum. USA: Pearson Education.
  • Hudson, R. D. & Treagust, D. F. (2013). Which form of assessment provides the best information about student performance in chemistry examinations? Research in Science & Technological Education, 31(1), 49–65.
  • Huxham , G. J., Lipton A., & Cummins, R. A. (1976). Student test type preference and its relation to personality and achievement. Medical Education, 10(2), 90–96.
  • Kılıç, Z. & Çetin, S. (2018). Investigation of students’ examination type preferences in terms of some variables. Elementary Education Online, 17(2), 1051-1065.
  • Kind, P., Jones, K., & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29, 871–893.
  • Kızılcık, H. Ş. & Tan, M. (2011). İtme ve momentum konusunda çoktan seçmeli bir test geliştirilmesi. Kastamonu Eğitim Dergisi, 19(1), 185-198.
  • Kubiszyn, T. & Borich, G. (2003). Educational testing and measurement: classroom application and practice. Hobokon NJ, USA: John Wiley and Sons.
  • Kumandaş, H. & Kutlu, Ö. (2014). Yükseköğretime öğrenci seçmede ve yerleştirmede kullanılan sınavların oluşturduğu risk faktörlerinin okul başarısı üzerindeki etkileri. Türk Psikoloji Dergisi, 29(74), 15-31.
  • Kurniawan, D. A., Perdana, R., & Kurniawan, W. (2019). Identification Attitudes of Learners on Physics Subjects. Journal of Educational Science and Technology (EST), 5(1), 56-63.
  • Maison, M., Darmaji, D., Astalini, A., Kurniawan, D, A., & Indrawati, P, S. (2019). Science Process Skills and Motivation. Humanities & Social Sciences Reviews (HSSR), 7(5), 48- 56.
  • Oliva, P. F. (2005). Developing the curriculum (6.Edition). Newyork: Pearson Education.
  • Önder, O. (2008). The effect of preparation with multiple choice and classical type questions on mathematics achievement and test anxiety levels. Unpublished Master Thesis. Marmara University, İstanbul.
  • Öner, N. (1990). Test anxiety inventory handbook. Foundation for Disseminating Guidance in Higher Education. No:1, İstanbul.
  • Oosterhof, A. (2001). Classroom Applications of Educational Measurement. Upper Saddle River, New Jersey, Columbus, Ohio: Merill Prentice Hall, Inc.
  • Pell, T. & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages from five to eleven years. International Journal of Science Education, 23, 847–862.
  • Popham, W. J. (1999). Why standardized test scores don’t measure educational quality. Educational Leadership, 56(6), 8-15.
  • Reteguiz, J. (2006). Relationship between anxiety and standardized patient test performance in the medicine clerkship. Journal of General Internal Medicine, 21, 415-418.
  • Spielberger, C.D. (1980). Test anxiety inventory: Preliminary professional manual. Palo Alto, CA: Consulting Psychologist Press.
  • Tabachnick, B. G. & Fidell, L. S. (2014) Using Multivariate Statistics. 6th edn. Harlow: Pearson.
  • Taylor, J. R. (1999). An introduction to error analysis: The study of uncertainties in physical measurements. University Science Books. pp. 128–129. ISBN 0-935702-75-X.
  • Tezbaşaran, E. & Yiğit, R. (2015). A study on developing attitude scale towards nurses. Hasan Ali Yücel Eğitim Fakültesi Dergisi,12(24), 69-80.
  • Tozoglu, D., Tozoglu, M. D., Gurses, A., & Dogar, C. (2004). The students’ perceptıons: essay versus multıple-choıce type exams. Journal of Baltic Science Education, 2(6),52-59.
  • Turgut, M. F. & Baykul, Y. (2012). Measurement and evaluation in education (4th Edition). Ankara:Pegem Akademi. Zeidner, M. (1987). Essay versus multiple-choice type classroom exams: The student’s perspective. Journal of Educational Research, 80(6), 352-58.
  • Zeidner, M. (1993). Essay versus multiple-choice-type classroom exams: The student’s perspective. In B. Nevo and R. S. Jäger (Eds.), Educational and psychological testing: The test taker’s outlook (pp.85-111). Stuttgart: Hogrefe and Huber Publishers.
  • Zeidner, M. (2004). Test anxiety. in: spielberger CD (Ed.), Encyclopedia of Applied Psychology (pp. 545- 556). New York: Elsevier.
  • Zoller, U. & Ben-Chain, D. (2007). Interaction between examination type, anxiety state and academic achievement in college science: An action oriented research. Journal of Research in Science Teaching, 26(1), 65-77. doi:10.1002/tea.3660260107
Year 2023, Volume: 13 Issue: 2, 191 - 206, 10.09.2023
https://doi.org/10.19126/suje.1187470

Abstract

References

  • Akın, A. & Demirci, İ. (2012). Revised test anxiety scale: A validity and reliability study. Educational Sciences and Practice, 11(21), 103-118.
  • Astalini A., Kurniawan, D, A., Darmaji, D., Sholihah, L, R., & Perdana, R. (2019). Characteristics of students’ attitude to physics in muaro jambi high school. Humanities & Social Sciences Reviews (HSSR), 7(2), 91- 99.
  • Ayaydın, A. (2010). A research on measurement and evaluation in design education. Journal of Ahi Evran University Faculty of Education, 11(2), 159-172.
  • Azwar, S. (2019). Penyusunan skala psikologi [Making psychological scale] (2nd ed.). Pustaka Pelajar.
  • Bahar, M., Nartgün, Z., Durmuş, S., & Bıçak, B. (2012). Geleneksel tamamlayıcı ölçme değerlendirme teknikleri (5.Baskı). Ankara: Pegem Akademi.
  • Benjamin, M., McKeachie, W.J., Lin, Y.G., & Holinger, D. P. (1981). Test anxiety: Deficits in information processing. Journal of Educational Psychology, 73(6), 816-824.
  • Benson, L. & El-Zahar, N. (1994). Further refinement and validation of the Revised Test Anxiety Scale. Structural Equation Modeling, 1, 203-221.
  • Bhardwaj, J. S. & Kaushik, V. (2014). Developing an attitude scale towards science at middle school level. International Journal of Education and Science Research Review, 1(1), 6-13.
  • Birenbaum, M. & Feldman, R. A. (1998). Relationships between learning patterns and attitudes towards two assessment formats. Educational Research, 40(1), 90-98.
  • Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research. A primer. Frontiers in Public Health, 6, 149. https://doi.org/10.3389/fpubh.2018.00149
  • Chapman, K. J., & van Auken, S. (2001). Creating positive group project experiences: An examination of the role of the instructor on students’ perceptions of group projects. Journal of Marketing Education, 23, 117–127. doi:10.1177/0273475301232005.
  • Chen, H. (2003). A study of primary school english teachers’ beliefs and practices in multiple assessments: a case study in taipei city (Unpublished master theses). Taipei: National Taipei Teachers College.
  • Crocker, L. & J. Algina. 1986. Introduction to classical and modern test theory. Orlando, FL: Harcourt Brace Jovanovich. Darmaji, D., Kurniawan, D. A., & Suryani, A. (2019). Effectiveness of basic physics II practicum guidelines based on science process skills. Jurnal Ilmu Pendidikan Fisika (JIPF), 4(1), 1-7.
  • Delice, A. & Ergene, Ö. (2015). Ölçek geliştirme ve uyarlama çalışmalarının incelenmesi: Matematik eğitimi makaleleri örneği. Karaelmas Journal of Educational Sciences, 3, 60-75.
  • Dodeen, H. (2008). Assessing test-taking strategies of University students: Developing a scale and estimating its psychometrics indices. Assessment and Evaluation in Higher Education, 33(4), 409-419.
  • Dodeen, H. (2009). Test-related characteristics of uaeu students: test-anxiety, test-taking skills, guessing, attitudes toward tests, and cheating. Journal of Faculty of Education, 26, 31-66.
  • Dusic, D. M. (1998). What social cognitive factors influence faculty members’ use of computers for teaching? A literature review. Journal of Research on Computing in Education, 31, 123-137.
  • Ekinci, H. Y. ve Köksal, E. A. (2011). İlköğretim fen ve matematik öğretmenleri için ölçme ve değerlendirme yeterlikleri ölçeğinin geliştirilmesi. Kastamonu Eğitim Dergisi, 19(1),167-184.
  • Garson, D. 1998. Quantitative research in public administration. Available online at http://www2.chass.ncsu.edu/garson/pa765/validity.htm
  • Güler, N. & Gelbal, S. (2010). Açık uçlu matematik sorularının güvenirliğinin klasik test kuramı ve genellenebilirik kuramına göre incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 10(2), 991-1019.
  • Hembree, R. (1988). Correlates, causes, effecs and treatment of test anxiety.Review of Educational Research, 58(1), 47-77. Hlebowitsh, P. S. (2005). Desinging the school curriculum. USA: Pearson Education.
  • Hudson, R. D. & Treagust, D. F. (2013). Which form of assessment provides the best information about student performance in chemistry examinations? Research in Science & Technological Education, 31(1), 49–65.
  • Huxham , G. J., Lipton A., & Cummins, R. A. (1976). Student test type preference and its relation to personality and achievement. Medical Education, 10(2), 90–96.
  • Kılıç, Z. & Çetin, S. (2018). Investigation of students’ examination type preferences in terms of some variables. Elementary Education Online, 17(2), 1051-1065.
  • Kind, P., Jones, K., & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29, 871–893.
  • Kızılcık, H. Ş. & Tan, M. (2011). İtme ve momentum konusunda çoktan seçmeli bir test geliştirilmesi. Kastamonu Eğitim Dergisi, 19(1), 185-198.
  • Kubiszyn, T. & Borich, G. (2003). Educational testing and measurement: classroom application and practice. Hobokon NJ, USA: John Wiley and Sons.
  • Kumandaş, H. & Kutlu, Ö. (2014). Yükseköğretime öğrenci seçmede ve yerleştirmede kullanılan sınavların oluşturduğu risk faktörlerinin okul başarısı üzerindeki etkileri. Türk Psikoloji Dergisi, 29(74), 15-31.
  • Kurniawan, D. A., Perdana, R., & Kurniawan, W. (2019). Identification Attitudes of Learners on Physics Subjects. Journal of Educational Science and Technology (EST), 5(1), 56-63.
  • Maison, M., Darmaji, D., Astalini, A., Kurniawan, D, A., & Indrawati, P, S. (2019). Science Process Skills and Motivation. Humanities & Social Sciences Reviews (HSSR), 7(5), 48- 56.
  • Oliva, P. F. (2005). Developing the curriculum (6.Edition). Newyork: Pearson Education.
  • Önder, O. (2008). The effect of preparation with multiple choice and classical type questions on mathematics achievement and test anxiety levels. Unpublished Master Thesis. Marmara University, İstanbul.
  • Öner, N. (1990). Test anxiety inventory handbook. Foundation for Disseminating Guidance in Higher Education. No:1, İstanbul.
  • Oosterhof, A. (2001). Classroom Applications of Educational Measurement. Upper Saddle River, New Jersey, Columbus, Ohio: Merill Prentice Hall, Inc.
  • Pell, T. & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages from five to eleven years. International Journal of Science Education, 23, 847–862.
  • Popham, W. J. (1999). Why standardized test scores don’t measure educational quality. Educational Leadership, 56(6), 8-15.
  • Reteguiz, J. (2006). Relationship between anxiety and standardized patient test performance in the medicine clerkship. Journal of General Internal Medicine, 21, 415-418.
  • Spielberger, C.D. (1980). Test anxiety inventory: Preliminary professional manual. Palo Alto, CA: Consulting Psychologist Press.
  • Tabachnick, B. G. & Fidell, L. S. (2014) Using Multivariate Statistics. 6th edn. Harlow: Pearson.
  • Taylor, J. R. (1999). An introduction to error analysis: The study of uncertainties in physical measurements. University Science Books. pp. 128–129. ISBN 0-935702-75-X.
  • Tezbaşaran, E. & Yiğit, R. (2015). A study on developing attitude scale towards nurses. Hasan Ali Yücel Eğitim Fakültesi Dergisi,12(24), 69-80.
  • Tozoglu, D., Tozoglu, M. D., Gurses, A., & Dogar, C. (2004). The students’ perceptıons: essay versus multıple-choıce type exams. Journal of Baltic Science Education, 2(6),52-59.
  • Turgut, M. F. & Baykul, Y. (2012). Measurement and evaluation in education (4th Edition). Ankara:Pegem Akademi. Zeidner, M. (1987). Essay versus multiple-choice type classroom exams: The student’s perspective. Journal of Educational Research, 80(6), 352-58.
  • Zeidner, M. (1993). Essay versus multiple-choice-type classroom exams: The student’s perspective. In B. Nevo and R. S. Jäger (Eds.), Educational and psychological testing: The test taker’s outlook (pp.85-111). Stuttgart: Hogrefe and Huber Publishers.
  • Zeidner, M. (2004). Test anxiety. in: spielberger CD (Ed.), Encyclopedia of Applied Psychology (pp. 545- 556). New York: Elsevier.
  • Zoller, U. & Ben-Chain, D. (2007). Interaction between examination type, anxiety state and academic achievement in college science: An action oriented research. Journal of Research in Science Teaching, 26(1), 65-77. doi:10.1002/tea.3660260107
There are 46 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

İzzet Kurbanoglu 0000-0002-5340-0855

Mevlüde Olcaytürk This is me 0000-0001-9032-7696

Early Pub Date August 30, 2023
Publication Date September 10, 2023
Published in Issue Year 2023 Volume: 13 Issue: 2

Cite

APA Kurbanoglu, İ., & Olcaytürk, M. (2023). Investigation of the Exam Question Types Attitude Scale for Secondary School Students: Development, Validity, and Reliability. Sakarya University Journal of Education, 13(2), 191-206. https://doi.org/10.19126/suje.1187470