Development of Number Sense Test for Eighth-Grade Students: A Validity and Reliability Study

Birgin, Osman; Peker, Elif Seval

doi:10.14812/cuefd.871367

Cited by 2 publications

(4 citation statements)

References 24 publications

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“…Kayhan Altay and Umay (2010) and Alkaş Ulusoy and Şahiner (2016) designed their scales according to the 5 number sense components created by Yang (1995), but as a result of EFA, it was seen that Kayhan Altay and Umay (2010) reached a 3-factor structure and Alkaş Ulusoy and Şahiner (2016) reached a 4-factor structure different from the theoretical structure. In the study conducted by Birgin and Peker (2022), it was seen that the 6-factor theoretical structure was conformed with the EFA results and confirmed by the CFA.…”

Section: Introductionsupporting

confidence: 65%

“…As a result of the literature review, four scales were developed to measure the number sense skills of secondary school students in Turkey Kayhan Altay and Umay, 2010;Birgin and Peker, 2022;Alkaş Ulusoy and Şahiner, 2016). One of these scales was developed by .…”

Section: Introductionmentioning

confidence: 99%

“…Another scale was developed by Birgin and Peker (2022) for secondary school students. The factor structure of the scale was reached by combining the models developed by Reys and Yang (1995) and Greeno (1991).…”

Section: Introductionmentioning

confidence: 99%

“…The number sense scales developed in Turkey are based on the theoretical models developed by Reys and Yang (1998) and Yang (1995). In the scale developed by Birgin and Peker (2022), the quantitative reasoning and inference component developed by Greeno (1991) was added to the model developed by Reys and Yang (1995). In the number sense scales of and , factor structures were formed based on expert opinion, and the adequacy of the questions in the scale was decided by item analysis.…”

Section: Introductionmentioning

confidence: 99%

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The Validity and Reliability Study of Elementary Fourth Grade Number Sense Scale

Ulu¹

2023

ijetsar

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In this study, it was aimed to develop a valid and reliable number sense scale for elementary school students. Construct validity studies were conducted with 299 elementary school 4th grade students studying in 2 public schools in Eskişehir province selected by cluster sampling method. Criterion validity studies were conducted with 312 elementary school 4th grade students studying in 4 public schools in Eskişehir. As a result of the literature review and expert opinions, it was decided that the theoretical structure of the scale would consist of 6 factors and 31 items, namely the meaning and size of numbers, decomposing and combining numbers, determining reference points, the effect of operations on numbers, the flexible use of numbers, and the sensibility of numbers. Item analysis studies were first conducted on the draft scale and it was decided to remove 6 items with low discrimination from the test. Following the item analysis studies, construct validity studies were conducted. Within the scope of construct validity, it was aimed to test the theoretical structure created by the researchers. In this context, confirmatory factor analysis (CFA) technique was thought to be more appropriate for the purpose. As a result of CFA, it was determined that the theoretical structure of the scale produced a high fit with its 6factor 25-item structure. It was determined that the reliability coefficients of the whole scale and each factor were sufficient. Finally, within the scope of criterion validity, the relationship of the number sense scale with the problem solving achievement test developed by Ulu (2017) was examined. As a result, it was seen that all factors of the number sense scale had a moderately significant relationship with problem solving success, and this finding allowed us to see that the criterion validity of the number sense scale was sufficient.

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Section: Introductionsupporting

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Validity and Reliability Study of Elementary Fourth Grade Number Sense Scale

Ulu¹

2023

ijetsar

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Development and validation of a two‐tier number sense test for sixth‐grade students in fractions and decimals

Birgin,

Peker

2024

Psychology in the Schools

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The aim of this study was to develop an instrument for assessing sixth‐grade students’ number sense skills in fractions and decimals. This study was conducted on 452 sixth graders (10–11 years old) from the western region of Turkey. The construct validity of the number sense test (NST) was examined via exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). First, the draft NST, which consists of 36 two‐tier items, was administered to 208 students for the EFA. Repeated EFA results indicated that the NST consisted of five number sense components with 25 items (understanding the meaning and magnitude of numbers, recognizing the effects of operations on numbers, using multiple representations of numbers, using reference points in numbers, and judging the reasonableness of a computational result). The NST, with factor loadings ranging from 0.60 to 0.87, accounted for 72.39% of the total variance. The composite reliability and Cronbach's alpha coefficients ranged from 0.88 to 0.92. The CFA was administered to an additional 244 students in the school. The results of the first‐ and second‐order CFA revealed that the model fit of the NST was good (Chi‐square/df = 2.04; RMSEA = 0.066; NNFI = 0.97; IFI = 0.98; CFI= 0.97; and S‐RMR = 0.065). The results of the present study indicate that the NST is a valid and reliable instrument for assessing sixth‐grade students' number sense skills in fractions and decimals.

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Development of Number Sense Test for Eighth-Grade Students: A Validity and Reliability Study

Cited by 2 publications

References 24 publications

The Validity and Reliability Study of Elementary Fourth Grade Number Sense Scale

The Validity and Reliability Study of Elementary Fourth Grade Number Sense Scale

Development and validation of a two‐tier number sense test for sixth‐grade students in fractions and decimals

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