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アイテム
Using Item Response Theory to Analyze Student Ability to Acquire Lower Primary Curriculum Content: A Case of Rural Malawi
https://doi.org/10.15027/54767
https://doi.org/10.15027/5476759a05549-154d-4882-b2f3-bb918beffc7f
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
BullGradSchHumanitSocSciHUStuEdu_4_257.pdf (1.3 MB)
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| Item type | デフォルトアイテムタイプ_（フル）(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-12-27 | |||||||
| タイトル | ||||||||
| タイトル | Using Item Response Theory to Analyze Student Ability to Acquire Lower Primary Curriculum Content: A Case of Rural Malawi | |||||||
| 言語 | en | |||||||
| 作成者 |
Taniguchi, Kyoko
× Taniguchi, Kyoko
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| アクセス権 | ||||||||
| アクセス権 | open access | |||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||
| 権利情報 | ||||||||
| 言語 | ja | |||||||
| 権利情報 | Copyright © 2023 人間社会科学研究科 | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | item response theory | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | student ability | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | academic achievement | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | curriculum | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | sub-Saharan Africa | |||||||
| 内容記述 | ||||||||
| 内容記述 | Improving student achievement is a significant issue in Malawi. This study uses item response theory (IRT) to analyze students’ ability to acquire curriculum content in rural Malawi’ s primary education system. Using data from a sample of 1,476 grade 5 students across 30 public primary schools, the analysis computes two parameters of IRT—item difficulty and item discrimination—on selected test questions in the areas of English and mathematics. In English, students demonstrated skills in vocabulary and in asking and answering questions, while they had difficulty with tenses and stories. In mathematics, students’ strengths were concentrated in counting, writing numbers, and addition, while their weaknesses were concentrated in solving common fractions and in problems involving time and addition of money. Although IRT is useful for analyzing student ability, the test items being studied must meet certain assumptions before IRT can be used with them—posing a challenge in low-income countries. The findings of this study are intended to contribute to improving student skills in Malawi. | |||||||
| 言語 | en | |||||||
| 内容記述 | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | For financial support of this research, I am grateful for the Sasakawa Scientific Research Grant from the Japan Science Society extended for this research, the Hiroshima University Alumni Association, and the Japan Society for the Promotion of Science. | |||||||
| 言語 | en | |||||||
| 出版者 | ||||||||
| 出版者 | 広島大学大学院人間社会科学研究科 | |||||||
| 言語 | ja | |||||||
| 出版者 | ||||||||
| 出版者 | Graduate School of Humanities and Social Sciences, Hiroshima University | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 出版タイプ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| ID登録 | ||||||||
| ID登録 | 10.15027/54767 | |||||||
| ID登録タイプ | JaLC | |||||||
| 開始ページ | ||||||||
| 開始ページ | 257 | |||||||
| 書誌情報 |
ja : 広島大学大学院人間社会科学研究科紀要. 教育学研究 en : Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education 号 4, p. 257-266, ページ数 10, 発行日 2023-12-22 |
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| 旧ID | 54767 | |||||||
