The Effects of Socially Desirable Responding on Quality of Moral Test for Grade 4 - 6 Students
Article Sidebar
Main Article Content
Abstract
The objectives of this research were 1) to develop and verify the quality of the moral test for grade 4–6 students that the researcher had developed, 2) to study grade 4–6 students' responses to the moral test, as the grade 4–6 students were divided into groups by their responses to the social desirability test, and 3) to compare the pre-grouping quality and the post-grouping quality of the moral test that the researcher had developed for grade 4–6 students, based on their responses to the social desirability test. The sample consisted of 848 students who were studying in grade 4–6 in the academic year 2020 in the schools under Mahasarakham Educational Service Area Offices, obtained through multistage random sampling. The research tools were: a moral test for grade 4–6 students that the researcher had developed—¬¬a 3-choice situational scale with 32 items, and a student characteristics test for primary school students: a social desirability responding scale developed by AREA SIG research group, Faculty of Education, Khon Kaen University—¬¬a 5-point rating scale, with 20 items.
The research results are as follows:
1) The moral test for grade 4–6 students consisted of 32 items and was divided into 5 parts: honesty, responsibility, patience, discipline, and gratitude. The construct validity of the test showed that the moral test for grade 4–6 students was consistent with the empirical data, having the Chi-Square = 46.435, df = 44, P-value 0.3723 RMSEA = 0.014, 0.030, CFI = 0.997, TLI = 0.995, the item-total correlation between 0.183 to 0.423, and Cronbach's alpha coefficient = 0.795.
2) The grade 4–6 students' responses to the moral test were classified into 5 groups according to the results of social desirability responses, from very low-socially desirable response to very high-socially desirable responses (SDR1-SDR5). It was found that the SDR5 had the highest mean of 84.22, and the SDR1 had the lowest mean of 75.36. When each group's moral test results were compared, it was found that the scores were different, with statistical significance at the .05 level.
3) The comparison of the pre-grouping quality with the post-grouping quality of the moral test for grade 4–6 students that was developed by the researcher, based on their responses to the social desirability, revealed that when considering the common item slope parameter (αi) before grouping the test takers according to their social desirability responding, it was from -0.65 to 1.39; and after grouping the test takers according to their social desirability responding, it was from 0.18 to 1.28. When considering the Category threshold, (βij) of each item, before grouping β1 was from -15.62 to 0.04, β2 was from -3.91 to 13.52, after grouping β1 was from -5.27 to -0.95, β2 was from -2.16 to 4.02, and it was ordering threshold. The results of information functions of the moral test for grade 4–6 students showed that the value before grouping was higher than after grouping within the same estimated test takers' ability.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The content and information contained in the published article in the Journal of Educational Measurement Mahasarakham University represent the opinions and responsibilities of the authors directly. The editorial board of the journal is not necessarily in agreement with or responsible for any of the content.
The articles, data, content, images, etc. that have been published in the Journal of Educational Measurement Mahasarakham University are copyrighted by the journal. If any individual or organization wishes to reproduce or perform any actions involving the entirety or any part of the content, they must obtain written permission from the Journal of Educational Measurement Mahasarakham University.
References
Hair, J.F., Black, W.C. Babin, B.J., & Anderson, R.E. (2010). Multivariate data analysis (7th ed.). Prentice Hall.
Lawshe. C. H. (1975). A Quantitative Approach to Content Validity. Personnel Psychology, 28, 563 - 575.
Anan Ananto (Thupjinda), S. (2017). The study of student's ethic and moral behavior of primary level 6 school, AMPHURMUANG SAMUTPRAKAN. [Master’s Thesis]. Mahachulalongkornrajavidyalaya University. (in Thai)
Arunmala, P. (2019). The Effects of Using a Virtue Ethics Scale with Socially Desirable Responding Scale of Lower Secondary School Students. Master of Education [Master’s Thesis] Khon Kaen University. (in Thai)
Bureau of Academic Affairs and Education Standards. (2017). Guidelines for developing and evaluating 12 core values of Thai people. The Agricultural Cooperative Federation of Thailand. Limited. (in Thai)
Bureau of Educational Testing, Office of the Basic Education Commission. (2018). Guidelines for assessing the quality of education at early childhood standards the level of basic education and the level of basic education, special education center. The Agricultural Cooperative Federation of Thailand. Limited. (in Thai)
Jantawarn, S. (2013). Development of a Socially Desirable Responding Scale of Thai Undergraduate Students. [Doctoral dissertation]. Chulalongkorn University Intellectual Repository. http://cuir.car.chula.ac.th/handle/123456789/43653. (in Thai)
Kanjanawasee, S. (2012). Modern Test Theory (4th ed.). Chulalongkorn University Press. (in Thai)
Klaharn, R., Sartrapat, D. and Chaleoykittis, S. (2015). The Development Model of Measurement and Behavioral Assessment to Enhance Desirable Characteristics of Grade 4 to 6 Thai Students of the 21st Century. National Institute of Educational Testing Service (Public Organization). (in Thai)
Kongkaphan, W. (2016). Impact of Cooperative Knowledge and Communication Factors on Member's Participation to Conduct a Business with Agricultural Cooperative in UbonRatchathani Province: A Case Study of a Below Standard Cooperative. Academic Journal Uttaradit Rajabhat University. 11(1). 191-204. (in Thai)
LILA, U. (2018). Strategies for students' moral development in basic schools under kamphaengphet primary educational. service area office 1 and 2. [Doctoral dissertation]. Kamphaengphet Rajabhat University. (in Thai)
Ministry of Education. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). The Agricultural Cooperative Federation of Thailand. Limited. (in Thai)
Moral Promotion Center (Public Organization). (2008). Change trend analysis morality and ethics of Thai people. Prigwangraphic. (in Thai)
Office of the Basic Education Commission. (2018). Guidelines for the Driving the Moral Schools of OBEC. Office of the Basic Education Commission. (in Thai)
Office of the Permanent Secretary, Ministry of Education. (2018). Moral and ethics education of students in academy, Ministry of Education. Office of the Permanent Secretary, Ministry of Education. (in Thai)
Panyavachiro (Tamnu), S. (2013). Promoting moral students watpaorohit primaryschool pangphat district bangkok. [Master’s Thesis] Mahachulalongkornrajavidyalaya University. (in Thai)
Seetamat S. (2020). The effect of a socially desirable responding on quality of internet usage ethics scale for grade 10-12 students. Master of Education [Master’s Thesis]. Khon Kaen University. (in Thai)
Sirivunnabood, P. (2010). Developmental Psychology Theory (5th ed.). Chulalongkorn University Press. (in Thai)
Taksino, P., Promabun, T., Suraset, C., Jogsatit, T. and Kedchaturat, J. (2016). Measurement and Assessment Model of Desirable Characteristics for students on National Education Standards and Developing Battery test of Attitudinal Constructs for Basic Educational student. National Institute of Educational Testing Service (Public Organization). (in Thai)
Thano, P. (2018). Development of a Metacognition Scale Using Computer Multimedia for Nursing Students: An Application of Multidimensional Item Response Theory. [Doctoral dissertation]. Chulalongkorn University Intellectual Repository. http://cuir.car.chula.ac.th/handle/123456789/61387. (in Thai)