The Construction of Mathematical Connection Ability Test for Grade Four Students
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Abstract
This research had the objectives to (1) construct a mathematical connection ability test for grade 4 students, (2) analyze the psychometric properties of the mathematical connection ability test for grade 4 students, and (3) analyze the mathematical connection ability of grade 4 students. The sample consisted of 100 grade 4 students at Ban Khlong Bua School (Iam Saengrot), Bang Khen District Office, under Bangkok Metropolitan Administration (BMA), using the technique of two-stage cluster sampling. The research instrument was a fifteen-item response test. The psychometric properties were analyzed from (1) content validity, (2) reliability, (3) difficulty, and (4) discrimination. The mathematical connection ability was analyzed using descriptive statistics of mean, frequency, and percentage.
The findings were as follows:
1. The construction of the mathematical connection ability test for grade 4 students yielded a fifteen-item response test with polytomous scoring. All items measured the concept of Connectivism by the National Council of Teachers of Mathematics of the United States of America (NCTM, 2000) in three standards: (1) remembering and making connections for mathematical concepts—five items, (2) understanding the connections of mathematical knowledge to see how they connect and using the knowledge to construct new knowledge in consistency with existing knowledge—five items, (3) remembering and applying mathematics in other contexts beside mathematics—five items.
2. The analysis of psychometric properties of the mathematical connection ability test of the students under study revealed that the content validity of all items passed the criteria. The reliability was 0.764, rather a high level, and passed the criterion. All the fifteen test items exhibited difficulty between 0.444 and 0.840. The discrimination was from -0.037 to 0.867.
3. The analysis of the mathematical connection ability of the 100 students under investigation found the following: The students had an average score of 32.25 from 52. When considering the assessment of mathematical connection ability, it was found that 73 students exhibited the mathematical connection ability passing the criterion with a score of 26 or higher than 50 percent of the maximum score (73.00 percent), meanwhile, 27 students exhibited the mathematical connection ability lower than the criterion with the score lower than 26 or lower than 50 percent of the maximum score (27.00 percent).
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