A Study of Item Bias In Mathematics Subject For Primary School Level Through International Test
Main Article Content
Abstract
The objective was to examine differential item functioning and differential distractor functioning in mathematics, primary school level through charactertistic classification analysis in gender and school size. Secondary data from the project studying on the trends in International Mathematics and Science study 2011 or TIMSS 2011 was used. The sample groups were students, mathematics teachers (who teach sample students) and school executives. The sample students were 4,448 students in grade 4 from 168 schools. Only mathematics subject results from mathematics evaluation (14 tests/primary level) were studied. Data analysis has two steps – 1) data management from studied factors and 2) analysis on differential item functioning and differential distractor functioning.
The research result showed that;
For gender aspect, there were 24 items on differential item functioning and differential distractor functioning from the total of 356 items. The highest topics were number, geometry and data, respectively. For school aspect, there were 54 items on differential item functioning and differential distractor functioning from the total of 356 items. The highest topics were number, geometry and data, respectively..