Papers by Dr. Mamun Albnaa
This research has aimed at constructing Criterion Referenced Test to measure the statistical comp... more This research has aimed at constructing Criterion Referenced Test to measure the statistical competencies of the Postgraduate Students in Education Colleges in Yemeni Universities, at examining the validity of the test's grades (the descriptive validity and the Domain Selection Validity), at examining the test's grades Reliability according to (Livingston).In addition, it aims at determining the adequate Cutoff Scores for every statistical Competency through which one can identify those students who are skilful or unskillful of this Competency, and finally to know to what extent the Postgraduate Students in Education Colleges in the Yemeni Universities are in full command of using these statistical Competencies which are included in this test. The researcher has used a method called Evaluation researches. The sample of the research has consisted of (157) students in the MA program. The researcher has constructed a test after following these stages (Analysis, test construction, try out, and print out the test) After following these stages the study has produced a Criterion Referenced Test to measure the statistical competencies of the Postgraduate Students in Education Colleges in the Yemeni Universities. This test includes (77) items which measure seven statistical Competencies which seem to be adequate: (Determining the basic statistical concepts and idioms-using and inferring the descriptive statisticsdetermining and explaining the connection element-using the parametric statistical methods-using the nonparametric statistical methods-reading and explaining the inferred results from the statistical program SPSS-and selecting the adequate statistical style). It has also been concluded that this test has a descriptive validity as well as Domain Selection Validity. It has been found that the test has a high Reliability according to Livingston which has reached at (0.99). The adequate cutoff-Scores is (0.63). There was also a clear decrease in the statistical Competencies of the students of the Postgraduate Students in Education Colleges in the Yemeni Universities.
The study was carried out to know the effect of number of alternatives (Two/Three/ Five) on Alpha... more The study was carried out to know the effect of number of alternatives (Two/Three/ Five) on Alpha Cronbach reliability coefficient and also on the validity in Likert scale. The descriptive survey research method has been used in the study. The sample consisted of 510 undergraduate students. The investigator used the scale developed by Sobhei Hamdan & Mohammed Jehad (2007) for the purpose. The findings of the study revealed that: (1) there is no effect of number of alternatives (Two/Three/Five) on the reliability and the validity of Alpha Cronbach coefficient in Likert scale.
Open Journal of Social Sciences, 2015
The present study has been undertaken to evaluate the level of statistical competency of the post... more The present study has been undertaken to evaluate the level of statistical competency of the postgraduate students belonging to the Faculty of Education in the Universities of Yemen and India. A standardized test prepared by the researchers has been used to assess the level of statistical competency of students. The study reveals that 1) The level of statistical competency of the postgraduate students belonging to the Faculty of Education in Universities of Yemen is average. 2) The level of statistical competency of the postgraduate students belonging to the Faculty of Education in Indian Universities is less than average. 3) The level of statistical competency of Yemeni postgraduate students is significantly higher than their counterparts of India. 4) There is a significant difference between male and female postgraduate students in the level of statistical competency. The male postgraduate students are better than female postgraduate students.
IOSR Journal of Research & Method in Education (IOSRJRME), 2013
Measurement theories are important to practice in educational measurement because they provide a ... more Measurement theories are important to practice in educational measurement because they provide a background for addressing measurement problems. One of the most important problems is dealing with the Measurement Errors. A good theory can help in understanding the role of errors they play in measurement; (a) To evaluate the examinee's ability to minimize errors and (b) Correlations between variables. There are two theories addressing measurement problems such as test construction, and identification of biased test items: Classical Test Theory (CT) and Item Response Theory (IRT) (1950). As a result of a number of problems associated with the Classical Theory of Measurement, which cause inaccuracy in results i.e. methods and tools of measurement. There appeared a need to develop the methods of measuring behavior in a manner consistent with the Physical Measurement Methods. Based on the Philosophy of this measurement and assumption, which achieves the quality and safety of these methods, and acceptance of their results with a high Degree of Confidence. There were many research studies by professionals and those interested in behavioral measures, aimed and try to overcome some of the Behavioral Problems of Measurement. These studies have resulted in the emergence of Item Response Theory. Item response theory is a Statistical Theory about Items, Test Performance and abilities that are measured by Items. Item responses can be discrete or continuous and can be dichotomous and the item score categories can be ranked or non ranked. There can be one ability underlying test, and there are many models in which the relationship between item responses and the underlying ability can be specified. Within the IRT there are many models that have been applied to test data really but most famous among them is Racsh model. In this paper, both the theories i.e. Classical Test Theory and Item Response Theory (lRT) will be described in relation to approaches to measure the validity and reliability. The intent of this module is to provide a comparison of classical theory and item response theory.
Khazar Journal of Humanities and Social Sciences, 2014
The study was conducted to know the effect of items direction (positive or negative) on the facto... more The study was conducted to know the effect of items direction (positive or negative) on the factorial construction and criterion related validity in Likert scale. The descriptive survey research method was used for the study and the sample consisted of 510 undergraduate students selected by used random sampling technique. A scale developed by Sobhei Hamdan & Mohammed Jehad (2007) was used by the investigator to access attitude of students towards undergraduate study. The finding of the study revealed that: (1) there is effect of items direction (positive or negative) on the factorial construction related validity in Likert scale; and (2) criterion related validity is not affected even when the items’ directions for Likert’s type differ (positive, negative, half- positive, half- negative and random [positive & negative]) and there is no effect of items direction (positive or negative) on the criterion related validity in Likert scale.
The study was carried out to know the effect of number of alternatives (Two/Three/ Five) on Alpha... more The study was carried out to know the effect of number of alternatives (Two/Three/ Five) on Alpha Cronbach reliability coefficient and also on the validity in Likert scale. The descriptive survey research method has been used in the study. The sample consisted of 510 undergraduate students. The investigator used the scale developed by Sobhei Hamdan & Mohammed Jehad (2007) for the purpose. The findings of the study revealed that: (1) there is no effect of number of alternatives (Two/Three/Five) on the reliability and the validity of Alpha Cronbach coefficient in Likert scale.
The present study has been undertaken to evaluate the level of statistical competency of the post... more The present study has been undertaken to evaluate the level of statistical competency of the post-graduate students belonging to the Faculty of Education in the Universities of Yemen and India. A standardized test prepared by the researchers has been used to assess the level of statistical competency of students. The study reveals that 1) The level of statistical competency of the post-graduate students belonging to the Faculty of Education in Universities of Yemen is average. 2) The level of statistical competency of the post-graduate students belonging to the Faculty of Education in Indian Universities is less than average. 3) The level of statistical competency of Yemeni post-graduate students is significantly higher than their counterparts of India. 4) There is a significant difference between male and female post-graduate students in the level of statistical competency. The male post-graduate students are better than female post-graduate students.
ABSTRACT: The study was carried out to know the effect of number of alternatives (Two/Three/ Five... more ABSTRACT: The study was carried out to know the effect of number of alternatives (Two/Three/ Five) on Alpha Cronbach reliability coefficient and also on the validity in Likert scale. The descriptive survey research method has been used in the study. The sample consisted of 510 undergraduate students. The investigator used the scale developed by Sobhei Hamdan & Mohammed Jehad (2007) for the purpose. The findings of the study revealed that: (1) there is no effect of number of alternatives (Two/Three/Five) on the reliability and the validity of Alpha Cronbach coefficient in Likert scale.
Abstract
The study was conducted to know the effect of items direction (positive or ... more Abstract
The study was conducted to know the effect of items direction (positive or negative) on the
factorial construction and criterion related validity in Likert scale. The descriptive survey research
method was used for the study, the sample consisted of 510 undergraduate student were selected by
used random sampling technique. A scale developed by Sobhei Hamdan & Mohammed Jehad
(2007) was used by the investigator to access attitude of students towards undergraduate study. The
finding of the study revealed that: (1) there are differences in the number of factors calculated by
factor analysis and showed that there is effect of items direction (positive or negative) on the
factorial construction criterion related validity in Likert scale; and (2) criterion related validity is
not affected even when the items’ directions for Likert’s type differ (positive, negative, half positive, half- negative and random [positive & negative]) and there is no effect of items direction
(positive or negative) on the criterion related validity in Likert scale.
Keywords: Items Direction, Factorial Construction, Criterion Validity, Likert scale.
______________________________________________________________________
This research has aimed at constructing Criterion Referenced Test to measure the statistical c... more This research has aimed at constructing Criterion Referenced Test to measure the statistical competencies of the Post-graduate Students in Education Colleges in Yemeni Universities, at examining the validity of the test's grades (the descriptive validity and the Domain Selection Validity), at examining the test's grades Reliability according to (Livingston).In addition, it aims at determining the adequate Cut-off – Scores for every statistical Competency through which one can identify those students who are skilful or unskillful of this Competency, and finally to know to what extent the Post-graduate Students in Education Colleges in the Yemeni Universities are in full command of using these statistical Competencies which are included in this test.
The researcher has used a method called Evaluation researches. The sample of the research has consisted of (157) students in the MA program. The researcher has constructed a test after following these stages (Analysis, test construction, try out, and print out the test)
After following these stages the study has produced a Criterion Referenced Test to measure the statistical competencies of the Postgraduate Students in Education Colleges in the Yemeni Universities. This test includes (77) items which measure seven statistical Competencies which seem to be adequate: (Determining the basic statistical concepts and idioms- using and inferring the descriptive statistics- determining and explaining the connection element- using the parametric statistical methods- using the nonparametric statistical methods- reading and explaining the inferred results from the statistical program SPSS- and selecting the adequate statistical style). It has also been concluded that this test has a descriptive validity as well as Domain Selection Validity. It has been found that the test has a high Reliability according to Livingston which has reached at (0.99). The adequate cutoff – Scores is (0.63). There was also a clear decrease in the statistical Competencies of the students of the Postgraduate Students in Education Colleges in the Yemeni Universities.
Measurement theories are important to practice in educational measurement because they provide a ... more Measurement theories are important to practice in educational measurement because they provide a
background for addressing measurement problems. One of the most important problems is dealing with the
Measurement Errors. A good theory can help in understanding the role of errors they play in measurement; (a)
To evaluate the examinee's ability to minimize errors and (b) Correlations between variables.
There are two theories addressing measurement problems such as test construction, and identification
of biased test items: Classical Test Theory (CT) and Item Response Theory (IRT) (1950). As a result of a
number of problems associated with the Classical Theory of Measurement, which cause inaccuracy in results
i.e. methods and tools of measurement. There appeared a need to develop the methods of measuring behavior in
a manner consistent with the Physical Measurement Methods. Based on the Philosophy of this measurement and
assumption, which achieves the quality and safety of these methods, and acceptance of their results with a high
Degree of Confidence. There were many research studies by professionals and those interested in behavioral
measures, aimed and try to overcome some of the Behavioral Problems of Measurement. These studies have
resulted in the emergence of Item Response Theory.
Item response theory is a Statistical Theory about Items, Test Performance and abilities that are
measured by Items. Item responses can be discrete or continuous and can be dichotomous and the item score
categories can be ranked or non ranked . There can be one ability underlying test, and there are many models
in which the relationship between item responses and the underlying ability can be specified. Within the IRT
there are many models that have been applied to test data really but most famous among them is Racsh model.
In this paper, both the theories i.e. Classical Test Theory and Item Response Theory (lRT) will be described in
relation to approaches to measure the validity and reliability. The intent of this module is to provide a
comparison of classical theory and item response theory
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Papers by Dr. Mamun Albnaa
The study was conducted to know the effect of items direction (positive or negative) on the
factorial construction and criterion related validity in Likert scale. The descriptive survey research
method was used for the study, the sample consisted of 510 undergraduate student were selected by
used random sampling technique. A scale developed by Sobhei Hamdan & Mohammed Jehad
(2007) was used by the investigator to access attitude of students towards undergraduate study. The
finding of the study revealed that: (1) there are differences in the number of factors calculated by
factor analysis and showed that there is effect of items direction (positive or negative) on the
factorial construction criterion related validity in Likert scale; and (2) criterion related validity is
not affected even when the items’ directions for Likert’s type differ (positive, negative, half positive, half- negative and random [positive & negative]) and there is no effect of items direction
(positive or negative) on the criterion related validity in Likert scale.
Keywords: Items Direction, Factorial Construction, Criterion Validity, Likert scale.
______________________________________________________________________
The researcher has used a method called Evaluation researches. The sample of the research has consisted of (157) students in the MA program. The researcher has constructed a test after following these stages (Analysis, test construction, try out, and print out the test)
After following these stages the study has produced a Criterion Referenced Test to measure the statistical competencies of the Postgraduate Students in Education Colleges in the Yemeni Universities. This test includes (77) items which measure seven statistical Competencies which seem to be adequate: (Determining the basic statistical concepts and idioms- using and inferring the descriptive statistics- determining and explaining the connection element- using the parametric statistical methods- using the nonparametric statistical methods- reading and explaining the inferred results from the statistical program SPSS- and selecting the adequate statistical style). It has also been concluded that this test has a descriptive validity as well as Domain Selection Validity. It has been found that the test has a high Reliability according to Livingston which has reached at (0.99). The adequate cutoff – Scores is (0.63). There was also a clear decrease in the statistical Competencies of the students of the Postgraduate Students in Education Colleges in the Yemeni Universities.
background for addressing measurement problems. One of the most important problems is dealing with the
Measurement Errors. A good theory can help in understanding the role of errors they play in measurement; (a)
To evaluate the examinee's ability to minimize errors and (b) Correlations between variables.
There are two theories addressing measurement problems such as test construction, and identification
of biased test items: Classical Test Theory (CT) and Item Response Theory (IRT) (1950). As a result of a
number of problems associated with the Classical Theory of Measurement, which cause inaccuracy in results
i.e. methods and tools of measurement. There appeared a need to develop the methods of measuring behavior in
a manner consistent with the Physical Measurement Methods. Based on the Philosophy of this measurement and
assumption, which achieves the quality and safety of these methods, and acceptance of their results with a high
Degree of Confidence. There were many research studies by professionals and those interested in behavioral
measures, aimed and try to overcome some of the Behavioral Problems of Measurement. These studies have
resulted in the emergence of Item Response Theory.
Item response theory is a Statistical Theory about Items, Test Performance and abilities that are
measured by Items. Item responses can be discrete or continuous and can be dichotomous and the item score
categories can be ranked or non ranked . There can be one ability underlying test, and there are many models
in which the relationship between item responses and the underlying ability can be specified. Within the IRT
there are many models that have been applied to test data really but most famous among them is Racsh model.
In this paper, both the theories i.e. Classical Test Theory and Item Response Theory (lRT) will be described in
relation to approaches to measure the validity and reliability. The intent of this module is to provide a
comparison of classical theory and item response theory
The study was conducted to know the effect of items direction (positive or negative) on the
factorial construction and criterion related validity in Likert scale. The descriptive survey research
method was used for the study, the sample consisted of 510 undergraduate student were selected by
used random sampling technique. A scale developed by Sobhei Hamdan & Mohammed Jehad
(2007) was used by the investigator to access attitude of students towards undergraduate study. The
finding of the study revealed that: (1) there are differences in the number of factors calculated by
factor analysis and showed that there is effect of items direction (positive or negative) on the
factorial construction criterion related validity in Likert scale; and (2) criterion related validity is
not affected even when the items’ directions for Likert’s type differ (positive, negative, half positive, half- negative and random [positive & negative]) and there is no effect of items direction
(positive or negative) on the criterion related validity in Likert scale.
Keywords: Items Direction, Factorial Construction, Criterion Validity, Likert scale.
______________________________________________________________________
The researcher has used a method called Evaluation researches. The sample of the research has consisted of (157) students in the MA program. The researcher has constructed a test after following these stages (Analysis, test construction, try out, and print out the test)
After following these stages the study has produced a Criterion Referenced Test to measure the statistical competencies of the Postgraduate Students in Education Colleges in the Yemeni Universities. This test includes (77) items which measure seven statistical Competencies which seem to be adequate: (Determining the basic statistical concepts and idioms- using and inferring the descriptive statistics- determining and explaining the connection element- using the parametric statistical methods- using the nonparametric statistical methods- reading and explaining the inferred results from the statistical program SPSS- and selecting the adequate statistical style). It has also been concluded that this test has a descriptive validity as well as Domain Selection Validity. It has been found that the test has a high Reliability according to Livingston which has reached at (0.99). The adequate cutoff – Scores is (0.63). There was also a clear decrease in the statistical Competencies of the students of the Postgraduate Students in Education Colleges in the Yemeni Universities.
background for addressing measurement problems. One of the most important problems is dealing with the
Measurement Errors. A good theory can help in understanding the role of errors they play in measurement; (a)
To evaluate the examinee's ability to minimize errors and (b) Correlations between variables.
There are two theories addressing measurement problems such as test construction, and identification
of biased test items: Classical Test Theory (CT) and Item Response Theory (IRT) (1950). As a result of a
number of problems associated with the Classical Theory of Measurement, which cause inaccuracy in results
i.e. methods and tools of measurement. There appeared a need to develop the methods of measuring behavior in
a manner consistent with the Physical Measurement Methods. Based on the Philosophy of this measurement and
assumption, which achieves the quality and safety of these methods, and acceptance of their results with a high
Degree of Confidence. There were many research studies by professionals and those interested in behavioral
measures, aimed and try to overcome some of the Behavioral Problems of Measurement. These studies have
resulted in the emergence of Item Response Theory.
Item response theory is a Statistical Theory about Items, Test Performance and abilities that are
measured by Items. Item responses can be discrete or continuous and can be dichotomous and the item score
categories can be ranked or non ranked . There can be one ability underlying test, and there are many models
in which the relationship between item responses and the underlying ability can be specified. Within the IRT
there are many models that have been applied to test data really but most famous among them is Racsh model.
In this paper, both the theories i.e. Classical Test Theory and Item Response Theory (lRT) will be described in
relation to approaches to measure the validity and reliability. The intent of this module is to provide a
comparison of classical theory and item response theory