Investigating Animation-Based Achievement Tests According to Various Variables

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dc.authorscopusid57201314502
dc.authorscopusid55220836500
dc.contributor.authorGüven Demir, Elif
dc.contributor.authorÖksüz, Yücel
dc.date.accessioned2023-07-26T11:58:45Z
dc.date.available2023-07-26T11:58:45Z
dc.date.issued2022
dc.departmentDÜ, Eğitim Fakültesi, Temel Eğitim Bölümüen_US
dc.description.abstractThis research aimed to investigate animation-based achievement tests according to the item format, psychometric features, students’ performance, and gender. The study sample consisted of 52 fifth-grade students in Samsun/Turkey in 2017-2018. Measures of the research were open-ended (OE), animation-based open-ended (AOE), multiple-choice (MC), and animation-based multiple-choice (AMC) achievement tests developed for the unit “Motions of the Earth” of the subject area “Earth and Universe” of the science course. Tests were compared to item difficulty, item discrimination, internal consistency levels, and students’ performance and gender. Additionally, predicting students’ science grades was tested by animation-based open-ended and multiple-choice tests. Paired sample t-tests, Pearson’s correlation coefficient, Friedman test, Wilcoxon test, two-way mixed ANOVA tests, and multiple regression analysis were applied to analyze research data. Research results show no significant difference between animation-based and traditional tests' validity and reliability levels. Research result also shows that students’ test scores were significantly higher at animation-based tests than traditional tests. Besides, students’ test scores differed according to the animation type used in tests. However, gender was not a significant variable on students' test scores. Finally, despite using animation as a significant predictor of Science grades, just animation based multiple-choice test has significantly predicted students’ Science grades. Future research can investigate variables that affect students' participation in animation-based tests and their opinions on animation-based tests. The finding regarding the animation type variable can be investigated in-depth in terms of the effect levels of the visual and auditory elements added to the animations by including an equal number of items on the test. © 2022, Ozgen Korkmaz. All rights reserved.en_US
dc.identifier.doi10.17275/per.22.78.9.4
dc.identifier.endpage52en_US
dc.identifier.issn2148-6123
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85128741680en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage33en_US
dc.identifier.urihttps://doi.org/10.17275/per.22.78.9.4
dc.identifier.urihttps://hdl.handle.net/20.500.12684/13559
dc.identifier.volume9en_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorGüven Demir, Elif
dc.language.isoenen_US
dc.publisherOzgen Korkmazen_US
dc.relation.ispartofParticipatory Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmz$2023V1Guncelleme$en_US
dc.subjectachievementen_US
dc.subjectanimationen_US
dc.subjectmultiple-choice test, scienceen_US
dc.subjectopen-ended testen_US
dc.titleInvestigating Animation-Based Achievement Tests According to Various Variablesen_US
dc.typeArticleen_US

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