Final PPT Trio-Chua

8/9/2019 Final PPT Trio-Chua

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Consuelo Trio-Chua


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` The usual focus of tertiary institutions is the

acquisition of academic skills

` It is uncommon to find curricula that include formaltraining or instruction in the more practical aspects

of life such as personal resource management.


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` Personal Resource Management deals with

planning for and implementing the use of

resources to meet demands (Deacon &

Firebaugh, 1988).

` Though not a common subject, the ability to

manage ones personal resources is essential for

academic and career success.


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` Eweniyi (2009) examined the relationship between

stress management skills and the academic

performance of Norwegian students, and found

that there is a strong positive relationship betweenthe two variables.


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` A number of studies have also positively linked

effective time management skills with academic

performance (i.e. Trueman & Hartley, 2004; de

Meulemeester, et. al., 1996; Macan, et. al., 1990);though, other studies failed to show a link between

the two variables (i.e. Nonis, et. al., 2006).


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` Given the importance of personal resource

management and the lack of focus given to this

subject; the need to measure students ability on

this area is important.


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` This study examined the validity and reliability of a

50-item Personal Resource Management Test

(PRM test) for College Students.


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` The study examined possible item bias between

students who have taken a previous PRM subject

and those who have not using three DIF methods

- Chi-Square, Mantel-Haenszel (MH), and LogisticRegression(LR).


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The study aims to answer the following problems:

1. What is the reliability ofPersonal Resource

Management Test?


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2. Is the Personal Resource Management Test

biased against a particular group of students

based on the absence or presence of a previous

subject in Personal Resource Management(PRM)?

3. What are the reasons for the variation in test

items?


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Administration

of PRM test

to Two Groups

-With PRM

-Without PRM

DifferentialItem

Functioning

Analysis

-Chi-square

-MH

-LR

Examine

Possible

Source of

Variation

ItemAnalysis

Revised PRM Test

Original PRM TestReliabilityAnalysis


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1. There is no significant difference in proportions

of obtaining a correct response on test items,

between students who have taken a previous

Personal Resource Management Course andthose who have not.


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2. There is no significant relationship between

group membership and PRM test performance

on the test items between students who have

taken previous Personal ResourceManagement Course and those who have not.


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3. The probability of getting a correct response on

the test items does not significantly differ

between students who have taken previous

Personal Resource Management Course andthose who have not.


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` The descriptive-comparative research design was

used for the study.

` The design included procedures for determining

the reliability of the test and for detecting possibleitem bias.


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` 82 College Students from a Public University took

the PRM test 41 with previous PRM subject

41 without previous PRM subject

` The two groups were matched based on total

scores of students on the PRM test


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` The final sample included 58 students 29 with previous PRM subject

29 without previous PRM subject


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Developing a test blueprint

Item construction

Face and content validation

Pilot Testing

ItemAnalysis

Revision oftest


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50-item multiple choice cognitivetest on PRM

8 items on goal-setting

9 items on decision-making

9 items on stress management

15 items on time-management, planning, and

work simplification

9 items on money management


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` After item analysis; 9 items were retained, 31 were

revised, and 10 were discarded

` The revised instrument contained 40 items


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Written and Verbal requests to

Administer test

Explanation of purpose and

Confidentiality of test to students

Administration of test to students


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Matching ofGroups

DIFAnalysis - Chi-Square, Mantel-

Haenszel, and Logistic Regression

Examination of Items with DIF


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Scoring of First Test

Administration

Scoring of Second Test

Administration

Correlation of 1st and 2nd Tests

using Pearsons r


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` Test-retest reliability using Pearsons Correlation

r = .774


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Items B(MH) D-MH Degree ofDIF

3 1.952 -4.587 Large6 -1.551 3.645 Large

10 1.787 -4.199 Large

14 -1.607 3.776 Large

20 2.090 -4.911 Large

21 -1.353 3.179 Large

24 1.131 -3.085 Large


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Bia d It m Id ntifi d p r

thod

Chi-Square ant l-a n z l

Logi ticR gr ion

3 3 3


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` Reject the Null andAccept the alternative

hypothesis stating that

1. There is a significant difference in proportions

of attaining a correct response, across abilitylevels on some test items between students who

have taken previous Personal Resource

Management Course and those who have not.


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2. There is a significant relationship betweengroup membership and test performance onsome items between students who have takenprevious Personal Resource Management

Course and those who have not.


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3. The probability of getting a correct response onsome items significantly differs betweenstudents who have taken a previous PersonalResource Management Course and those whohave not.


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` The possible reason for a significant DIF for item

3, procedure that entails a detailed schema

worked out beforehand, and item 10, refers to

beneficial stress is the use of statements thatwere paraphrased from textbook definitions.


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` The content of other items with DIF (items 6,14,

17, 20, 21, 24, & 29) did not show clear themes

that can explain the possible source of DIF


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` The Personal Resource Management test

possesses a high reliability (r=.774).


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` Nine out of the 40 items exhibited DIF

` Items 3, 10, 20, 24, and 29 showed possible bias

in favour of the group with previous PRM subject.

` Items 6, 14, 17, and 21, on the other hand,

showed possible bias in favour of those without

priorPRM subject.


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` The possible reason for the presence of DIF for

items 3 and 10 is the use of test statements that

were similar to the definitions in a textbook,

resulting to disadvantages for those who have notread the exact book.


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` The combined use of chi-square, Mantel Haenszel

Chi-Square, and Logistic regression is

recommended because these three show strong

agreement in detecting items with DIF.

` Revise or delete biased items

` Add items that focus on the practical application ofPRM knowledge.


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Documents

Final PPT Trio-Chua