Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda

BATDI, Veli; ELALDI, ŞENEL

Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda

Veli BATDI, (Kilis 7 Aralık Üniversitesi, Muallim Rıfat Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Kilis, Türkiye)

Şenel ELALDI (Cumhuriyet Üniversitesi, Yabancı Diller Eğitimi Bölümü, Sivas, Türkiye)

Kuram ve Uygulamada Eğitim Bilimleri

4 0

Yıl: 2016 Cilt: 16 Sayı: 4 Sayfa Aralığı: 1325 - 1347 Metin Dili: İngilizce İndeks Tarihi: 29-07-2022

Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda

Öz:

The purpose of the study is to analyze high school English curriculum materials (ECM) through FACETS analysis and MAXQDA-11 programs. The mixed methods approach, both quantitative and qualitative methods, were used in three samples including English teachers in Elazig during the 2014-2015 academic year. While the quantitative phase of the study involved the Rasch model and SPSS analysis, the qualitative phase included a case study research method. The quantitative data collection tool was the "High School English Curriculum Material Evaluation Form" developed by the researchers. Qualitative data were collected through an interview. According to the Rasch analysis results, while the material Headway coded as HEA has the highest quality, the materials coded A1.2 and A2.1 have the poorest quality. In terms of items, the most difficult item was G-M28 and for judges, J3 has the most severe while J13 has the most lenient behavior. The qualitative analysis indicated that among the themes, "deficiencies" had the most dominant dispersing of teacher comments while the theme "what to do" was not notable to every teacher. It is suggested that the balanced distribution of four language skills in ECM should be improved to achieve the objectives of the curriculum.

Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Bibliyografik

Arıkan, A. (2008). Topics of reading passages in ELT coursebooks: What do our students really read? Reading Matrix, 8(2), 70-85.
Arıkan, A. (2009). Problems with coursebooks in EFL classrooms: Prospective teachers' opinions. EKEV Academic Review, 38, 309-317.
Arıkan, A., Saraç, S., Köse, N., Tekir, S., & Köse, Ö. (2011). English break A2 (Z. Brooks & E. Wolfson, Eds.). Ankara, Turkey: Gündüz Eğitim ve Yayıncılık.
Baştürk, R. (2010). Bilimsel araştırma ödevlerinin çok yüzeyli Rasch ölçme modeli ile değerlendirilmesi. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 1(1), 51-57.
Batdı, V. (2010). An assessment of teachers' opinions about the effectiveness of English coursebooks used in foreign language high schools (case of Elazig and Diyarbakir cities) (Master's thesis, University of Firat, Elazıg, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
Baydar Ertopcu, F., İnci, H., & Özbıçakcı Samur, S. (2014). Yes you can. Ankara, Turkey: MEB Komisyon.
Baydar Ertopcu, F., İnci, H., Özbıçakcı Samur, S., & Yalçın, A. (2014). Yes you can. Ankara, Turkey: MEB Komisyon.
Bektaş, M., & Tekir, S. Ç. (2014). English Break A1 (R. E. Grammer, Ed.). Ankara, Turkey: Gündüz Eğitim ve Yayıncılık.
Bond, T. G., & Fox, C. M. (2007). Applying the Rasch Model: Fundamental measurement in the human sciences. (2nd ed.). New Jersey, NJ: Lawrence Erlbaum Inc. Publishers.
Boone, W., & Scantlebury, K. (2006). The role of Rash analysis when conducting science education research utilizing multiple-choice tests. Science Education, 90, 253-269.
Byrd, P. (1995). Materials writers guide. Boston, MA: Heinle & Heinle.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
Crystal, D. (1987). The Cambridge encyclopedia of language. Cambridge, UK: Cambridge University Press.
Cunningsworth, A. (1995). Choosing your coursebook. Oxford, UK: Heinemann.
D'Andrea, L., Waters, C., & Rudd, R. (2011). Using computer assisted qualitative software (CAQDAS) to evaluate a novel teaching method for introductory statistics. International Journal of Technology in Teaching and Learning, 7(1), 48-60.
Davey, L. (1991). The application of case study evaluations. Practical Assessment, Research & Evaluation, 2(9). Retrieved from http://PAREonline.net/getvn.asp?v=2&n=9
Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts. Applied Nursing Research, 5, 194-197.
Dudley-Evans, T., & St John, M. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge, UK: Cambridge University Press.
Ertürk, F., Ateş, M., & Alkan, S. (2014). Yes you can. Ankara, Turkey: MEB Komisyon.
Ertürk, F., Ateş, M., Alkan, S., & Albayrak, Y. (2014). Yes you can. Ankara, Turkey: MEB Komisyon.
Falla, T., & Davies, P. A. (2012). Solution: Elementary student's book. Oxford, UK: Oxford University Press.
Hall, I., & Higgins, S. (2005). Primary school students' perceptions of interactive whiteboards. Journal of Computer Assisted Learning, 21, 102-117.
Hanson, W. E., Creswell, J. W., Clark, V. L. P., Petska, K. S., & Creswell, J. D. (2005). Mixed methods research designs in counseling psychology. Journal of Counseling Psychology, 52, 224-235.
Harmer, J. (2001). Coursebooks. A human, cultural and linguistic disasters? MET, 8(4), 5-10.
Howard, J., & Major, J. (2005) Guidelines for designing effective English language teaching materials. In Proceedings of the 9th Conference of Pan-Pacific Association of Applied Linguistics, 101-109. Seoul, South Korea: PAAL9.
Hur, J. W., & Suh, S. (2012). Making learning active with interactive whiteboards, podcasts, and digital storytelling in ELL classrooms. Computers in the Schools, 29(4), 320-338. http://dx.doi.org/10.1080/07380569.2012.734275
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learner-centered approach. Cambridge, UK: Cambridge University Press.
Lewins, A., & Silver, C. (2008). Using software in qualitative research. Los Angeles, CA: Sage.
Linacre, J. M. (1993, April). Generalizability theory and many-facet Rasch measurement. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA.
Lund, R., & Zoughby, K. (2007). English language textbooks in Norway and Palestine. In M. Horsley & J. McCall (Eds.), Peace, democratization and reconciliation in textbooks and educational media (pp. 203-211). IARTEM and Vestfold University College.
Lunz, M. E., & Linacre, J. M. (1998). Measurement designs using multifacet Rasch modeling. In G. A. Marcoulides (Ed.), Modern methods for business research. Methodology for business and management (pp. 47-77). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Mathews-Aydinli, J., & Elaziz, F. (2010). Turkish students' and teachers' attitudes toward the use of interactive whiteboards in EFL classrooms. Computer Assisted Language Learning, 23(3), 235-252.
McGrath, I. (2013). Teaching materials and the roles of EFL/ ESL teachers. Practice and theory. London, UK and New York, NY: Bloomsbury Academic
Mills, A. J., Durepos, G., & Wiebe, E. (Eds.) (2010). Encyclopedia of case study research (Vol. I and II). Thousand Oaks, CA: Sage.
Pakkan, G. (1997). Language teaching materials evaluation and selection, adaptation and development. Ankara, Turkey: Sürat English Language Teaching.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge, UK: Cambridge University Press.
Richards, J. C. (2005, March). Materials development and research - Making the connection. Paper presented at a colloquium on research and materials development, at the TESOL Convention, San Antonio.
Savignon, S. (1997). Communicative competence: Theory and classroom practice (2nd ed.). New York, NY: The McGraw-Hill Companies.
Sheldon, L. (1988). Evaluating ELT textbooks and materials. ELT Journal, 37(3), 251-255.
Soars, L., & Soars, J. (2011). New headway: Elementary student's book. Oxford, UK: Oxford University Press.
Tashakkori, A., & Teddlie, C. (Eds.) (2003). Handbook of mixed methods in social & behavioral research. California, CA: Sage.
Tomlinson, B. (2001). Materials development. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 66-71). Cambridge, UK: Cambridge University Press.
Wright, B. D., & Linacre, J. M. (1994). Reasonable mean-square fit values. Transactions of the Rasch measurement SIG American educational research association. Rasch Measurement Transaction, 8(3), 370-382.
Yel, A. (2009). Evaluation of the effectiveness of English courses in Sivas Anatolian High School (Master's thesis, Middle East Technical University, Ankara, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage.
Yurdugül, H. (2005, September). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması. A paper presented in XIV. National Education Sciences Congress (University of Pamukkale, Denizli, Turkey).
Zhang, Y. (2007). Literature review of material evaluation. Sino-US English Teaching, 4(6), 28-31.

APA	BATDI V, ELALDI Ş (2016). Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda. , 1325 - 1347.
Chicago	BATDI Veli,ELALDI ŞENEL Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda. (2016): 1325 - 1347.
MLA	BATDI Veli,ELALDI ŞENEL Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda. , 2016, ss.1325 - 1347.
AMA	BATDI V,ELALDI Ş Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda. . 2016; 1325 - 1347.
Vancouver	BATDI V,ELALDI Ş Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda. . 2016; 1325 - 1347.
IEEE	BATDI V,ELALDI Ş "Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda." , ss.1325 - 1347, 2016.
ISNAD	BATDI, Veli - ELALDI, ŞENEL. "Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda". (2016), 1325-1347.

APA	BATDI V, ELALDI Ş (2016). Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda. Kuram ve Uygulamada Eğitim Bilimleri, 16(4), 1325 - 1347.
Chicago	BATDI Veli,ELALDI ŞENEL Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda. Kuram ve Uygulamada Eğitim Bilimleri 16, no.4 (2016): 1325 - 1347.
MLA	BATDI Veli,ELALDI ŞENEL Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda. Kuram ve Uygulamada Eğitim Bilimleri, vol.16, no.4, 2016, ss.1325 - 1347.
AMA	BATDI V,ELALDI Ş Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda. Kuram ve Uygulamada Eğitim Bilimleri. 2016; 16(4): 1325 - 1347.
Vancouver	BATDI V,ELALDI Ş Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda. Kuram ve Uygulamada Eğitim Bilimleri. 2016; 16(4): 1325 - 1347.
IEEE	BATDI V,ELALDI Ş "Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda." Kuram ve Uygulamada Eğitim Bilimleri, 16, ss.1325 - 1347, 2016.
ISNAD	BATDI, Veli - ELALDI, ŞENEL. "Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda". Kuram ve Uygulamada Eğitim Bilimleri 16/4 (2016), 1325-1347.