Akademik Veri Yönetim Sistemi
JOURNAL OF MEASUREMENT AND EVALUATION IN EDUCATION AND PSYCHOLOGY-EPOD, cilt.10, sa.4, ss.378-390, 2019 (ESCI)
This study aimed to assess the relationships between response times (RT5), the number of actions taken to solve a given item, and student performance. In addition, the interaction between the students' information and communications technology (ICT) competency, reading literacy, and log data (time and number of actions) were examined in order to gain additional insights regarding the relations between student performance and log data. The sample consisted of 2 348 students who participated in the triennial international large-scale assessment of the Programme for International Student Assessment (PISA). For the current study, 18 items in the one cluster of the 91st booklet were chosen. To achieve the aim of the study, explanatory item response modeling (EIRM) framework based on generalized linear mixed modeling (GLMM) was used. The results of this study showed that students who spent more time on items and those that took more actions on items were more likely to answer the items correctly. However, this effect did not have variability across items and students. Moreover, the interaction only with reading and the number of actions was found to have a positive effect on the students' overall performance.