The metacognitive awareness of reading strategy among pre-service primary teachers and the possibility of rating improvement using Rasch analysis

Soeharto S., Martono M., Hairida H., Akhmetova A., Arifiyanti F., Beno C., ...daha çox

STUDIES IN EDUCATIONAL EVALUATION, vol.80, 2024 (SSCI) identifier identifier

  • Nəşrin Növü: Article / Article
  • Cild: 80
  • Nəşr tarixi: 2024
  • Doi nömrəsi: 10.1016/j.stueduc.2023.101319
  • jurnalın adı: STUDIES IN EDUCATIONAL EVALUATION
  • Jurnalın baxıldığı indekslər: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), Index Islamicus
  • Adres: Bəli

Qısa məlumat

This study investigated pre-service primary teachers' reading strategies using the Metacognitive Awareness of Reading Strategy Inventory (MARSI) in the Indonesian version. The participants were 4377 pre-service primary teachers in Indonesia. The data were collected via an online form, and the invitations were sent out randomly. The participants were divided into two studies: 2912 participants were in study 1, which used a 5-point Likert scale, and 1465 participants were in study 2, using a 4-point Likert scale. The Rasch measurement approach was used in investigating the validity and reliability, rating improvement analysis, checking item difficulty functioning based on gender, and classifying pre-service primary teacher reading strategies. The adapted questionnaire satisfied all psychometric requirements based on Rasch modeling. The questionnaire with a 4-point scale showed better function than the 5-point one based on the observed measure average and curve probability category. The teachers' abilities ranged from - 6 logit to 6.45 logit.