The Construction of Mathematical Deficiency Diagnostic Test on Measurement of Grade 5 Studens under the office of Loei Primary Educational Service Area 1

Abstract

          The purposes of this research were to 1) construct mathematical deficiency diagnostic test on the measurement of grade 5 students 2) find the quality of mathematical deficiency diagnostic test and 3) find mathematical learning deficiency of measurement. The participants of this study consisted of 346 grade 5 students studied in the second-semester of the academic year 2018 under the Loei Primary Educational Service Area Office 1. They were selected by the multistage random sampling technique, classifying the sample into 3 groups as follows: the group of 100 people used for finding the difficulty and the discrimination, the group of 100 people which were use for checking the quality of the test, and the group of 146 people used for analyzing learning disabilities. The research instruments were a test for surveying mathematical learning deficiencies and mathematics learning disability deficiency diagnostic test. The quality of research instrument was analyzed by using content validity and value consistency index, with the known group technique. The concurrent validity was analyzed by using Pearson product-moment correlation coefficient; the difficulty, the discrimination, and reliabilities.

The results of the study revealed that:

1. The construction of mathematical deficiency diagnostic test on the measurement of grade 5 students: 1) test for surveying mathematical learning deficiencies found that the 5 sets of subjective tests including 50 items with consistency index from 0.80 to 1.00. 2) the 5 sets of objective tests with 4 choices on mathematic learning disability diagnostic test includs 100 items with consistency index from 0.80 to 1.00.
2. A mathematical deficiency diagnostic test on the measurement of grade 5 students consisted of 5 sets which had the difficulty of correct item ranged from 0.50 to 0.76 and the discrimination ranged from 0.36 to 0.93. The difficulty of catchy item ranged from 0.05 to 0.29 and the discrimination ranged from 0.08 to 0.82. The reliabilities were 0.90, 0.92, 0.89, 0.92 and 0.92 respectively. Construct validity ranged from 21.15 to 31.92 with statistically significant level at .01 and concurrent validity had correlation coefficient from 0.78 to 0.88 at a high level.
3. Learning disabilities in mathematics on deficiency the measurement of grade 5 students; students had the highest in the calculation of the operation part of the number, inferior to the calculation of the formula, interpretation of the problem, and knowledge and understanding of the content respectively. If separated by content, it was found that the most problem was solving problems with space the length around the shape of the rectangle and the triangle, inferior to volume or capacity of rectangular shape and the length around, the shape area of the rectangle, triangle respectively.