Evaluating the Mathematics Interest Inventory Using Item Response Theory: Differential Item Functioning Across Ethnicities

• In Event: Roundtable Session 27
  In Roundtable Session: Roundtable: Self Beliefs and Valuing of Mathematics

Abstract

Research indicates mathematics interest is positively related to mathematics enrollment intentions and subsequent learning. Using Item Response Theory, the purpose of this study was to evaluate the psychometric properties of Mathematics Interest Inventory scores, particularly its differential item functioning (DIF) across gender and ethnic groups. A total of 666 students, a large proportion (47.6%) being Hispanic, formed the sample of this study. The results reveal that the presence of differential item functioning was minimal across genders, yet more substantial across ethnicities. Specifically, White and Hispanic students demonstrated different patterns of response according to the indirect or direct nature of the items. These findings provide implications for determining whether group differences in mathematics interest may be a function of measurement error.

Authors

• Tianlan Wei, Mississippi State University

• Steven Randall Chesnut, University of Southern Mississippi

• Lucy Barnard-Brak, Texas Tech University

• Tara Stevens, Texas Tech University

• Arturo Olivarez, The University of Texas - El Paso