The Rasch Model Analysis for Understanding Mathematics Proficiency—A Case Study: Senior High School Sardinian Students

Abstract

Many students enrolled in Italian Universities don’t have regular careers in their first level of university education mainly because of the obstacles encountered in their studies. As far as Mathematics proficiency assessment there are national and international important systematic studies which give evidence for positive relationships between achievement and varied classroom settings and provide a larger context for better understanding regional performance, extending and enriching the local picture. This paper presents some preliminary results aiming to evaluate specific Mathematics abilities in Senior High School Sardinian Students approaching university studies. For this purpose the Rasch model was applied. The information obtained by the application of this measurement approach provides clear indication for further analysis to ascertain the causes that influence Mathematics proficiency. The Rasch model was performed on 888 students coming from 28 High Schools located in the central-northern part of the Sardinia region using a questionnaire to evaluate the level of ability in procedural fluency and a second questionnaire to evaluate strategic competence. The study provides more evidence in favor of Rasch Model as an appropriate way for teachers and researchers to obtain richer interpretations on the relationship between students’ proficiency and test items. Based on Infit and Outfit MNSQ, all items are within acceptable range between 0.7 - 1.3. In light of preliminary results there is a need for local schools and universities to become attuned to the full extent of the Mathematics problem as it affects Senior High School Sardinian Students.