نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
Background: This study examined the factorial invariance of the PAL-2 mathematics test among male and female elementary school students in Tehran. As an instrument for assessing specific mathematical skills and related cognitive processes, PAL-2 is important for identifying learning processes underlying mathematical performance. Establishing factorial invariance across gender groups is essential to ensure fairness and unbiased interpretation of the results.
Method: The research method was descriptive analytical, employing multi group confirmatory factor analysis (MG-CFA). The statistical population consisted of elementary students, and a sample of 404 participants (210 girls and 194 boys) was selected through multistage cluster sampling. Data was analyzed using AMOS version 26, and factorial invariance was tested at four levels: configural, metric, scalar, and strict.
Results: Findings indicated that the two-factor model of the test (specific mathematical skills and cognitive mathematical skills) demonstrated a good fit across both groups. The results of the multi-group analysis supported configural, metric, and scalar invariance, indicating that the same factorial structure, factor loadings, and item intercepts were equivalent across boys and girls. However, strict invariance was not confirmed, suggesting that the equality of residual variances across gender groups did not hold.
Conclusion: Based on these results, the PAL-2 mathematics test can be considered a valid tool for comparing the conceptual structure of abilities across gender groups. However, because strict invariance was not supported, direct comparisons of observed scores should be interpreted with caution. By highlighting the importance of factorial invariance testing, this study contributes to the standardization of assessment tools and the promotion of educational equity in the Iranian context.
کلیدواژهها English
