Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The aim of this study was to investigate the psychometric properties of a screening test of
cognitive ability, the Paper and Pencil Games Level 2 (PPG Level 2), for Tigrignaspeaking
schoolchildren in Eritrea. This study represents one of the first attempts to
measure cognitive ability in Eritrea. The PPG was developed in South Africa (Claassen,
1996) as a group test of general cognitive ability for children in Grade 2 and 3 (PPG
Level 2), and Grade 4 and 5 (PPG Level 3). The PPG provides Total, Verbal and Nonverbal
ability scores. The Verbal Scale consists of two subtests, namely (a) Verbal and
Quantitative Reasoning and (b) Comprehension. The Non-verbal Scale consists of three
subtests, namely (a) Figure Classification, (b) Figure Series, and (c) Pattern Completion.
Although the PPG has the appearance of a standardized intelligence test, Claassen
emphasized that it is best used as a screen for academic difficulties or failures.
Participants were 577 Tigrigria-speaking Grade 3 children. The children were selected
from schools in the capital, Asmara, from small towns, and villages. Eleven schools
participated. The participants can be considered representative of the Grade 3 Tigrignaspeaking
population in Eritrea. The PPG Level 2 was completed under supervision of the
researcher.
Classical and Rasch item analyses were conducted on the Verbal and Non-verbal Scales,
respectively. The internal consistency of the Non-verbal scale can be considered
satisfactory for a screening instrument (Cronbach's a = .85). Furthermore, the non-verbal
items showed satisfactory fit to the Rasch model (INFIT values and OUTFIT values < 1.3
for all items), suggesting that they measure a unidimensional construct. In addition, the
item difficulty estimates corresponded well with the serial order of the items, with easy
items being presented earlier than more difficult items. The internal consistency of the
Verbal scale was lower (Cronbach's a = .72), which can probably be attributed to the
relative easiness of the items for the particular group of participants. The verbal items
also showed satisfactory fit to the Rasch model. The Rasch analysis, which expresses
person ability and item difficulty on the same scale, clearly showed that the Verbal items were too easy for the majority of the children. However, it should be kept in mind that the
PPG is intended to discriminate among children with low ability. Hence, the observed
mismatch between the abilities and item difficulties was not unexpected. It should also be
noted that the serial order of the items did not correspond well with item difficulty, with
some difficult items being presented early and some easy items presented late in the
scale.
The five subtests of the PPG were subjected to a confirmatory factor analysis. Two
models were specified and compared. Model 1 specified a single general factor; this
provided a more parsimonious description of the data and showed a satisfactory fit with
the data, though a bit weaker than that of Model 2. Model 2 specified two correlated
factors, namely a Verbal and a Non-verbal factor. Model 2 also fitted the data well, but a
high correlation between the factors was observed (r = .77; r2 = .59), suggesting the
presence of a general factor. The results provide support for two levels of interpretation,
namely on the Total score level and the Verbal and Non-verbal level.
The validity of the PPG Level 2 was further investigated by examining the correlations
between the PPG scores and teacher ratings of academic achievement. Because different
schools had different raters, the correlations within each of the schools were pooled to
obtain an estimate of the correlations between the PPG scales and academic achievement
for the total group. The pooled correlation for the PPG Total score with academic
achievement was .56, for the Non-Verbal score .53, and for the Verbal score .41. The
correlations for the Total and Non-verbal scores are similar to those typically reported in
the educational psychology literature and provide support for the validity of these scales
as a screen for academic difficulties.
The results show that the PPG, which was developed in South Africa, may be fruitfully
exported to Eritrea. It is recommended, however, that before the PPG Level 2 is routinely
used for screening purposes with Tigrigna-speaking children, the functioning of the
Verbal Scale should be re-examined and possibly some of the Verbal items should be
rewritten. / AFRIKAANSE OPSOMMING: Die doel van die onderhawige studie was om die psigometriese eienskappe van 'n
siftingstoets van kognitiewe vermoë, naamlik die Paper and Pencil Games Level 2 (PPG
Level 2), vir Tigrigna-sprekende kinders in Ertirea te bestudeer. Hierdie studie
verteenwoordig een van die eerste pogings om kognitiewe vermoë in Eritrea te meet. Die
PPG is in Suid-Afrika ontwikkel (Claassen, 1996) as 'n groeptoets van kognitiewe
vermoë vir kinders in Grade 2 en 3 (PPG Level 2), en Grade 4 en 5 (PPG Level 3). Die
PPG lewer tellings van kognitiewe vermoë op drie vlakke, naamlik Totaal, Verbaal en
Nie-Verbaal. Die Verbale skaal bestaan uit twee subskale: (a) Verbale en Kwantitatiewe
redenering en (b) Begrip. Die Nie-Verbale skaal bestaan uit drie subskale, naamlik (a)
Figuur Klassifisering, (b) Figuurreekse en (c) Patroonvoltooiing. Alhoewel die PPG op
die oog af soos 'n konvensionele intelligensietoets lyk, beklemtoon Claassen dat dit te
beste geskik is as 'n siftingsinstrument vir akademiese probleme of mislukkings.
Die deelnemers was 577 Tigrigna-sprekende kinders in Graad 3. Die kinders is uit skole
van die hoofstad, Asmara, klein dorpe en geselekteer. Elf skole het aan die studie
deelgeneem. Daar kan aanvaar word dat die deelnemers verteenwoordigend is van die
Graad 3 Tigrigna-sprekende populasie in Eritrea. Die PPG Level 2 is onder supervisie
van die navorser voltooi.
Klassieke en Rasch item-ontledings is op die Verbale en Nie- Verbale skale,
onderskeidelik, uitgevoer. Die interne konsekwentheid van die Nie- Verbale skaal kan as
bevredigend vir 'n siftingsinstrument beskou word (Cronbach se a = .85). Hierbenewens
het die Nie-Verbale items 'n bevredigende passing met die Rasch model getoon (INFIT
gemiddelde kwadrate en OUTFIT gemiddelde kwadrate < 1.3 vir alle items), wat daarop
dui dat die items 'n essensiëel eendimensionele konstruk meet. Die moeilikheidswaardes
van die Nie- Verbale items het ook sterk ooreengestem met die volgorde waarin die items
in die skaal aangebied word - die maklike items is eerste aangebied en daarna die
moeilike items. Die interne konsekwentheid van die Verbale skaal was laer (Cronbach se
a = .72). Die laer koëffisiënt kan waarskynlik aan die relatiewe lae moeilikheidsgraad van die Verbale items toegeskryf word. Die Verbale items het egter ook 'n bevredigende
passing met die Rasch model getoon. Die Rasch ontleding, wat vermoë en item
moeilikheid op dieselfde skaal uitdruk, het duidelik getoon dat die Verbale items te
maklik vir die meeste kinders was. Daar dien egter op gelet te word dat die PPG ontwerp
is om te diskrimineer tussen kinders met relatiewe lae vermoëns. In hierdie lig gesien is
die swak passing tussen vermoë en item moeilikhede nie te onverwags nie. Die volgorde
waarin die items in die skaal aangebied word het ook nie goed ooreengestem met die item
moeilikheidswaardes nie - sommige moeilike items is vroeg in die skaal aangebied en
sommige maklike items laat in die skaal.
Die vyf subtoetse van die PPG is aan 'n bevestigende faktorontleding onderwerp. Twee
modelle is gespesifiseer en vergelyk. Model 1 het 'n enkele algemene faktor
gespesifisieer.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53666 |
| Date | 04 1900 |
| Creators | Tecle, Hagos Ghebremicael |
| Contributors | De Bruin, G. P., Steel, H., Stellenbosch University. Faculty of Arts & Social Sciences. Dept. of Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 106 p. : ill. |
| Rights | Stellenbosch University |
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