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    Öğe
    Relationships between Student Engagement in Higher Education and Academic Success and Desire to Attend University
    (Univ Louisiana Monroe, 2025) Koca, Burcu Bilir; Karadag, Engin
    The purpose of this research is to examine the relationships between student engagement in a higher education system and the desire to attend university and academic success. A causal design was used in the research. The research sample consisted of 3,093 undergraduate students in Turkey, selected using the stratified sampling method. NSSE was used as a data collection tool in the study. Pearson product-moment correlation analysis, simple linear regression analysis, and multilevel logistic regression analysis were used to analyze the data. Within the scope of the research, it was determined that student engagement statistically significantly predicted academic success and the desire to attend university. As students' level of engagement increases, their academic success and desire to attend their universities also increase. In this context, universities should establish institutional policies to enhance student engagement and regularly evaluate their progress by measuring the level of student engagement within their institutions.
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    Öğe
    Validity and reliability evidence for the scale of distance education satisfaction of medical students based on item response theory (IRT)
    (BMC, 2022) Toraman, Cetin; Karadag, Engin; Polat, Murat
    Background The objective of this study is to reveal on the basis of the item response theory (IRT) the validity and reliability evidence for the data obtained from the scale prepared to determine the satisfaction with distance education in students studying in medical schools. Methods This is a quantitative study exploring IRT and measurement invariance evidence in developing a scale. The scale whose IRT evidence was explored was the Distance Education Satisfaction Scale (DESS). The data were obtained from 1332 medical school students who were studying at various universities. The data were analysed using the confirmatory factor analysis (CFA), multidimensional and unidimensional IRT, and measurement invariance. Results A 20-item construct with 3 sub-factors was found for DESS. This construct was unable to pass the iteration limit in the multidimensional IRT analysis. A unidimensional IRT was used assuming that the 3 sub-factors were locally independent. Conclusions The least informative items were item 23, 24 and 25 in Factor 1, item 3 in Factor 2, and items 13 and 18 in Factor 3. The most informative items of DESS were those that had adaptive, useful expressions that had meaningful content and were able to provide educator support, which are the properties emphasized in the literature with respect to satisfaction with distance education. A measurement invariance test made based on gender revealed that DESS satisfied measurement invariance by meeting the compliance indexes required for configural, metric, scalar and strict invariance as recommended in the literature. The results showed that it is possible to make comparisons on the basis of gender using DESS.