Introduction. Intelligence tests are used to measure cognitive abilities, to assess individuals’ strengths and weaknesses, and to identify areas where interventions or accommodation may be necessary. In addition to using it to compare the cognitive abilities of individuals with established standards and identify gifted students, Since the tests used in schools suffer from weaknesses, namely their inability to measure the full range of students’ abilities and their weak ability to discriminate between students, in addition to the saturation of the content of these tests with tasks that depend on school experience and their reliance on classical theory in their construction. As a result of scientific and technological development and the development of software related to the applications of item response theory, which allows students’ abilities to be estimated in an effective way that matches the difficulty of the item with the capabilities of individuals, as logical-mathematical intelligence is extremely important for students, as students have the ability to solve and analyze problems. As a result of the scarcity of standardized tests for logical-mathematical intelligence in the Jordanian environment, this study came about.
The problem and the aim of the study. The problem with the study is that the psychological and educational tests, including logical intelligence tests, used classical measurement theory in their construction, which suffers from weakness as this theory does not provide a psychological explanation that explains how the study subjects try to answer one of the items and how the characteristics of the item are affected by the ability of the respondents, and the lack of a fixed unit of measurement means the variance of measurement errors is equal for all examined. This study aimed to construct a test for logical-mathematical intelligence using item response theory that has reliable psychometric properties that enable teachers to detect the logical-mathematical intelligence of students.
Research methods. The study utilized a descriptive survey method, as well as the logical-mathematical intelligence test which described the difficulty, discrimination, and guessing parameters. The instrument consisted of (46) items and was validated by a panel of experts to ensure its reliability and content validity. The Bilog program as well as SPSS package were used to answer the study question. (260) ninth-grade students who attended both normal and gifted schools were selected according to a stratified random method in the first semester of 2023/2024, from gifted and regular schools in Jordan.
Results. The results indicated that the assumptions of the three-parameter model were met. The test also demonstrated acceptable validity the findings of the factor analysis indicated unidimensionality of the study instrument. The test reliability indicators showed an acceptable values as Cronbach alpha reached 0.87. As well, the estimations of the item parameters; discrimination, difficulty and guessing were satisfactory.
Conclusion. The study derives its importance from its use of one of the item response theory models, which is the three-parameter logistic model, which provides the opportunity to estimate the test parameters of difficulty, discrimination, and guessing, which gives the test efficiency and objectivity, in addition to the fact that this test may be used by researchers in the future for the purposes of scientific research.
Keywords: test, logical-mathematical intelligence, ninth-grade students, item response theory
For Reference: AL-Karamneh, M., Alnasraween, M., Hanandeh, A., & Sneineh, O. A. (2025). Constructing a logical-mathematical intelligence test for ninth-grade students using item response theory. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (4), 181–196. https://doi.org/10.32744/pse.2025.4.12
Information about the authors:
Mohammad AL-Karamneh (Jordan, Amman) — Assistant Professor, Faculty of Educational and Psychological Sciences, Department of Educational Psychology and Psychological and Educational Counseling. Amman Arab University. E-mail: m.karamneh@aau.edu.jo
Mo’en Alnasraween (Jordan, Amman) — Associate Professor, Faculty of Educational and Psychological Sciences, Department of Educational Psychology and Psychological and Educational Counseling. Yarmouk University. E-mail: moen.na@yu.edu.jo
Anas Hanandeh (Oman, Sohar) — Assistant Professor, Faculty of Education and Arts. Sohar University. E-mail: ahanandeh@su.edu.om
Odeh Abu Sneineh (Jordan, Amman) — Professor, Faculty of Educational and Psychological Sciences, Department of Curricula and Teaching Methods. Amman Arab University. E-mail: odeh@aau.edu.jo
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