문항반응이론을 활용한 응급구조학과 학생들의 입학동기와 입학전형별 학업성취도 분석
Analysis of academic achievement of paramedic students based on admission motivation and admission type: An item response theory approach
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Purpose: This study aimed to evaluate the academic achievement of paramedic students based on admission motivation and admission type using Item Response Theory (IRT). Methods: A total of 68 third-year paramedic students participated in a mock national licensing examination. A two-parameter logistic IRT model was used to assess item discrimination and difficulty. A kernel density map was used to visualize the distribution of ability levels across different subgroups. Results: Item characteristics often did not align with students’ ability levels, suggesting room for improvement. Students admitted based on personal recommendations or aptitude demonstrated higher academic achievement, whereas transfer students had lower scores on advanced subjects. Conclusion: IRT-based analysis provided detailed insights into academic performance according to students’ background factors. The findings support the use of IRT to enhance educational assessments, inform curriculum development, and tailor individualized learning strategies
Abstract
Purpose: This study aimed to evaluate the academic achievement of paramedic students based on admission motivation and admission type using Item Response Theory (IRT). Methods: A total of 68 third-year paramedic students participated in a mock national licensing examination. A two-parameter logistic IRT model was used to assess item discrimination and difficulty. A kernel density map was used to visualize the distribution of ability levels across different subgroups. Results: Item characteristics often did not align with students’ ability levels, suggesting room for improvement. Students admitted based on personal recommendations or aptitude demonstrated higher academic achievement, whereas transfer students had lower scores on advanced subjects. Conclusion: IRT-based analysis provided detailed insights into academic performance according to students’ background factors. The findings support the use of IRT to enhance educational assessments, inform curriculum development, and tailor individualized learning strategies