The study investigated items that were prone to guessing in Senior School Certificate Examinations (SSCE) Economics multiple-choice tests among students in Kwara State, Nigeria. The 2016 West African Senior Secondary Certificate Examinations (WASSCE) and National Examinations Council (NECO) Economics multiple-choice test items were subjected to guessing parameters. This study adopted a descriptive survey research design, carried out in 25 randomly selected public Senior Secondary Schools in Kwara State. A multi-stage sampling technique was used to sample 768 Senior School III students. The instruments used for data collection were 2016 WASSCE and NECO multiple-choice Economics items. Guessing parameter was computed using WinGen IRT software package used to compute and answer research question 2 (What are those 2016 WASSCE and NECO Economics multiple-choice test items prone to guessing?). The hypothesis was tested using the chi-square statistic at 0.05 level of significance. One of the findings revealed that items prone to guessing in WASSCE and NECO were of the same rate. The finding also revealed that no significant difference existed in items guessed in WASSCE and NECO. One of the recommendations revealed that the classroom teachers and professional developers should avoid clauses such as "except", all of the above", "none of the above" and "not" to mention a few. This could reduce the guessing tendency in multiple-choice items.
Background: Test equating methods are statistical tools used to produce exchangeable scores across different test forms. However, people believe that it is impossible to develop multiple forms of tests that have the same psychometric properties. Contribution: The study therefore analyzed the linear equating of senior school certificate multiple-choice examination papers in Economics. Method: A Non-equivalent Groups Anchor Test (NEAT) design was adopted for the study. The sample for the study consisted of 1,119 senior secondary three students. The 2009 WAEC, NECO, and NABTEB SSCE multiple-choice Economics papers were adapted and used for data collection with 0.67, 0.64, and 0.60 coefficients of content validity as well as 0.79, 0.76, and 0.70 reliability coefficients. Data collected were analyzed using descriptive statistics, T-scores, and Analysis of Variance. Results: Findings revealed that there was no difference in examinees’ ability, thus equating process could take place. The finding also revealed an F-value of 1.953, which was not significant at the 0.05 alpha level since the p-value (0.142) was greater than 0.05. It showed a score of 41 in WAEC and NECO was equivalent to 42 in NABTEB. It also showed a score of 45 in WAEC was equivalent to 46 and 50 in NECO and NABTEB respectively. Conclusion: The researchers therefore concluded that the 2009 WAEC and NECO SSCE Economics multiple-choice items tended to be equivalent while that of NABTEB was different. It was recommended among others that a regulatory body could be established to monitor and standardize these examinations conducted in Nigeria
Learning is assumed to have taken place only when a positive change in behaviour item of knowledge, skills and values occurred as a result of learners’ exposure to learning activities. The study, therefore, investigated the integration of blended assessment in blended learning in a Nigerian university. The study focused on the learning outcomes in blended learning using the Paper and Pencil Test, online assignment, Google classroom test and CBT test of undergraduates in EDU 212. The study adopted a repeated measure research design taught by five lecturers using face-to-face and google classroom interactions. One research hypothesis was postulated and tested using one-way ANOVA at a 0.05 level of significance. The population of the study was 45, 407 undergraduates of the University of Ilorin, Nigeria in the academic session 2018/2019. The target population comprised 10,908 undergraduates of the faculty of education. At 200 levels, 2,274 undergraduates registered for EDU 212 (Introduction to Educational Measurement and Evaluation). In the process, tests and end of the semester exams were administered to the students. Multiple-choice items were prepared based on the topics taught. Progressively, as the lectures continued, students were examined both offline and online. The finding of the study revealed a significant difference in blended assessment and favoured google classroom. It was concluded that blended assessment is an effective tool in enhancing better learning outcomes. There is, therefore, a need to have an effective, efficient, affordable and reliable Wi-Fi network in the university for blended assessment to be incorporated in teaching and learning.
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