A differential bundle function (DBF) is a situation in which examinees who are of the same ability but are from different groups are required to answer groups of items differently. DBF undermines the validity of the instrument if inadequately considered. The study examines the dimensionality of the 2017 NECO Mathematics items, determines the effect of DBF on 2017 Mathematics items concerning sex, and investigates the effect of DBF on 2017 Mathematics items concerning school ownership. This study explores Exploratory Structural Equation Modeling (ESEM), which permits the cross-loading of items that are not allowed in other models. The ex-post facto research design was adopted using secondary data, while six bundles were generated via the specification table. The population for the study comprised all 1,034,629 Senior School three students. A total of 815,104 students were selected using the simple random technique. The instrument for the study was 2017 NECO Mathematics paper three with a Cronbach's alpha of 0.82, and data were analysed using Mplus 7.4. The results revealed that the 2017 NECO Mathematics is multidimensional and items in the bundles possess construct validity as they functioned differentially to examinees' sex and school type. We recommend ESEM has a better approach to examining DBF on 2017 NECO Mathematics test items.
The study gathered empirical evidence of stakeholders' indicators of quality education in Osun State, Nigeria. The study deployed a mixed-method research design. The study examined indicators of quality education, identified by students, teachers, and parents in the state. The population comprised secondary school students, teachers, and parents in the selected state. The sample consisted of 400 students, 186 teachers, and 13 parents. Four Local Government Areas (LGAs) were randomly selected from the 30 LGAs in Osun State; five schools were selected from each LGAs using a convenience sampling technique, totaling 20 schools. Twenty students were selected by purposive sampling to include JSS 1 and 2 and SSS 1 and 2 classes from each of the schools selected. Ten teachers were sampled from each school, while 13 parents of students from the selected schools were reached through voluntary participation as indicated by students. Three instruments were developed for the study; two of which were quantitative (targeting students and teachers), and the third was qualitative (addressing parents). The first instrument was titled "Students' Indicators of Quality Education Checklist"; the second was "Teachers' Indicators of Quality Education Checklist," while the third instrument was named "Parents' Interview Guide on Indicators of Quality Education" The items on the checklists and interview guide were extracted from the literature. The construct validity of the checklists was established by subjecting the items generated to experts' scrutiny. The Content Validity Ratio (CVR) of the instrument was 0.84. The reliability analysis yielded a Cronbach's Alpha of 0.78. The results showed high correlations (r = 0.7, p > 0.05) between standard and students’ ratings. The study concluded that stakeholders' indicators of quality education were valid.
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