Comparative Analysis of the Reliability and Validity Coefficients of WAEC, NECO and NABTEB Constructed Mathematics Examination

Bandele, Samuel Oye; Adewale, Arimiyau

doi:10.5901/jesr.2013.v3n2p397

Cited by 6 publications

(7 citation statements)

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“…This means that the two tests are similar and parallel. It corroborates the findings of Bandele and Adewale (2013) who concluded that WAEC, NECO and NABTEB tests are similar and equivalent.…”

Section: Results Discussion and Suggestionssupporting

confidence: 91%

“…For multiple choice test, specifically WAEC uses 50 items with each item placed under four response format A, B, C and D, while NECO uses 60 items with each item placed under five response mode, A, B, C, D and E. For the essay tests also known as constructed-response mode and called Paper II, WAEC uses 13 items while NECO uses 12 items. Bandele and Adewale (2013) concluded that WAEC, NECO and NABTEB mathematics achievement examinations are highly reliable and valid and are as well comparable and equivalent. In the aforementioned study multiple choice items were used but this present study will further confirm if WAEC and NECO constructedresponse mathematics items are similar or comparable.…”

Section: Introductionmentioning

confidence: 97%

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Using Test Theories Models to Assess Senior Secondary Students Ability in Constructed-Response Mathematics Tests

2020

JEP

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Testing is essential in education and other behavioural science fields because many decisions and policies are made according to the results of testing. It is therefore, imperative that besides ensuring that the test items are valid and reliable, the scoring of the items must be reliably and validly conducted. It has been established by chief examiners of examining bodies that students most times obtained low scores in the constructed-response items aspect of mathematics and this could be as a result of the assessment procedures adopted by the examination bodies. Also, many research works have been carried out to confirm the similarity between West African Examinations Council (WAEC) and National Examinations Council (NECO) in Nigeria using multiple choice items. Against this backdrop, this study assessed the ability of senior secondary students in constructed-response mathematics tests of WAEC and NECO with test theories models and as well established the similarity between the two examinations. Non-experimental design of ex post facto type was adopted. The target population consists of all senior secondary school students in Ibadan Metropolis of Oyo State in Nigeria. Simple random sampling was used to randomly sample 24 schools and 1151 students. The compulsory section A of Paper II of three years past constructed-response items of WAEC and NECO were used as instruments for data collection. Data collected were analysed using mean, standard deviation, Person Product Correlation Movement; Classical Test Theory, generalized partial credit and graded response models of Item Response Theory. Results of the finding shows that students mean score in the examinations were below 50% using CTT and above 50% using IRT models respectively. It was concluded that the two examinations mathematics constructed-response items are equal and IRT models are more efficient and reliable in determining students' ability compare to CTT.

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Section: Results Discussion and Suggestionssupporting

confidence: 91%

Section: Introductionmentioning

confidence: 97%

Using Test Theories Models to Assess Senior Secondary Students Ability in Constructed-Response Mathematics Tests

2020

JEP

View full text Add to dashboard Cite

show abstract

“…This findings lay credence to the findings of studies carried out by Kolawole (2007); Alfred (2013); Metibemu (2016) and Ogbebor (2017) which says that there was no significant difference between the difficulty level of WAEC and NECO multiple-choice items in mathematics. However, the study disagrees with the submission of Adewale (2008); Bandele and Adewale (2013) and Thomas et al (2016) that NECO examinations are more difficult than WAEC test items. More so, the study disagree with the findings of Abiri (2006) and Olutola (2015) which say 10 difficulty indices of multiple choice test with a fewer number of options say four differ significantly to anyone with a larger number of options.…”

Section: Discussioncontrasting

confidence: 75%

Comparative analysis of psychometric properties of mathematics items constructed by Waec and Neco in Nigeria using item response theory approach

Aborisade¹,

Fajobi²

2020

Educ. Res. Rev.

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West Africa Examination Council (WAEC) and National Examination Council (NECO) are the two major examination bodies saddled with the responsibility of awarding Senior Secondary School Certificate in Nigeria. This study examined the comparability of the psychometric properties of the items constructed by the two examination bodies using Item Response Theory (IRT) approach. Three parameters (difficulty, discriminating and distrator Indices) logistic model was adopted for the study. The study employed descriptive research design of the survey type. The population for the study comprised all Senior Secondary School Students who enrolled for 2019 WAEC and NECO examinations in South West, Nigeria. The sample for the study consisted of 1,200 Senior Secondary School Students selected using multistage sampling procedure. The instruments for the study were objective items constructed by the examination bodies. The findings of the study showed that the difficulty and guessing indices of the mathematics items constructed by the two examination bodies are comparable while the discriminating powers not comparable. It is, therefore, recommended that certificates issued by WAEC and NECO could be used for same purposes without any discrimination since the items constructed by the examination bodies are of comparable standard in terms of their qualities.

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“…This finding is not in line with Obinne (2012) observed that more of the Biology test items constructed by the WAEC were found to be prone to guessing than those items of NECO. This finding is also not in line with Bandele & Adewale's (2013) submission that NECO examinations are more difficult than that of WAEC and NABTEB.…”

Section: Discussioncontrasting

confidence: 64%

Assessment of Items Prone to Guessing in SSCE Economics Multiple-Choice Tests among Students in Kwara State, Nigeria

Jimoh¹,

Daramola²,

Oladele³

et al. 2020

INT J INSTRUCTION

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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.

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Comparative Analysis of the Reliability and Validity Coefficients of WAEC, NECO and NABTEB Constructed Mathematics Examination

Abstract: This study compared the reliability and validity co-efficient of mathematics examinations constructed by the

Cited by 6 publications

References 1 publication

Using Test Theories Models to Assess Senior Secondary Students Ability in Constructed-Response Mathematics Tests

Using Test Theories Models to Assess Senior Secondary Students Ability in Constructed-Response Mathematics Tests

Comparative analysis of psychometric properties of mathematics items constructed by Waec and Neco in Nigeria using item response theory approach

Assessment of Items Prone to Guessing in SSCE Economics Multiple-Choice Tests among Students in Kwara State, Nigeria

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