Development and Validation of Diagnostic Economics Test for Secondary Schools

Eleje, Lydia İjeoma; Esomonu, Nkechi Patricia-Mary; Agu, Ngozi N.; Okoye, Romy O.; Obasi, Emma; Onah, Frederick Ekene

doi:10.5430/wje.v6n3p90

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…Also, Opara and Magnus (2017) researched the development and validation of mathematics test for primary six pupils which showed the value of difficult indices of MAT items ranged from 0.27 to 0.68. Eleje, Esomonu, Agu, Okoye, Obasi, and Onah (2016) researched on development and validation of a test on Diagnostic Economics Test for senior secondary schools. The study had difficulty indices range from 0.24 to 0.79.…”

Section: Findings and Discussionmentioning

confidence: 99%

Analysis of the psychometric properties of business studies achievement test for senior secondary schools in Nigeria

Ufondu,

Auta,

Ifi

2023

JRPPTTE

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The study analyzed the psychometric properties of business studies achievement test for senior secondary schools in Nigeria. One research question guided the study. The study adopted an instrumentation design. The area of the study was Anambra State. The population of the study consists of all 23,077 students and 586 business studies teachers in two hundred and sixty-one senior secondary schools in Anambra State. Taro Yamane formula was used to determine the sample size of the study, which is 630 made up of 393 students in SS1 and 238 business studies teachers in Anambra State. A multi-stage sampling procedure involving two stages was adopted for this study. Proportionate stratified and purposive sampling techniques were employed at the first and second stages respectively. Items were subjected to item analysis to determine the difficulty and discriminatory indices. The study revealed that 125 items were found to be appropriate for inclusion in the business studies achievement test, these test's items met the criteria for item difficulty index and item discrimination. Based on the findings of the study it was recommended that teachers of business studies like commerce, accounting, and office practice among others should employ the created business studies Achievement Test. The BSAT items should be used as a model when creating other accomplishment exams for senior secondary schools in business studies.

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Section: Findings and Discussionmentioning

confidence: 99%

Analysis of the psychometric properties of business studies achievement test for senior secondary schools in Nigeria

Ufondu,

Auta,

Ifi

2023

JRPPTTE

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“…True-False (TF) format is a type of objective test format that allows only two options to a question. Its items have the advantage of having more content sampling and wider material coverage than any other item format [3,4]. According to Chandratilake et.al [5], the chance of guessing in TF item is 50%.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study of Achievement Scores of Students in Economics after Three Objective Test Formats

Okoye

Ojinnaka

2021

AJESS

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This is a comparative study of achievement scores of students in economics after three objective test formats. Two research questions and three hypotheses guided the study. A 2x3 mixed ANOVA design was used to carry out the study. The sample for the study comprised of 533 Senior Secondary II (SSII) students offering Economics drawn using multi-stage sampling procedure from public secondary schools in Anambra State. Economics Achievement Test in short-answer, true-false and multiple-choice formats were utilized in data collection. The reliability indices of the instruments were 0.76, 0.78 and 0.83 respectively for short-answer, multiple-choice and true-false item formats. Kuder-Richardson Formular 21 was employed to measure the internal consistency reliability of the test scores for the three objective tests. Each student took the three objective tests. The collected data were analyzed using mean, standard deviation and two-way ANOVA. The findings of the study showed that students performed better with multiple-choice format relative to other objective test formats. While the tested hypotheses revealed that a significant difference existed between the achievement scores of male and female SSII students exposed to short-answer test and multiple-choice formats, no significant difference existed between achievement scores of male and female SSII students exposed to true/false test format in economics. It was further revealed that there was no interaction effect between objective test formats and gender of secondary school students studying economics. It was recommended that examination bodies should keep relying on multiple-choice since it leads to higher achievement scores than others.

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“…Although Eleje et al (2016) developed and validated diagnostic economics test on three content areas and Esomonu and Eleje (2017) also developed and validated diagnostic quantitative economics skill test using IRT, these tests were diagnostic tests not achievement test. So, there is lack of test of achievement in quantitative economics for secondary schools to the best of our knowledge.…”

Section: Introductionmentioning

confidence: 99%

Test of Achievement in Quantitative Economics for Secondary Schools: Construction and Validation Using Item Response Theory

Eleje

Esomonu

2018

Asian Journal of Education and Training

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A Test to measure achievement in quantitative economics among secondary school students was developed and validated in this study. The test is made up 20 multiple choice test items constructed based on quantitative economics sub-skills. Six research questions guided the study. Preliminary validation was done by two experienced teachers in secondary school economics and one expert in test construction. The pilot testing was conducted to ensure compatibility of the test items while test try-out on 515 students yielded the data for item analysis. Analysis were attained through SPSS and Bilog MG using Item Response Theory (IRT) three-parameter logistic model (3PL) to establish item difficulty, item discrimination, and the guessing value. The empirical reliability of the test was 0.86. The test was found to be of good quality, valid and highly reliable. The test is ready and can now be used to assess students' achievement in quantitative economics in Nigeria and other countries.

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Development and Validation of Diagnostic Economics Test for Secondary Schools

Cited by 3 publications

References 6 publications

Analysis of the psychometric properties of business studies achievement test for senior secondary schools in Nigeria

Analysis of the psychometric properties of business studies achievement test for senior secondary schools in Nigeria

A Comparative Study of Achievement Scores of Students in Economics after Three Objective Test Formats

Test of Achievement in Quantitative Economics for Secondary Schools: Construction and Validation Using Item Response Theory

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