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

Eleje, Lydia İjeoma; Esomonu, Nkechi Patricia-Mary

doi:10.20448/journal.522.2018.41.18.28

Cited by 20 publications

(22 citation statements)

References 13 publications

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“…Students without basic quantitative skills may find it difficult to understand and interpret economic concepts. Quantitative ability implies that students are able to separate concepts in its constituent parts (Eleje et al, 2018) and relate abstract concepts to various phenomena.…”

Section: Literature Reviewmentioning

confidence: 99%

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Quantitative and Verbal Aptitudes as Predictors of Senior Secondary School Students’ Performance in Economics

Anazia¹

2019

ije

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This study examined the predictive power of quantitative and verbal aptitudes on the performance of senior secondary school students in Economics. The study arose from the poor performance of students in the Senior School Certificate Examination and the General Certificate in Education Economics. The study adopted descriptive survey research design. Multistage sampling technique was employed in selecting a total of three hundred and thirty senior secondary two Economics students from ten schools comprising of five private and five public schools. Data were gathered with three test instruments, namely the Economics Achievement Test, the Quantitative Aptitude Test and the Verbal Aptitude Test. The reliability coefficient was established using Pearson Product Moment correlation coefficient and was found to be 0.86 for the first test, 0.81 for the second and 0.93 for the last. Data were analyzed using ANOVA and multiple regression of the SPSS. The findings revealed that quantitative and verbal aptitudes have predictive power on the performance of senior secondary school students in Economics. However, quantitative aptitude has more predictive power (B = 0.339) than verbal aptitude (B = 0.206). Based on the findings, it is recommended that school authorities should provide learning materials that will promote the acquisition of quantitative and verbal skills; teachers should use appropriate teaching methods and promote high-order thinking and logical reasoning in the students; and government should recruit adequate and qualified teachers to teach Economics, quantitative and verbal related subjects.

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Section: Literature Reviewmentioning

confidence: 99%

“…The chief examiners' reports of the WAEC on candidates' performance in Economics tend to highlight the importance of quantitative skills (Eleje & Esomonu, 2018) and also verbal skills. For instance, the reports for 2010 and 2012 May/June Economics pointed out the following weaknesses of the candidates:…”

Section: Introductionmentioning

confidence: 99%

Quantitative and Verbal Aptitudes as Predictors of Senior Secondary School Students’ Performance in Economics

Anazia¹

2019

ije

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“…Judgments of life satisfaction depend on comparisons between perceived current standards and perceived appropriate standards, and is not externally imposed. Also, since the judgment of life satisfaction differs from person to person, it is necessarily evaluated as an overall judgment of life rather than simple satisfaction with a specific area (Diener et al, 1985;Eleje & Esomonu 2018). In the work-family interface, job satisfaction has a positive relationship with life satisfaction (Tait, Padgett & Baldwin, 1989), but more active involvement in the family domain leads to higher life satisfaction (McNall, Nicklin & Masuda, 2010;Judge, Boudreau & Bretz, 1994).…”

Section: Work-family Enrichment and Life Satisfactionmentioning

confidence: 99%

The Effects of Work-Family Enrichment on Job and Life Satisfaction of Korean Employees

Rhee¹,

Zheng²

2019

IJFR

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This study emphasizes the importance of work-family enrichment and focuses on job satisfaction and life satisfaction to explain the effects of work-family enrichment. A questionnaire survey was conducted on employees of domestic companies and 280 responses were used for analysis. The analysis showed that work-to-family enrichment had positive effects on both job satisfaction and life satisfaction. And at the same time, family-to-work enrichment also showed positive effects on both job satisfaction and life satisfaction. Further, the results show that work-to-family enrichment had a greater effect on job satisfaction, and family-to-work enrichment had a greater effect on life satisfaction. Finally, the results also showed that the interaction between work-to-family enrichment and family-to-work enrichment did not have a significant effect on job satisfaction or life satisfaction.

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“…With the advancement of computer technology, the development of learning methods using multimedia-based learning media is felt to be less applied in schools or in multimedia applications about education and entertainment that have been circulating today. For this reason, teaching staff can utilize computer technology according to the needs needed by students [8] [9] [10] [11][12][13][14][15][16][17][18][19][20][21].…”

Section: Introductionmentioning

confidence: 99%

“…In the world of education a learning method can be presented using learning aids or often known as learning media. But sometimes the props used are still less attractive because they are less attractive and monotonous [15] [16].…”

Section: Introductionmentioning

confidence: 99%

Learning Media for Biology Subject Based on Multimedia in Junior High School Level

Sukenda¹,

Anjani²,

Yustim³

2019

ujer

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Information is a necessity in this era, so it encourages the advancement of information technology flourish and rapidly, in addition it provides some varieties of ways to catch the users obtaining information and technology. One of the conveniences of that fashion is that students at junior high school can easily access dealing with Biology learning material. Information and technology in the form of multimedia-based software packaged as a media of learning some particulars subjects, in this case they apply to Biology learning. Instructional media provide an overview and understanding to the junior high school students in studying Biology visually, dynamic and interactive. Learning in a visual medium provides visualization interest in studying biology, so students can understand the material SMP comprehensively. An interactive learning media gives the impression that the learning is carried out by two-sided directions, yet the students are invited to participate as creators in studying Biology. Multimedia-based learning media packed into software which capable in presenting the material, in this case is Biology. The material is presented visually and moves dynamically in order to motivate the students in understanding the Biology. The software in multimedia-based learning is purposed to create an autonomous learning system for students. Instructional media built in desktop and run as a single-independent application; therefore, students can run this application even though the internet connection is not available. This instructional media development using object-based method with the waterfall model. This learning media applications built with Adobe Flash Professional CS6 with action script 2.0 for achieving visualization, dynamic, and interactive multimedia-based learning method.

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

Cited by 20 publications

References 13 publications

Quantitative and Verbal Aptitudes as Predictors of Senior Secondary School Students’ Performance in Economics

Quantitative and Verbal Aptitudes as Predictors of Senior Secondary School Students’ Performance in Economics

The Effects of Work-Family Enrichment on Job and Life Satisfaction of Korean Employees

Learning Media for Biology Subject Based on Multimedia in Junior High School Level

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