Undergraduate Physics Test Dimensionality and Conditional Independence: Perspective from Latent Traits Model Package of R Language

Amusa, Jamiu Oluwadamilare; Ayanwale, Musa Adekunle; Oladejo, Adekunle Ibrahim; Ayedun, Funmilayo

doi:10.18848/2327-7920/cgp/v29i02/47-61

Cited by 8 publications

(4 citation statements)

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“…In Nigeria and most African nations, research reports have shown that students lack conceptual understanding and skills in mathematics (Odumosu & Fisayo, 2018; Saani and Fakunle, 2016), even so, the females are not doing as well as their male counterparts (Dickerson et al, 2015). While this may not be a new observation, the major concern at this time is the persistence of the student's poor performance in mathematics (Saani and Fakunle 2016) and its rippling effects on other subjects, such as physics, chemistry, and information and communication technology (ICT) (Agbanimu et al, 2022; Amusa et al, 2022). Continued efforts toward addressing this concern have led to the questioning of the impact of teaching approaches on students' learning outcomes in these subjects (Awofala & Lawani, 2020; Bhagat et al, 2016; Holmes & Hwang, 2016).…”

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confidence: 99%

The convergence of culture, technology and context: A pathway to reducing Mathophobia and improving achievement in mathematics

Oladejo

Olateju

Okebukola

et al. 2023

School Sci & Mathematics

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This study explored the potency of CTCA in reducing math anxiety and promoting meaningful learning of mathematics among secondary school students. The study adopted a mixed‐method (explanatory sequential) design involving a quasi‐experimental design and individual in‐depth interviews. Participants were drawn from two schools, purposively selected within Lagos state educational district V. Three instruments: Set Theory Achievement Test, Math Anxiety Scale and Students' Perception about CTCA Interview Guide were used to collect the quantitative and qualitative data subsequently. The experimental group (102 students) was taught using the culturo‐techno‐contextual approach while the control group (106 students) was taught with the traditional lecture method. Treatment lasted six weeks after which posttest and retention test (four weeks after posttest) were conducted. MANCOVA was used to analyze the quantitative data. The results obtained suggest that CTCA reduces math anxiety and enhanced learning achievement [Pillai's Trace = 0.34 (F = 53.09; p<0.01)] more effectively than the traditional teaching method. No significant gender difference was also found in the achievement of the experimental group. Students' perception about the use of CTCA was generally positive. Within the scope and limitations of the study, it was recommended that CTCA should be adopted by secondary school teachers in teaching mathematics concepts.

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confidence: 99%

The convergence of culture, technology and context: A pathway to reducing Mathophobia and improving achievement in mathematics

Oladejo

Olateju

Okebukola

et al. 2023

School Sci & Mathematics

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“…Singly or in composite, school factors such as school location have long been recognized as a potential determinant(s) of students' achievement in and attitude to learning science and mathematics (Ajai, 2018;Amusa, Ayanwale, Oladejo & Ayedun, 2022;Bizimana, Mutangana & Mwesigye, 2021;Christian, 2014;Jahnu & Mohmo, 2001;Mkpaoro & Nwagu, 2019). Over the years, several studies within the African regions have also established that chemistry students in rural schools have lesser opportunities to learn compared to their colleagues in schools located in the cities or urban areas and hence, the latter often achieve higher in learning and examinations (Christian, 2014;Ernest, Wushishi & Chado, 2018;Oginni, Awobodu, Alaka & Saibu, 2013).…”

Section: Determinants Of Students Learning In Chemistrymentioning

confidence: 99%

Concept difficulty in secondary school chemistry: An intra-play of gender, school location and school type

Oladejo

Ademola²,

Ayanwale³

et al. 2023

J. Technol. Sci. Educ.

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This study focused on addressing underperformance in chemistry in Anglophone West African countries. The main purpose of the study was to determine if factors such as gender, school location and ownership impact students’ perception of the difficulty of chemistry concepts and to suggest how these difficult concepts can be made easy to learn from the perspectives of the students. A mixed-methods approach was adopted. Participants were 1,292 chemistry students from nine public and 12 private secondary schools in Nigeria and Ghana with about three-quarters of the schools from urban areas. About 51% of the participants were females. Twenty-four students were interviewed to gather qualitative data. The Difficult Concept in Chemistry Questionnaire (DCCQ) and the Difficult Concepts in Chemistry Interview Guide (DCCIG) were used for data collection. The test-retest reliability coefficient of the DCCQ was 0.88. We found a slight difference in the perception of male and female students while school type came as a major determinant factor on students’ perception of difficult concepts in chemistry, just as school location. Phobia for calculations came out as a major cause of difficulty in the top five perceived difficult concepts. Findings on causes of learning difficulties were reported as well as suggestions for improvement as viewed by the students. Recommendations were made for improving the teaching and learning of chemistry in Anglophone West African schools.

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“…IRT varies greatly from CTT by helping to establish association between examinee's ability and achievement on an item [16]. IRT purposively estimate the dormant attribute premised on people's answers to a series of items and using IRT approach to predict the psychometric properties of the items [17], [18]. These two theories are doubtless the major frameworks employed construct, assess, and analyze test items in educational measurements.…”

Section: Introductionmentioning

confidence: 99%

The use of measurement frameworks to explore the qualities of test items

Tobih

Ayanwale²,

Ajayi³

et al. 2023

IJERE

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<span lang="EN-US">Psychometricians and researchers have grown increasingly concern about students’ performance. It is noteworthy from observation in the selected university of education in Nigeria that many of these students do not attend lectures for general courses particularly EDU 222 (tests and measurement) due to overcrowded lecture halls, the classroom climate factor, and other latent factors, such as exam conditions, test anxiety among others. Consequently therefore, students’ performance in EDU 222 does not significantly correlate with these challenges. The characteristics of the item parameter of the Tests and Measurement achievement test at the selected University of Education in Ogun State, Nigeria, were therefore examined in this study using measurement theories. The study employed an ex-post facto research of non-experimental design. Purposive sampling was used to select 6,203 second-year undergraduates offering EDU 222 for the 2018/2019 academic year. To analysis students’ responses to 30 multiple-choice questions on tests and measurement, factor analysis, item calibration, an independent sample t-test with a significance threshold of 0.05 were utilized with empirical reliability of 0.64. The results showed the test items satisfied the three-parameter logistics model and uni-dimensionality assumption. The findings also showed that the item response theory (IRT) eliminated 7 items due to guessing, while the classical test theory (CTT) eliminated 13 items. The test is prone to guessing, thus, helps pupils do better on the exam. To establish parameter estimates during test development, higher education institutions (HEIs) should employ the use of IRT.</span>

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Undergraduate Physics Test Dimensionality and Conditional Independence: Perspective from Latent Traits Model Package of R Language

Cited by 8 publications

References 0 publications

The convergence of culture, technology and context: A pathway to reducing Mathophobia and improving achievement in mathematics

The convergence of culture, technology and context: A pathway to reducing Mathophobia and improving achievement in mathematics

Concept difficulty in secondary school chemistry: An intra-play of gender, school location and school type

The use of measurement frameworks to explore the qualities of test items

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