Journal of Educational Research and Development

Assessing Teachers and Students Perception of Computer Adaptive Testing (CAT) in Educational Assessment in Senior Secondary Schools in Owerri, Imo State

2024-07-31T18:49:34+00:00

Despite many advantages of Computer Adaptive Testing (CAT) and its wide adoption some stakeholders particularly teachers and students are reluctant to transit from paper-based testing to computer-based testing. This study assessed teachers and students perception of Computer Adaptive Testing (CAT) in educational assessment in senior secondary schools in Owerri, Imo State. The study adopted non-experimental design. Population of the study comprised 830 SS3 students and 152 Teachers in senior secondary schools. Simple random sampling technique was used to select 120 SS3 students and 35 teachers from five schools. Four research questions and two hypotheses were developed for the study. Two research instruments titled “Teachers’ Perception of Computer Adaptive Testing and its Challenges Questionnaire” (TPCATCQ) and “Students’ Perception of Computer Adaptive Testing and its Challenges Questionnaire” (SPCATCQ) were developed and used for data collection. The instruments were face and content validated by two experts. Cronbach Alpha reliability coefficient was used to determine the instruments which yielded reliability coefficients of 0.82 and 0.86. Mean and standard deviation were used to answer the research questions while t-test was used to test the hypotheses. The results revealed among others that both teachers and students had positive perception towards Adoption of Computer Adaptive Testing (CAT) in educational assessment. The study concluded that Computer Adaptive Testing (CAT) in educational assessment in Senior Secondary Schools is indispensible. Based on these findings, it was recommended that State government should ensure that Computer Adaptive Testing (CAT) in educational assessment is encouraged by providing necessary infrastructures.

Influence of Research Outcomes in the Implementation of Educational Policies in Higher Education for Global Change

2024-07-31T18:31:48+00:00

Research outcomes in which recommendations are based is important and cannot be ignored if implementation of policies in higher education are to be achieved. Hence, research outcomes are paramount to implementation of policies. The study therefore, investigated influence of research outcomes in the implementation of educational policies in higher education for global change. Three research questions and hypotheses were used for this study that adopted the non-experimental design of correlational research type. This study population comprised of 2625 teaching staff of Rivers State universities (Rivers State University (RSU) and Ignatius Ajuru University of Education (IAUoE) and Captain Elechi Amadi Polytechnic (CEAPOLY). Sample size of 400 teaching staff was derived from the population using simple random sampling technique. The data was collected using “Research Outcomes Questionnaire’’ and ‘‘Implementation of Educational Policies in Higher Education Questionnaire’’. The instruments were face and content validated by two experts in Measurement and Evaluation and the Educational Management. Pearson Product Moment Correlation was used to answer the research questions. Findings revealed a high positive relationship exists between research outcomes and lecturer to students’ ratio, hybrid teaching and conducive learning policies in higher education. In conclusion, research outcomes positively influenced implementation of educational policies in higher institutions. Consequently, recommendations made were that policy makers should be guided by research outcomes bothering on lecturer to students’ ratio in order to review the current lecturer to students’ ratio policy for a robust teaching and learning experience for both lecturers and students among others.

Analysis of Higher Education Student’s Attitude Towards AI-Based Educational Intervention for Learning

2024-07-31T18:56:05+00:00

The AI revolution is bringing about further technological innovation that is changing the face of education. This tendency makes it necessary to do research on how students view its application. Thus, the purpose of this study was to find out how college students felt about its use in teaching, learning, and research. This work was premised from the foregoing; thus, the study investigates student’s attitude towards AI-based educational intervention for learning. Three questions and three null hypotheses guided the study. The descriptive survey design was used. The population was 15,875 higher education students in the University of Port Harcourt and a sample of 150 students was randomly drawn using a stratified sampling technique based on gender. Student’s attitude towards AI-based education intervention for learning Scale was used to obtain the data. Validities was ensured using expert judgement and empirical evidence of factor analysis. Cronbach alpha was used to obtain a reliability coefficient of 0.82. Data were analyzed using mean, standard deviation, t-test and one-way ANOVA. The result showed that 98% representing majority of students had a positive attitude towards AI-based educational intervention for learning and research. Result further showed that gender and age did not have a significant influence on students’ attitude. It was accordingly recommended among others that educators should familiarize themselves with AI-based educational interventions and their potential benefits to effectively incorporate them into their teaching practices while students should take advantage of AI technology opportunities to learn about its applications in learning and research.

Assessment of Item Parameters of 2017 National Examinations Council’s English Language Multiple Choice Test Using Item Response Theory

2024-07-31T19:03:43+00:00

The study aimed to evaluate the adequacy of the NECO 2017 English Language examination items in measuring their intended objectives among secondary school students in Osun State. It assessed the dimensionality, local independence, item difficulty, and discrimination indices of the examination. A non-experimental design of descriptive research type was employed, involving 26,127 senior secondary students who sat for the exam in June/July 2017. Using a stratified random sampling technique, the students were divided based on characteristics such as gender, school type, and academic performance. Data from the NECO headquarters, including responses and scores, were analyzed using the two-parameter logistic (2PL) IRT model. Three research questions were addressed, revealing that the test was unidimensional with a maximum DETECT value of -0.1331, ASSI of -0.211, and RATIO of 0.142. However, 30 item pairs were locally dependent. Additionally, 19 out of 100 items were found to be of poor quality based on difficulty parameters outside the acceptable range (-3 to 3), and 29 items had poor discrimination indices (less than zero). The study concluded that while the exam's multiple-choice items were largely unidimensional and independent, suggesting reliable scores. It was recommended that there is a need to identify specific skills influencing student performance and develop targeted interventions to improve overall test performance.

Effects of Dıgıtal Formatıve Assessment System on Secondary School Students’ Mathematıcal Concepts and Procedural Knowledge Retentıon in Abak, Akwa Ibom State

2024-07-31T19:10:24+00:00

Facing significant hurdles in implementing effective formative assessment methodologies, especially in areas with limited resources and connectivity, this research sought innovative solutions suitable for low-resource contexts. This study in Abak LGA, Akwa Ibom State, Nigeria investigated the effect of digital formative assessments on mathematics retention among secondary students. The study employed a independent group repeated design, the pretest, post-test, and retention tests serves as time points, across multiple treatments, aiming to explore the impact on students' conceptual and procedural knowledge in mathematics. Out of a population of 3,482 Senior Secondary 2 (SS2) students, 132 were chosen from three schools through purposive sampling, focusing on schools equipped for the research. The participants were divided into experimental and control groups, assessed using the Quadratic Equation Conceptual Test (QECT) and the Quadratic Equation Procedural Test (QEPT), both validated and showing reliability coefficients of 0.72 for QECTs and 0.75 for QEPTs respectively. Data analysis through descriptive statistics and repeated measure ANOVA revealed significant improvements in both conceptual F_{(2, 129)} = 16.74, ρ < 0.01, η2 = 0.22 and procedural knowledge F_{(2, 129)} = 25.04, ρ < 0.01, η2 = 0.27 among students exposed to the digital assessment strategies. The study concluded that digital formative assessments could significantly enhance the retention of mathematical knowledge and skills. Consequently, it recommends that schools incorporate valid, timely assessments tailored to the students' needs into the curriculum, along with necessary digital skills training to familiarize students with online, virtual learning and assessment environments.

Association between Possession of Big Data Analytic Skills and Motivation amongst Measurement Experts: The Mediating Roles of Job Experience and Job Status

2024-07-31T19:14:32+00:00

The possession of big data analytic skills has become critical competency across all areas of life, hence the demand for experts skilled in it has increased. This study aimed at exploring the association between possession of big data analytic skills and motivation amongst measurement experts in Nigerian universities and the mediating roles of job experience and status. Non-experimental design of correlational research was adopted for the study. Population comprise 235 measurement experts in the 265 universities in Nigeria and used for the study. Two instruments - Evaluators’ Job Motivation scale (EJMS) and Big Data Analytic Checklist (BDASC), were used for data collection with reliability estimates of .88 and .76 respectively. One research question guided the study and three hypotheses were tested at 0.05 level of significance. The research question of the study was answered using descriptive statistics (Percentage) while inferential statistics using Model 4 of Hayes macro process in SPSS was used to answer the hypotheses at 0.05 significance level. The findings of the study revealed that a greater percentage of measurement experts in Nigerian universities do not possess and apply 4 out of the 6 big data analytic skills explored in this study such as statistical programming language, machine learning, quantitative analysis and data mining. We also found that job experience and status of measurement experts differently and jointly partially mediated the relationship between motivation and acquisition and application of big data analytic skills. It was recommended amongst others that motivation, upskilling of lecturers should be given needed attention.

Assessing the Functionality of National Examinations Council Physics Test Items Among Northern and Southern Candidates in Nigeria

2024-07-31T19:21:05+00:00

The performance disparity among Senior Secondary School students in Physics examinations, particularly in Nigeria, has raised concerns among stakeholders. Despite previous research attempts to proffer a solution to the issue, the persistent underperformance of Northern candidates compared to their Southern counterparts, remains a challenge. This study investigated the variation in the psychometric quality of the National Examination Council (NECO) of the 2017 Physics multi-choice test in Northern and Southern Nigeria. The study adopted a Non-experimental design of descriptive research type. The population comprised 1,051,472 candidates who took the NECO Physics examination in 2017. The instrument consisted of 60 multiple-choice questions from Physics Papers III. The study utilised factor analysis to identify underlying traits in the test and conducted model data fit analysis using multidimensional item response models (MIRT and difR) packages in R software version 4.2 for the analysis. The results revealed that 59 items exhibited DIF, with only item 1 showing no DIF between Northern and Southern candidates. Non-uniform differential item functioning was observed in 40 items, while 19 items displayed uniform DIF favoring the Northern examinees. The findings also indicated Physics Paper III items have three dimensions in the North and two in the South. It was concluded that the test items have more than one dimension and grossly exhibit DIF across the candidate groups. The study recommended that public examining bodies should assess test items during the development stage, considering DIF across or between candidate groups.

Assessment of Students’ Preference Between Computer-Based Test and Paper-Pencil Test in Delta State University, Abraka, Nigeria

2024-07-31T19:31:55+00:00

This study assessed students’ level of preference between computer-based test (CBT) and paper-pencil test (PPT), and investigated the influence of gender on such preference. Study design non-experimental of survey research type. The population consists of 5,100 year-two undergraduates of Delta State University, Abraka, for the 2021/2022 academic session. Simple random sampling technique was used to select 220 students as sample for the study. CBT-PPT-PREF was used to collect data. Facial and content validation of instrument was done by experts in measurement and evaluation. Test-retest was carried out on an independent group of 25 students different from those of the study in order to estimate the reliability of the instrument which yielded 0.86. Two research questions and three hypotheses were articulated to direct the research. Data collected were analysed using frequency count and t-test. Findings show that the overall proportion that approved of CBT was 76.4 %, while the overall proportion that approved of PPT was 52.3 %, that difference in the level of students’ preference between CBT and PPT was significant at p<0.013, and that gender did not affect level of preference for any mode of assessment. The study concluded that CBT was an innovative mode of assessment that should be promoted and encouraged at all levels of education.

Concurrent Validity of the Senior School Certificate Examinations Chemistry Items in Nigeria

2024-07-31T19:40:25+00:00

The study utilised the scores of examinees in WAEC and NECO Senior School Certificate Examination (SSCE) chemistry items under CTT and IRT. Non-experimental design of descriptive research type was adopted. The population was 36,182 students that registered for 2017/2018 WAEC SSCE Chemistry in Osun State. Two instruments were used to collect data; Chemistry Achievement Test Types I and II which were the adopted versions of May/June WAEC and June/July NECO Paper I 2015 respectively. A sample of 1,105 students was randomly selected. Simple random sampling was used to select 5 from 10 Local Governments Areas in the 3 senatorial districts in Osun State. Purposive sampling procedure was used to select two co-educational (one public and one private) from each LGA (30 schools) and two co-educational Federal unity schools. Data were analyzed using CTT and IRT methods of scoring, mean, standard deviation, correlation matrix and scatter plots. Result indicated that students approximated scores were high in WAEC Chemistry Items (WCI) using IRT (=22.23, SD=9.88) compared to CTT (=19.65, SD=8.15). While students approximated scores in NECO Chemistry Items (NCI), using IRT was high (=26.95, SD=11.69) compared to CTT ( = 24.55, SD = 9.32). Also, moderate correlation exists between scores of examinees’ in WCI and NCI under IRT (0.61) and CTT (0.63). The study concluded that there was a fair concurrent validity between scores of examinees in these examinations under IRT and CTT. The study recommended that IRT method be utilise for scoring items and concurrent validity in item validation.

Students Performance in Three-Dimensional Mathematics Multiple-Choice Test Items of National Examinations Council in South-Western Nigeria

2024-07-31T19:49:53+00:00

The study investigated the performance of students in three-dimensional Mathematics multiple-choice test items from the National Examination Council Senior Secondary School exams between 2011 and 2013 in southwestern Nigeria. It assessed how location affects the difficulty, discrimination, and guessing indices of these test items. The study adopted non-experimental design of descriptive research. The population of the study consist 632,238 senior secondary students and a sampled 3,503 students from six senatorial districts (one per state) in southwestern Nigeria, selected through random and purposive sampling techniques to include both rural and urban schools. The performance data, sourced from the NECO database, was analyzed using percentage and inter-item correlation. Results indicated that Ekiti students performed the best, with performance values ranging from 0-7.7% (0-39 candidates), followed by Osun State in 2011 (7.7%, 26 candidates), Lagos in 2012 (10.6%, 53 candidates), and Oyo in 2013 (5.7%, 16 candidates). The study found no significant influence of location (rural or urban) on the difficulty (b-parameter), discrimination (a-parameter), or guessing indices (c-parameter) of the three-dimensional Mathematics multiple-choice test items, with t-values indicating no significant differences (b-parameter: t = -1.075, 0.162, 3.211; a-parameter: t = -0.225, -0.121, 0.524; c-parameter: t = -1.359, -2.819, -1.961; p>0.05). The study concluded that the three-dimensional Mathematics multiple-choice test items were consistent across the item parameters over the years reviewed. It recommended regular in-service training for Mathematics teachers and emphasized the importance of teaching three-dimensional items in schools.

Assessment of Teachers’ Use of Test Blueprint for Enhancing Validity of Achievement Test in Economics in Public Secondary Schools in Rivers

2024-07-31T19:58:40+00:00

The study assessed teachers’ use of test blueprint for enhancing validity of achievement test in Economics in public secondary schools in Rivers State. The study adopted non-experimental design of survey research. The population of this study comprised 6,573 senior secondary school Economics teachers with sample size of 115 randomly selected from 6 selected Local Government Areas with 1 senior secondary schools each per Senatorial Districts of Rivers State. An instrument: Teachers’ Awareness and Use of Test Blueprint (TAUTB) (0.83) was used for data collection. The instruments were validated by experts in Measurement and Evaluation and Cronbach Alpha was used to establish a reliability coefficient. Two research questions and two null hypotheses guided the study. Frequency and percentage were used to answer the research questions, while the null hypotheses were tested with Chi-Square at 0.05 level of significance. The study revealed that there is a positive significant difference on the level of economics teachers’ awareness and utilisation about test blueprint for test construction in public senior secondary schools in Rivers State Rivers (East, West, and South-East) Districts. Based on the findings, it was recommended that school management should occasionally organise seminars and workshop for Economics teachers to enhance their awareness and utilization of the test blueprint as a procedure for test construction.

Innovative Research and University Education Management Transformation in Rivers State, Nigeria

2024-07-31T20:14:17+00:00

The study examined the relationship between innovative research and university education management for change in Rivers State, Nigeria. The study adopted non-experimental design of correlational research type. The population of the study consist of 418 staff members (233 from Rivers State University's Faculty of Education and 185 from Ignatius Ajuru University of Education) with a sample of 370 employees (200 from Rivers State University's faculty of education and 170 from Ignatius Ajuru University's faculty of education). Data was collected using Innovative Research Questionnaire (0.83) and University Education Management for Change (0.87). Face and content validity of the instruments was established by experts in the field of test and development and reliability was estimated using Cronbach alpha reliability coefficient. Two hypotheses were developed for the study. Data analysis was done using Pearson's Product Moment Correlation (PPMC). The findings showed that there is a substantial association between creative research and university education management transformation in Rivers State, Nigeria. Therefore, the researcher conclude and recommend that the government should provide universities with enough technology so that staff members have access to cutting-edge tools that will enhance their proficiency with digital tools and stimulates creative thinking in their research.

Teachers’ Perception of Peer Assessment Technique of Secondary School Students’ Learning in Christian Religious Studies in Delta State

2024-07-31T20:21:10+00:00

Peer assessment is a collaborative process where students evaluate each other’s work and a valuable tool for both learning and growth. Teachers often lean towards teacher assessment, relying on their own evaluations. Teacher-made tests are commonly employed for teaching and learning of CRS. This assessment method though serves as a significant tool in assessing students’ understanding and progress requires some other approaches such as peer assessment technique. The study examined teachers’ perception of the peer assessment technique of secondary school students’ learning in Christian Religious Studies (CRS) in Aniocha South LGA of Delta State. The study adopted non-experimenatl design of survey research. The population of the study comprised 34 CRS teachers. A sample of 27 teachers was drawn from the population. The study was conducted in 17 privately owned secondary schools in Aniocha South LGA selected through simple random sampling technique. A questionnaire titled “Teachers’ Perception and Peer Assessment Technique Questionnaire” (TPPATQ) was used to obtain relevant information from 27 respondents selected from the CRS teachers of the privately-owned secondary schools. Three research questions guided the study. The data collected were analysed using mean and presented in tables. The result of the study showed that peer assessment was perceived by teachers as a technique that encourages classroom learning activities, student-to-student assessment, and student-teacher feedback. Peer assessment improves the learning of CRS. The study recommends that teachers adopt peer assessment in classroom learning activities in CRS.

Use of Test Blueprint in Improving Teachers’ Test Construction Skills for Quality Assessment

2024-07-31T20:27:01+00:00

This study examined the use of test blueprint in improving teachers’ test construction skills for quality assessment. Test blueprint is an important and effective tool for quality test construction. Test blueprints provide a systematic approach to test development, ensuring that assessments are well-constructed, reliable, and valid measures of students’ learning outcomes. By using a test blueprint, teachers can ensure that their assessments are closely aligned with learning objectives, provide appropriate test item selection, and provide a balanced coverage of content. The use of test blueprints can help teachers create assessments that provide accurate measures of students’ learning outcomes and useful feedback to students. By providing a systematic approach to assessment development, teachers can improve the reliability, validity, and fairness of their assessments, which ultimately results in more accurate measurements of students’ learning experiences, leading to quality assessment of students’ learning outcomes. The study concluded that Test blueprints are crucial for enhancing teachers’ test construction skills, ensuring tests are well-constructed, align with learning objectives, and provide accurate measures and feedback, thereby improving the reliability and validity of assessments. The study suggested among others that teachers should have a clear understanding of the test blueprint, which outlines the content, objectives, and skills that a test should assess; teachers should use test blueprint as a guide for developing test items that accurately assess the intended knowledge and skills of learners; teachers should continuously review their test blueprints to ensure that they are still relevant and valid.