Browsing by Author "Amos, Goshit Nenbunmwa"

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    IMPACT OF ITEM PARAMETERS AND SCORING MODELS ON ECONOMICS STUDENTS’ ACHIEVEMENT IN SENIOR SECONDARY SCHOOLS IN PLATEAU STATE, NIGERIA
    (Department of Educational Foundations, Nasarawa State University Keffi, 2024-04-10) Salihu, Abdullahi Galle; Amos, Goshit Nenbunmwa; Jasenga, Bulus
    The study investigated the impact of item parameters and scoring models on economics students’ achievement in senior secondary schools in Plateau State, Nigeria. Two research questions and two null (Ho) hypotheses guided the study. The study utilized factorial research design (FRD) and a sample size of 1,260 (760 males and 500 female) SSII students from 15 Secondary Schools in in Plateau State, Nigeria, using multi-stage stratified random sampling technique. The instrument is achievement tests based on 1-PL and 2-PL, Parameter Logistic Model Economics Achievement Test (PLMEAT) contained 30 items for SS2 students and, it was validated which yielded 0.83 validity index, and 0.83 reliability index. Data generated was analyses using descriptive statistic/regression coefficients, mean and standard deviation for answering research questions while One-Way ANOVA was used for testing hypotheses at the 95% confidence level of significant, and the findings revealed that there is a significant impact of psychometric properties on students Economics achievement tests developed based on 1-PL and 2-PL models, and there is a there is no significant difference between male and female students Economics achievement mean scores developed based on 1-PL, 2-PL, dichotomous and polytomous scoring models. The study recommended that educational authorities in Plateau State adopt IRT for scoring student assessments. IRT provides a sophisticated framework that takes into account the difficulty, discrimination, and guessing parameters of test items, allowing for a more nuanced understanding of student performance and IRT-based scoring models, educators can ensure that assessments are more reflective of students' true abilities, reducing biases and enhancing the overall validity of the tests.
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    TEACHERS UTILIZATION OF WRITTEN CURRICULUM IMPACT OF TABLE OF SPECIFICATION ON ECONOMICS IMPLEMENTATION IN SECONDARY EDUCATION OF NASARAWA STATE, NIGERIA
    (Department of Educational Foundations, Nasarawa State Univesity Keffi, 2024-09-13) Salihu, Abdullahi Galle; Amos, Goshit Nenbunmwa; Tsaku, Gbari Yohanna
    RACT secondary level is important for fostering enhancing curriculum delivery at the knowledge, measuring, and grading valid individual performance. In light of these considerations, the study explored the impact of Table of Specification (TOS) on teachers’ economics utilization of written curriculum implementation in secondary education in Nasarawa state, Nigeria. The study was directed by two research questions with associated null hypotheses, and survey research was used. A sample size of 340 economics teachers were used, checklist and questionnaire were utilized as data collecting devices, and they were validated, and pilot tested, yielding 0.81 validity and 0.82 reliability indexes. The data acquired was analyzed using the means to answer research questions, and the One-Way ANOVA was employed to test null hypotheses at the 0.05 level of significance. Findings revealed that, Economics teachers do not use TOS very often to assess student’s cognitive domain, there is no significant impact in male, and female economics teachers use of TOS toward implementation of written curriculum. The study recommended that Economics teachers should implements written curriculum (lesion plan, or syllabus, test, exam) in agreement with TOS, and Nasarawa State Ministry of Education should organize workshop to train teachers on how to use TOS to enhancing writing curriculum delivery in secondary education.