Browsing by Author "Charles, Maduegbuna Anikweze"

Now showing 1 - 5 of 5
  • Thumbnail Image
    ItemOpen Access
    Assessment of Teachers Variables in Application of Test Blue Prints for Students Continuous Assessment in Nasarawa State-Nigeria
    (Department of Educational Foundations, Nasarawa State University, Keffi., 2018-01-03) Allahnana, Kwanza Maikudi; Charles, Maduegbuna Anikweze
    This paper assessed teachers' variables in application of test blue print for students' continuous learners' assessment in secondary schools of Keffi Local Government Area of Nasarawa Stale, Nigeria. Three null hypotheses guided the study with related research questions. The study made use of descriptive survey research design. From a population of 156, a sample of 75 teachers were selected using simple random sampling techniques. Data were collected with the aid of a validated questionnaire with a reliability co efficient of 0.88 that was established using the Cronbach alpha method. Data were analyzed using Independent t-test set at the 0.05 level of significance. The results showed that there was no significant difference between male and female teachers on application of test blue print among secondary school students. There was also no significant difference in the application of test blue print and there was also no significant difference of the years of experience on teachers' application of test blue print. The extent of application of test blue print among secondary school teachers was found statistically significant. It was recommended that teachers should be trained on the use of test blue print through regular workshops and placement of emphasis during their professional training in colleges and universities to ensure that their instrument are valid and reliable for measures of the learners ability.
  • Thumbnail Image
    ItemOpen Access
    COMPARATIVE ANALYSIS OF ITEM DIFFICULTY AND DISCRIMINATION INDICES OF MATHEMATICS EXAMINATIONS OF WAEC AND NECO IN FEDERAL CAPITAL TERRITORY ABUJA, NIGERIA
    (Department of Educational Foundations, Nasarawa State University, Keffi., 2020-10-10) Allahnana, Kwanza Maikudi; Isyaku, Salihu; Charles, Maduegbuna Anikweze; Kukwi, I.J.
    The study compared the analysis of Item difficulty and discrimination indices of Mathematics examinations of II .U:C and NECO in Federal Capital Territory Abuja, Nigeria. The study utilised descriptire s/nrey research design. The study population consists of 18,153 SS III students from 55 public secondary schools that hare been presenting students in writing Mathematics examination during Wf/lEC and NECO SSCE in FCT Abuja. Multistage stratified random sampling technique was used to sample 375 respondents. The instruments used for data collection wen two Mathematics Achieiemen! Test (AMT): whose items wen adopted from WAEC and NECO multiple-choice question papers of 2014. In order to make sun the instrument measured what thy an design to measure, content validity was sought and obtained by submitting the test items to two experts in the field of Measurement and Evaluation and Mathematics Education. The logical consensus of the experts enabled the researchers to establish rational validity indices of 0.86 and 0.83 respectively for 11 ’ LEC and NECO Mathematics. Cronbach Alpha method was used to established internal consistency indices of 0.82 and 0.81 nspectirehy. Classical Test Theory (CTT) model of item analysis was used to establish the difficulty, discrimination and distracier indices cj the test items. The mean difficulty indices, mean discrimination indices and mean distracter indices were used to analyse da!j for answer research questions one to time. By the hypotheses were tested using ttest statistics. This is considered suitable because the two independent mean of the indices were used for the analysis. It recommends that the present levels of difficulty arJ discrimination indices oj Mathematics examination items used by WAEC and NECO should be sustained and improved upon.
  • Thumbnail Image
    ItemOpen Access
    COMPARATIVE ANALYSIS OF ITEM DIFFICULTY AND DISCRIMINATION INDICES OF MATHEMATICS EXAMINATIONS OF WAEC AND NECO IN FEDERAL CAPITAL TERRITORY ABUJA, NIGERIA
    (Department of Educational Foundation, Nasarawa State University Keffi., 2020-10-12) Allahnana, Kwanza Maikudi; Isyaku, Salihu; Charles, Maduegbuna Anikweze; Kukwi, I.J
    The study compared the analysis of Item difficulty and discrimination indices of Mathematics examinations of WAEC and NECO in Federal Capital Territory Abuja, Nigeria. The study utilized descriptive survey research design. The study population consists of 18,153 SS III students from 55 public secondary schools that have been presenting students in writing Mathematics examination during WAEC and NECO SSCE in FCT Abuja. Multistage stratified random sampling technique was used to sample 375 respondents. The instruments used for data collection were two Mathematics Achievement Test (MAT); whose items were adopted from WAEC and NECO multiple-choice question papers of 2014. In order to make sure the instrument measured what they are design to measure, content validity was sought and obtained by submitting the test items to two experts in the field of Measurement and Evaluation and Mathematics Education. The logical consensus of the experts enabled the researchers to establish rational validity indices of 0.86 and 0.83 respectively for WAEC and NECO Mathematics. Cronbach Alpha method was used to established internal consistency indices of 0.82 and 0.81 respectively. Classical Test Theory (CTT) model of item analysis was used to establish the difficulty, discrimination and distracter indices of the test items. The mean difficulty indices, mean discrimination indices and mean distracter indices were used to analyze data for answer research questions one to three. By the hypotheses were tested using ttest statistics. This is considered suitable because the two independent mean of the indices were used for the analysis. It recommends that the present levels of difficulty and discrimination indices of Mathematics examination items used by WAEC and NECO should be sustained and improved upon.
  • Thumbnail Image
    ItemOpen Access
    Effects of Authentic Assessment and Course-lab on Quantity Surveying Students' Achievement in Abubakar Tafawa Balewa University^ ATBU), Bauchi State, Nigeria
    (Department of Educational Foundations, Faculty Of Education, Nasarawa State University, keffi., 2020-03-09) Salihu, Abdullahi Galle; Armaya'u, Ibrahim; Charles, Maduegbuna Anikweze
    This study focused on the effect of authentic assessment and course-lab on quantity surveying academic achievement of students in Abubakar Tafawa Balewa University (ATBU), Bauchi State, Nigeria. Two research questions and two null hypotheses were postulated for the study. The study adopted a quasi-experimental research design. The population of the study consisted of all 508 Quantity Surveying students in ATBU Bauchi and a total of94 300 level quantity surveying students for the 2018/2019 academic session. They were sampled through a multistage sampling technique. Students in intact classes were assigned to two experimental groups and one control group. Students in the experimental groups were subjected to the Authentic Assessment and Course-lab strategies, while students in the control group were subjected to the Conventional Assessment strategies. A 50 items instrument titled: nQuantity Surveying Achievement Test (QSAT) was used for data collection. QSAT was validated by experts and given 0.82 validity index. The reliability index 0.78 was obtained using KR 21formula. Mean and standard deviation were used to answer research questions while ANOVA was used to test hypotheses at 0.05 at the level of significance. The result of the study revealed that authentic assessment and course-lab learning strategies effectively improved quantity surveying achievement of students. The quantity surveying academic achievement scores ofmale and female students in the experimental groups were higher than those of students in the conventional group. It was recommended among others things that a critical review of classroom authentic assessment and course-lab strategies be done in the aspect of construction/design by lecturers concerning learning feedback of students performing real world task.
  • Thumbnail Image
    ItemOpen Access
    ENHANCING STUDENTS' ACADEMIC ACHIEVEMENT IN MATHEMATICS THROUGH EFFECTIVE LEARNING AND FEEDBACK ASSESSMENT IN SENIOR SECONDARY SCHOOLS IN AHUJA MUNICIPALITY, NIGERIA
    (Department of Educational Foundations, Nasarawa State University, Keffi., 2019-07-30) Akande, Martina Taiwo; Allahnana, Kwanza Maikudi; Charles, Maduegbuna Anikweze
    This study examined, through experimentation, how students' academic achievement in Mathematics could be enhanced through effective assessmentfor learning with immediatefeedback among senior secondary school students in Abuja municipality, Nigeria. Quasi-experimenta! study of pretest-posttest design was adopted. Two research questions were raised and two corresponding hypotheses were formulated. Two intact SS 1 classes randomly picked from two randomly selected public secondary schools in Abuja municipality were usedfor the study. The selected classes were randomly assigned to experimental and control groups. A total op5 students were used as participants for the study. A 20-item Mathematics Achievement Test (MAT) was designed and used for data collection. The instrument was face-validated besides content validity through test blue-print. It was also pilottested using split-half method to determine its reliability co-efficient which was 0.86. The experimental group was exposed to assessment with immediate feedback while the control grorp was denied feedback. The data were collected and analysed using descriptive statistics of mean and standard deviation to answer the research questions while t-test inferential statistics was applied to test the null hypotheses at the 0.05 level of significance. The results showed that students exposed to assessment with immediate feedback had a higher achievement gain than their counterparts who were denied feedback. Based on the findings, it was recommended that assessment with feedback, like positive reinforcement, should be used to enhance students' learning and performance.