Browsing by Author "Isyaku, Salihu"

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    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.
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    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.
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    STATISTICAL ANALYSIS OF ITEMS VALIDITY AND RELIABILITY OF MATHEMATICS AND ECONOMICS EXAMINATIONS OF NABTEB AND JAMB IN FEDERAL CAPITAL TERRITORY, ABUJA, NIGERIA
    (Department of Educational Foundations, Nasarawa State University, Keffi., 2020-06-17) Allahnana, Kwanza Maikudi; Isyaku, Salihu
    The study investigated the statistical analysis of items validity and reliability o f mathematics and economics examinations oj NEBTEB and JAA'IB in Federal Capital Tenitoy, Abuja, Nigeria. The study adopted descriptive survey research design. The study target population consists of 18,153 SS III students from 55 public secondary schools that hare been presenting students in writing mathematics and Economics examinations during NABTEB and JAMB in FCTAbuja. The study used multistage stratified random sampling technique to sampled 289 respondents. The instrument study used for data collection in this study were NABTEB and JAMB Mathematics Multiple-Choice Achievement Test (NJMjMAT) and NslBTEB and JAMB Economics Multiple-Choice Achievement Test (NJEMAT). In order to make sme 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 oj Measurement and Evaluation. They were asked to rate the instrument using 5- points scale (Vttry — good 5, Quite good - 4. Fairly good = 3, Manageable = 2 Irrelevant - 1). The experts were requested to check for relevance, clarity and whether tie items were capable of eliciting the right responses. (Corrections were affected based on the observations of the experts. The logical consensus of the experts enabled the researchers to establish rational validity indices of 0.89 and 0.81 and 0.79 respectively for NABTEB and JAMB Mathematics and Economics