Browsing by Author "Kukwi, I.J"

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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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    DEVELOPMENT AND VALIDATION OF ECONOMICS TEACHER-MADE TEST FOR ASSESSING STUDENTS’ ACHIEVEMENT IN THE NORTH CENTRAL STATES OF NIGERIA
    (Department of Educational Foundation, Nasarawa State University Keffi., 2020-08-12) Allahnana, Kwanza Maikudi; Taiwo, Akande Martina; Danladi, Uwelo; Kukwi, I.J
    This study developed and validated an economics teacher-made test for assessing student's achievement in the North Central States of Nigeria. In terms of geographical scope, the study was restricted to Nasarawa, Benue and Plateau State of the North Central State of Nigeria.
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    DEVELOPMENT AND VALIDATION OF ECONOMICS TEACHER-MADE TEST FOR AUTHENTIC ASSESSMENT OF STUDENTS' ACHIEVEMENT IN NORTH CENTRAL STATES OF NIGERIA
    (Department of Educational Foundation, Nasarawa State University Keffi., 2019-10-12) Allahnana, Kwanza Maikudi; Taiwo, Akande Martina; Danladi, Uwelo; Kukwi, I.J
    This study developed and validated an Economics teacher-made test for authentic assessment of students' achievement in North Central States of Nigeria. In terms of geographical scope, the study was restricted to Nasarawa, Benue and Plateau States of the North Central States of Nigeria. Instrumentation design type with cross-sectional survey research design were used and focused on senior secondary II curriculum. The population of this study comprises 200,530 students. Multi-stage random sampling technique was used to select a sample of 400 respondents for the study. Maikudi Economics Teacher-Made Test (METEMA) developed by the researchers was the instrument for the study. Kudder-Richardson (KR-20) statistic was used to establish the reliability of 0.89 (Internal consistency) of the instrument with validity index of 0.80. Factor analysis was used to answer research questions and establish norms for the METEMA. Findings from the study showed that, the content validity index was found perfect at 0.80 validity index and the METEMA was found to be highly reliable at 0.89 reliability index. It concluded that Economics Achievement Test is a valid evaluation instrument. The study recommends that,teachers, researchers and relevant educational agencies should always establish the content validity index of any instrument they develop, for measuring educational achievements in order to ensure the items are vaiid and reliable that is, relevant to the course objective.
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    ONLINE FORMATIVE AND SUMMATIVE ASSESSMENTS IN HIGHER EDUCATION: IMPLICATIONS FOR FUTURE RESEARCH AND PRACTICE IN EDUCATION
    (Department of Guidance and Counselling, Nasarawa State University Keffi., 2020-09-28) Ugbe, Lucy Ungie-Ada; Kukwi, I.J; Allahnana, Kwanza Maikudi