Browsing by Author "Ogunjimi, Mayowa O."
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Item Analysis of Students’ Ability Level in Senior Secondary School Certificate Examination Economics Objective Tests (2012-2016) in Ogbomoso, Oyo State(2019) Oladele, Jumoke I.; Daramola, Dorcas S.; Ogunjimi, Mayowa O.; Owolabi, Henry O.; Kehinde, O.O.Item Analysis of Students’ Ability Level in Senior Secondary School Certificate Examination Economics Objective Tests (2012-2016) in Ogbomoso, Oyo State(Nigerian Journal of Educational Foundation (Published by Faculty of Education, University of Ilorin), 2019) Oladele, Jumoke I.; Daramola, Dorcas S.; Ogunjimi, Mayowa O.; Owolabi, Henry O.; Kehinde, O. O.This study aimed at analyzing the ability level of students' in Senior Secondary School Certificate Economics Examination using Item Response Theory (IRT). Using descriptive survey type research design, two research questions and one hypothesis were generated for the study. The study population consists of all four thousand, seven hundred and thirty final year students of Senior Schools in Ogbomoso, Oyo State; out of which sample of one thousand and eighty students were selected using multi-stage sampling technique was drawn. The instruments used for data collection were WAEC, NECO and NABTEB multiple-choice Economics papers which are standardized tests that are presumed to be accurate, reliable and valid. The data collected were analysed using Cronbach 's Alpha method to ascertain the reliability of the test items to provide answers to research question one, descriptive statistics and WinGen IRT software package was used to provide answers to research question two, while the research hypothesis was tested using Analysis of Variance (ANOVA) statistics. The result shows that all three exams were reliable; however, NECO had the highest reliability index of 0.69. Also, the result reveals that, on the average, the examinees were of medium ability, but in 2012 to 2014, the mean abilities in NECO were higher than in WAEC Economics items, while those of WAEC in the same years were higher than those of NABTEB except for 2015 and 2016 where the ability levels of students in NABTEB were found to be higher than that of WAEC even though that of NECO remained the highest of them all. Moreover, the estimates indicate that there is no significant difference in the ability levels of students in 2012 to 2106 in multiple-choice Economics items based on WAEC, NECO and NABTEB standardized examinations (p-values .85, 2.6, .14, .64, and .44). Recommendations were given in line with the obtained results.Item Differential Item Functioning of Mathematics Joint Mock Multiple-Choice Test Items in Kwara State, Nigeria(Misamis University, H.T. Feliciano Street, Ozamiz City, Philippines, 2020-08) Jimoh, Mohammed Idris; Daramola, Dorcas Sola; Oladele, Jumoke Iyabode; Adaramaja, Lukman Sheu; Ogunjimi, Mayowa O.Test in educational settings is one of the assessment techniques to measure and compare examinees' abilities. This study examined differential item functioning of mathematics joint mock multiple-choice test items conducted by the Kwara State Ministry of Education and Human Capital Development. The descriptive research design of the survey type was adopted in carrying out this study. The population comprised all senior secondary students, while the target consists of senior secondary II students in Kwara State. The sampling procedure used was multi-stage in stratified and simple random sampling techniques at different selection stages and, therefore, sampled 1,062 examinees. The measuring device used for the data collection was the 2018/2019 academic session Joint Mock Mathematics Multiple-choice items that contained 50 items. To validate the measuring device, the Item Level Content Validity (I-CV) was calculated and obtained a coefficient of 0.91. Two research questions were prepared and answered using Mantel-Haenszel chi-square. The first finding revealed that 16 items were flagged DIF, 12 items were for reference (male), and four were for focal (female) group. The second finding also showed that out of 20 items that were flagged DIF, eight were for reference (urban schools) group, and 12 were for focal (rural schools). While carrying out this research, the researchers observed that the quality of the assessment device being used is another important factor that hinders students' performance in mathematics at the school and external examinations levels. It was recommended that in the construction of any test items, a test developer must ensure that irrelevant clues are avoided that may allow examinees to interpret tests differently.Item Simulated Evidence of Computer Adaptive Test Length: Implications for High Stakes Assessment in Nigeria(North American Business Press, 2021-05-14) Ogunjimi, Mayowa O.; Ayanwale, Musa A.; Oladele, Jumoke Iyabode; Daramola, Dorcas Sola; Jimoh, Mohammed Idris; Owolabi, Henry O.Like other African countries, high-stake testing in Nigeria has suffered significant setbacks due to the Covid-19 pandemic. Computerised Adaptive Tests (CAT) is a paradigm shift in the educational assessment that ensures accuracy in ability placements. A survey design was employed to describe the psychometric characteristics of a simulated 3-parameter logistic IRT model designs to support off-site assessments. This simulation protocol involved generating examinee and item pool data, specifying the item selection algorithm and specifying CAT administration rules for execution with SimulCAT. Findings revealed that the fixed-length test guarantees a higher testing precision with an observed systematic error less than zero, a CMAE ranging from 0.2 to 0.3 and RMSE being consistent around 0.2. Findings also revealed that the fixed-length test had a higher item exposure rate which can be handled by falling back on the item selection methods that rely less on the a-parameter. Also, item redundancy was lesser for the fixed-length test compared to the variable-length test. Conclusions are for the fixed-length test option for high-stakes assessment in Nigeria.