Differential Item Functioning of Kwara State Joint Mock Mathematics Multiple-Choice Test Items

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dc.contributor.authorJimoh, Mohammed Idris
dc.contributor.authorDaramola, Dorcas Sola
dc.contributor.authorOladele, Jumoke Iyabo
dc.contributor.authorAdaramaja, Lukmon
dc.contributor.authorOgunjimi, Mayowa Olurotimi
dc.date.accessioned2025-02-19T10:10:48Z
dc.date.available2025-02-19T10:10:48Z
dc.date.issued2020-08
dc.description.abstractTest 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 examination levels. It was recommended that in the construction of any test items, a test developer must ensure that irrelevant clues that may allow examinees to interpret tests differently should be avoided.
dc.description.sponsorshipAuthors
dc.identifier.issnISSN 2362-9436
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/123456789/14807
dc.language.isoen
dc.publisherResearch Publication Office, Misamis University, Philippines
dc.subjectAssessment devise
dc.subjectItem Level Content Validity
dc.subjectRural school
dc.subjectStudents' Performance
dc.subjectUrban school
dc.titleDifferential Item Functioning of Kwara State Joint Mock Mathematics Multiple-Choice Test Items
dc.typeArticle

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