The study is aimed at assessing differential item functioning by school ownership in 2020 WAEC SSCE (West African Senior School Certificate Examination) Economics multiple choice items.
To achieve the objectives of this study, four research questions were raised and two hypotheses were tested. The Survey Research Design was adopted. Multi-stage Sampling Procedure was used to select the sample for the study. The population of the study comprised 21440 students in SS3 in Benin metropolis who wrote the 2020 WAEC SSCE. The sample size for the study was two thousand one hundred and forty four (2144) SS3 students. The research instruments used for the study was 2020 WAEC SSCE Economics multiple choice questions. Logistic Regression Analysis was used to detect DIF while the hypotheses were tested using Chi-Square Statistical Analysis. All hypotheses were tested at 0.05 level of significance.
The findings showed that out of the fifty (50) items in WAEC 2020 Economics examination question paper, eight items function differentially by school ownership. From the results of the hypotheses of the 2020 WAEC SSCE Economics, the null hypotheses of no significant difference in the number of items functioning differentially by ownership was retained. Based on the findings, it was recommended that test experts and developers should explore the use of Logistic Regression Analysis to detect items with DIF.
Inhaltsverzeichnis (Table of Contents)
- Abstract.
- Introduction........
- Statement of the Problem....
- Research Questions...
- Hypothesis..
- Methodology..
- Results ........
- Discussion of Results.
- Conclusion
- Recommendations...
- References.
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study aimed to assess differential item functioning (DIF) by school ownership in the 2020 WAEC SSCE Economics multiple-choice items. The research explored the impact of school ownership on students' performance in Economics, using a quantitative approach to analyze data from the WAEC examination.
- Differential Item Functioning (DIF) and its impact on test fairness
- The role of school ownership in student performance on standardized tests
- The use of Logistic Regression Analysis in detecting DIF
- The reliability and validity of the WAEC SSCE Economics examination
- The significance of assessment in facilitating learning
Zusammenfassung der Kapitel (Chapter Summaries)
- Abstract: Briefly summarizes the study's objective, methodology, findings, and conclusions.
- Introduction: Provides an overview of the concept of assessment in education and its importance in facilitating learning. It emphasizes the role of summative assessments like the WAEC SSCE in evaluating student performance and the significance of testing in contemporary society. The section highlights the various purposes and advantages of testing, including evaluating learning progress, assessing program effectiveness, and identifying student strengths and weaknesses. It also introduces the different types of tests, including essay and objective tests, emphasizing the objectivity and accuracy of objective tests.
- Statement of the Problem: Presents the problem that the study addresses, which is the potential for DIF in the 2020 WAEC SSCE Economics examination due to variations in school ownership.
- Research Questions: Outlines the specific questions that the study aims to answer, focusing on identifying the presence and extent of DIF in the Economics examination based on school ownership.
- Hypothesis: Formulates hypotheses regarding the relationship between school ownership and DIF in the Economics examination, proposing that there is no significant difference in the number of items functioning differentially across different school ownership categories.
- Methodology: Describes the research design, sampling procedures, and data analysis techniques used in the study. This section explains how the researchers collected data, selected participants, and analyzed the results using Logistic Regression and Chi-Square Statistical Analysis to detect DIF.
- Results: Presents the findings of the study, detailing the number of items that functioned differentially by school ownership, the statistical significance of the findings, and the implications for the validity of the examination.
- Discussion of Results: Analyzes the findings, interpreting the significance of the detected DIF and discussing its implications for test fairness, educational equity, and the effectiveness of the WAEC Economics examination.
Schlüsselwörter (Keywords)
The key terms and concepts explored in this study include Differential Item Functioning (DIF), Multiple Choice Items, Logistic Regression Analysis, West African Examinations Council (WAEC), Economics, and school ownership. The study examines the impact of school ownership on student performance in Economics and analyzes the presence of DIF in the 2020 WAEC SSCE Economics examination using statistical methods to ensure test fairness and validity.
- Quote paper
- Anonym (Author), 2023, Assessment of differential item functioning by school location in western Africa, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1408073
