GENDER AND SELF-EFFICACY AS A CORRELATE OF TEST CONSTRUCTION SKILLS AMONG PUBLIC SECONDARY SCHOOLS IN TARABA STATE
The study was carried out on gender and self-efficacy as a correlate of test construction skills among public secondary schools in Taraba State, Nigeria. Two purposes of the study, with corresponding research questions and null hypotheses guided the study. The study adopted the descriptive corelational design. The population of the study consisted of six hundred and four (604) Economics teachers in public secondary schools in Taraba State. The sample for the study was three hundred and ninety (390) Economics teachers selected through Multi stage sampling procedure. The instrument for data collection was a forty-six (46) item questionnaire titled Economics Teachers’ Test Construction Skills Questionnaire (ETTECSQ). The instrument was validated by three experts from the Faculty of Education, Taraba State University, Jalingo. The reliability of the instrument was determined using Cronbach alpha statistic. A reliability index of 0.84 was obtained. Data collected from the study were analyzed using descriptive statistic of Mean, Standard Deviation and simple percentages to answer the research questions, while Independent t-test was used to test H01 and Simple Linear Regression was used to test H02. All the null hypotheses were tested at 0.05 significant level. The findings revealed that there was a significant relationship between gender and self-efficacy on test construction skills of Economics teachers in public secondary schools in Taraba State, Nigeria. Based on the findings, the study concluded that gender and self-efficacy significantly corelate Economics teachers’ test construction skills. The study therefore recommended, among others, that: experienced teachers with professional qualifications at higher levels should be made to teach Economics at the senior secondary school classes. Similarly, it is recommended that Economics teachers should harness their self-efficacy to improve their test construction skills which will in turn improve the students’ academic achievement.
Donatus Obiji, Onuoha Chinasa Rejoice, Uchechukwu Kizito Ogu
GENDER AND SELF-EFFICACY AS A CORRELATE OF TEST CONSTRUCTION SKILLS AMONG PUBLIC SECONDARY SCHOOLS IN TARABA STATE
The study was carried out on gender and self-efficacy as a correlate of test construction skills among public secondary schools in Taraba State, Nigeria. Two purposes of the study, with corresponding research questions and null hypotheses guided the study. The study adopted the descriptive corelational design. The population of the study consisted of six hundred and four (604) Economics teachers in public secondary schools in Taraba State. The sample for the study was three hundred and ninety (390) Economics teachers selected through Multi stage sampling procedure. The instrument for data collection was a forty-six (46) item questionnaire titled Economics Teachers’ Test Construction Skills Questionnaire (ETTECSQ). The instrument was validated by three experts from the Faculty of Education, Taraba State University, Jalingo. The reliability of the instrument was determined using Cronbach alpha statistic. A reliability index of 0.84 was obtained. Data collected from the study were analyzed using descriptive statistic of Mean, Standard Deviation and simple percentages to answer the research questions, while Independent t-test was used to test H01 and Simple Linear Regression was used to test H02. All the null hypotheses were tested at 0.05 significant level. The findings revealed that there was a significant relationship between gender and self-efficacy on test construction skills of Economics teachers in public secondary schools in Taraba State, Nigeria. Based on the findings, the study concluded that gender and self-efficacy significantly corelate Economics teachers’ test construction skills. The study therefore recommended, among others, that: experienced teachers with professional qualifications at higher levels should be made to teach Economics at the senior secondary school classes. Similarly, it is recommended that Economics teachers should harness their self-efficacy to improve their test construction skills which will in turn improve the students’ academic achievement.